Chapter 1-5

West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
Parents’ Involvement in the Academic Performance of BEED
Students
Ivonny Papelera
Christine Mae L. Peollio
Chapter 1
Introduction to the Study
Chapter 1 consists of five parts: (1) Background and
Theoretical Framework of the Study, (2) Statement of the
Problem, (3) Significance of the Study, (4) Definition of Terms,
and (5)Delimitation of the Study.
Part One, Background and Theoretical Framework of the
Study, discusses the rationale for the choice of the problem and
the theoretical framework of the study.
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Part Two, Statement of the Problem, enumerates the problems
identified in the research.
Part Three, Significance of the Study, discusses the
benefits that may be derived from the results of the study.
Part Four, Definition of Terms, defines the important terms
used in the study.
Part Five, Delimitation of the Study, discusses the scope
and coverage of the study.
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Background and Theoretical Framework of the Study
It has been said that the youth are today’s hope for a
better tomorrow. The future of the country lies in the hands of
these younger generations. Thus, the parents have a great
responsibility for the education of the youth to become
worthwhile and productive citizens of the country.
Quano (1998) points out that parents have the primary duty
to provide children with education which prepares them for life.
Providing education to children and youth is not just the
endeavor and functional partnership of the home and school.
Teachers, school authorities and parents identify themselves as
educators because of the commonality of their purpose to educate
children.
Fine (1992; Liontos, 1992; Suchara, 1982in Vickers, 1994)
defines the benefits of parental involvement in education to
include higher academic achievement, more positive child
behavior and more effective schools.
Contemporary education thinkers like Aquino (1954) and
Fisher (1996) identified parent involvement to include
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developing and maintaining a positive attitude towards the
school environment, projecting a positive image towards
learning, providing a variety of experiences or their
children, and supporting the school and the teachers.
The family is a primary regulatory agency. It provides a
model of the larger society. It teaches children the habits and
society’s most basic educational institution. Parents teach what
they know. They pass on to their children their views of the
world, share what they have experienced and explain things as
they understand them. These primary impressions are lasting and
very difficult to modify, a fact of immense significance to
education (Webb, 1981).
This study was also linked to a psychological theory which
suggests that academic achievement is determined by such factors
as classroom, home, peer group and mass media to which students
are exposed (Walberg, 1986 in Walberg and Ethington 1991).
Figure 1 shows the conceptual framework of the study.
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Research Paradigm
The conceptual framework of this study is represented in
the paradigm that follows:
Independent Variable Dependent Variable
Parents’ Involvement: Academic

Performance of BEED
School – site Students
Home
Figure 1. Parents’ Involvement in the Academic Performance
of BEED Students.
Statement of the Problem
This study sought to determine the level of parents’
involvement in the academic performance of BEED students at West
Visayas State University Lambunao Campus for School Year 2012-
2013.
Specifically, this study sought to answer the following
questions:
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1. What is the level of the parents involvement in school in
the academic performance of BEED students?
2. What is the level of parents’ involvement at home in the
academic performance of their students?
3. What is the over-all level of parents’ involvement in the
Significance of the Study
The findings of this study may be significant to the school
administrators, teachers, students, parents, teachers, as well
as to other researchers.
School Administrators. The findings of this study will help
the school administrators in planning and implementing programs
to benefit students. Results of this study could inform them how
important are the presence of the parents in the academic
performance of students.
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Teachers. Result of this study could help teachers identify
the significance of parental involvement to the performance of
the students. The data generated from the study could serve as
basis in encouraging parents to be more supportive of school
activities to improve student’s performance.
Parents. The results could also remind parents about their
responsibilities and role as active participants in their
child’s education. The study might also help the parents promote
wholesome relationship with their child.
Students. The result of this study could help the students
realize the importance of parents in their learning process.
Other Researchers. This study could be used in some other
studies as a data reference and may impart useful concepts to
other researchers in expanding related studies of this field.
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Definition of Terms
For clear understanding of terms used in this study,
important terms here are conceptually and operationally defined.
Academic Performance--Performance in the actual
accomplishment in school as distinguished from potential
ability (Good,1973).
In this study, “academic performance” means the knowledge
and skills acquired by the BEED students. It is based on the
general rating of students during school year 2012-2013.
Parents--refers to a father or mother or any organism in
relation to its offspring(Webster,1989).
In this study “parents” refer to the parents of third year
BEED students of West Visayas State University Lambunao Campus
for School Year 2012-2013.
Involvement-- is the process by which an individual or
groups become identified with external events, ideas or
subjects (Good,1973).
In this study, “parents’ involvement” refers to the parents
‘or guardian’s participation in the education of their child
Alderete, N.B. (1999).
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Parents’ involvement was classified into:
Very High Involvement, when parents hold certain position
and power and are overly active.
High Involvement, when parents are comfortable as members
in the school organizations and enjoy involvement in
school.
Moderate Involvement, When parents readily respond when
invited to school.
Low Involvement, When parents need encouragement to come
to school.
Very Low Involvement, Very low involvement refers to
parents who avoid school like a plague.
Students-- Students refer to persons formally engaged in
learning, especially those enrolled in college or school.
(Webster,1989).
As used in this study, it refers to the third year students
of Bachelor in Elementary Education at West Visayas State
University - Lambunao Campus.
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Delimitation of the Study
This study was limited to the investigation of parents’
involvement in the academic performance of BEED students at West
Visayas State University Lambunao Campus, school year 2012-2013.
The respondents were parents of third Year BEED students.
Questionnaire adopted from Alderete, N.B. (1999) was used as
data gathering instrument. The statistical tool used was
the mean.
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Chapter 2
Review of the Related Literature
Chapter 2 presents the synthesis of researches that
support the study on Parents’ involvement in the academic
performance of BEED students. Included in the chapter were the
conceptual literature which pertains to articles or books
written by authorities and the related researches which pertain
to the researches that support the findings of this study.
Conceptual Literature
Parents’ Involvement
Family involvement has become a greater challenge in recent
years as the characteristics of families are changing. Now more
than ever, mothers constitute a significant portion of the
workforce, and many low-income children are living in single,
female-headed households (U.S. Census Bureau, 2000). This
supports the call for a modification of traditional parent
involvement activities that are largely school-based (such as
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volunteering in the classroom) to accommodate working mothers or
those without childcare. In addition, ethnic and cultural
diversity among low-income families is increasing (National
Center for Children in Poverty, 2002).
There is no longer an option of whether we will include
parents in the education of their children it is required. The
goal now is to inform parents and educator of the numerous
advantages of parent involvement.( Goals 2000: Educate America
Act, 1994 p.3).
Article 76 of the Child and Youth Welfare Code
(Nolledo,1993), states that the home shall fully support in the
implementation of the total school program-curricular toward the
proper physical, social, and moral development of the child.
Parent-Teacher Associations all over the country shall aid
the municipal and other local authorities and school officials
in the enforcement of Juvenile delinquency control measures, and
in the implementation of programs and activities to promote
child welfare ( Article 77, Child and Youth Welfare Code in
Nolledo, 1993).
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Related Researches
Majority of parents, according to Casiple as cited by
Balboa (1994), participated in school program by attending
P.T.A meetings and contributing money and materials for the
projects. The percentage or extent of participation increased as
the income , educational attainment and occupation got higher.
The parents’ coached and assisted their child in their
education.
Canilao (1998), believed that she could contribute much in
all areas of concern , however, it is recommended to motivate
the parents and the school to work with greater collaboration.
It is through the recognition of outstanding school P.T.A by
district and division offices and by city or municipal
government that they could work together.

The strategic plan for effective parent collaboration
suggested the following goals:
1. To build the parents’ confidence and to encourage them to
communicate their concern regarding their children’s
education;
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2. To change the parents’ attitudes in psychologically
healthy direction; and,
3. To awaken and motivate the parents to participate in
school activities and participate on their children’s
education.
Balboa (1994) further cited the work of Espolong (1990)
entitled “ The Relationship Between Parents’ Participation in
Pupils’ learning Activities to Academic Performance”, that
majority of the Grade IV pupils in District of Jaro have the
parents with average participation in the pupils’ activities.
This has slight but significant positive effects on the pupils’
academic performance.
In contrast to the task given to the educators
participation of parents is expected for they are the first ,
the closest and the most influential person in a child’s life.
Numerous researches as claim that parental involvement is
essential in the educational success of a child(White, et al. ,
1992).
In the 1986 review of research and practices in parent
involvement, Becher (1984) found out that parents develop more
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positive attitudes about the program and the program personnel.
They develop more positive attitudes about themselves as
parents. They have increased their self confidence. They also
use more positive forms of reinforcement. Parent-child
relationships improve, and if the involvement starts in
preschool and the early grades, the children increase their
academic achievement and cognitive development.
Rich(2003) Studied the parental involvement in school and
found that children whose parents and/or other significant
adults shared in their formal education tend to do better in
school. Some benefits identified measure parental involvement
in education included higher grades and scores, long term
academic achievement, more successful programs and more
effective schools. According to Rich, schools should create an
environment where teacher input on implementation of parental
involvement strategies was sought and encouraged.
Hill(2003) studied the parent-school involvement and school
performance and found that parental involvement did not affect
all academic areas equally. His study further revealed that
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parental characteristics such as age, sex, educational
attainment, occupation, and family income were significant
predictors of parental involvement.
Conway and Houtenville(2008) studied the parental
involvement and its primary impact on student achievement and
found that parental effort was consistently associated with
higher levels of achievement, and the magnitude of parental
effort was substantial. Parents seemed particularly interested
in the academic achievements of their daughters.
A family’s involvement in their child’s education is
recognized by many as the single most important factor in school
success and achievement. Research has shown that not only does
family involvement increase academic achievement, as reflected
in higher test scores and graduation rates, but it also
increases likelihood that youth will pursue higher education
(Handerson & Berla, 1994). Successful family involvement is
championed by the school’s principal and implemented by school
administrators, teachers, and staff; nurtures a young person’s
interests; provides for individualized choices; and includes
family staff relationships at the classroom and pragmatic
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levels. At a practical level, Involvement often means getting
families to participate in an activity with their adolescent at
school or in the community. However, due to the wide range of
barriers and individual differences, schools and communities
should allow for and promote participation in various ways, at
different levels of commitment, and different frequencies. The
most effective family involvement approaches include: offer a
wide variety of ways to participate; support family
participation in any school or community opportunity; account
for a cultural and individual differences; enable participation
for all who want to contribute, regardless or skill level; and
provide support to improve participation skills.
Sheldon, SB., and Epstein, J.L (2001) found that school-
based activities which include volunteering, attending parent-
teacher conferences, fund raising activities and other class-
related activities increase gains in reading and mathematics.
The study further revealed that schools that are actively
reaching out with parents to engage them in their child
schooling reported significantly more involvement in various
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activities compared to schools that do not reach out to
families.
Becher(1984) concurs that all forms of parental involvement
strategies seem to be useful. However, those that offer more
types of roles for parents to play, and occur over an extended
period of time appear to be more effective. More research is
needed on the relative value of varied forms of involvement,
specifically on the effects of parental and community
involvement in decision-making, since this role is just emerging
and has not yet been studied to any great extent.
Parent involvement in activities benefit parents and family
members. Helping parents understand their child’s current
situation and potential and how they manage their child’s needs
and demands, will reduce levels of stress, give more
satisfaction and more realistic perception of what it is
possible and desirable (Lewin,1992).
Over the past thirty years many research studies have
focused on parental involvement in education. Overwhelmingly,
the researches indicate that when parents show a strong interest
in their children’s schooling, they promote the development of
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attitudes that are key to achievement. There are attitudes that
are more a product of how the family interacts than its social
class or income. If schools treat parents as powerless of
unimportant or if they discourage parents from taking an
interest, they promote the development of attitudes in parents
and consequently in their children that inhibit achievement
(Henderson, 1994)
In the study by White, et al.(1992) about the benefits of
involving parents in early intervention programs, they concluded
that parents have an obligation to be involved because they are
ultimately responsible for their child’s welfare. Involved
parents provide better political support and advocacy. Early
intervention programs which involve parents result in greater
benefits for children. Parent involvement results in greater
benefits for the parents and family members. By involving
parents, the same outcomes can be achieved at less cost, and the
benefits of early intervention are maintained better.
Crozier(1997), focused on parents’ involvement with their
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child’s schooling and the possible influences upon this.
Parental involvement is regarded as being highly important to a
child’s school achievement. Given the Government’s promotion of
the role of parents in education, the conditions become more
particularly conducive. However, in spite of increased statutory
rights and a changing attitude towards parents by teachers and
schools, parents’ social class influence in their child’s
schooling. The paper includes that increased parental
involvement is probably desirable but the nature of this and its
operationalization needs to be carefully thought out.
Grififth (1996), examined the relationship of parental
involvement and empowerment to student academic performance.
School-level data on parent perceptions and characteristics of
42 elementary schools were used to examine the relationship of
parental involvement to student academic performance. Results
showed that measures of parental involvement and empowerment
could be reliably predicted. Multiple regression analysis showed
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that parental involvement and empowerment accounted for
substantial variance in student standardized test performance.
Canilao (1998), determined the level of involvement of Bata
Elementary School parents in the educational process as basis
for developing strategies for effective school collaboration.
Neuman’s, et al. (1995) study addressed the challenge of
creating a collaborative approach to parent involvement as a
part of a family literacy program, participants in the study
were 19 african-american adolescent parents from low-income
backgrounds whose children attended an early intervention
program. Parents’ beliefs about learning and literacy were
sought through a series of peer group discussions.
Loyola (1991), cited that the type of involvement parents
want most is how to work with their own children at home in ways
that help the students succeed and that keep the parents as
partners in their children’s education across the grades.
Espolong(1990), found out that relationship of parent’s
participation in pupil’s learning activities on a academic
performance, considering other characteristics of pupils such as
their intelligence, household income, educational attainment of
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the father, and educational attainment of the mother among the
Grade 6 pupils in the district of Jaro, Division of Iloilo city
for the school year 1988-1989.
According to Baterna (1989), constant monitoring by school
and parents on child’s performance are coordinated through
regular meeting or “ tutorial chats”. This provide the venue for
both parties to work, capably discuss the children’s behavior,
his work, capabilities, in school, over all responsibility, his
academic performance and other topics seemed necessary.
This is supported in Helling (1992) as cited by Washington
(1996), the “Say Yes Program” brings together families, schools,
communities and business, to provide children with opportunities
for developing skills. The program provides relevant experience
and myriad opportunities that can and it is hoped to provide and
prepare students to become leaders in all subjects. A concept
revealed that youth’s future is reflected in experiences that
can be shared with all children and education. Parent
involvement in a child's early education is consistently found
to be positively associated with a child's academic performance
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(Hara & Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson
& Baker, 1987). Specifically, children whose parents are more
involved in their education have higher levels of academic
performance than children whose parents are involved to a lesser
degree. Coupled with these findings of the importance of early
academic success, a child's academic success has been found to
be relatively stable after early elementary school (Entwisle &
Hayduk,1988; Pedersen, Faucher, & Eaton, 1978).
Therefore, it is important to examine factors that
contribute to early academic success and that are amenable to
change. Parent involvement has been defined and measured in
multiple ways, including activities that parents engage in at
home and at school and positive attitudes parents have towards
their child's education, school, and teacher (Epstein, 1996;
Grolnick & Slowiaczek,1994; Kohl, Lengua, & McMahon, 2000).
Specifically, Izzo et al. (1999) reported that an increase
in the parent's school activities, such as increased number of
parent-teacher contacts, was associated with worsening
achievement, as increased contacts may have occurred to help the
teacher manage the child's existing behavior problems. The
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significance of parent attitudes toward education and school is
less well understood, although attitudes are believed to
comprise a key dimension of the relationship between parents and
school (Eccles & Harold, 1996).
Parents convey attitudes about education to their children
during out-of-school hours and these attitudes are reflected in
the child's classroom behavior and in the teacher's relationship
with the child and the parents. (Kellaghan, Sloane, Alvarez, &
Bloom, 1993.
Teacher rating scales allow teachers to rate the accuracy
of the child's academic work compared to other children in the
class, and allow for ratings on a wider range of academic tasks
than examined on standardized achievement tests (DuPaul &
Rapport, 1991).
Report card grades allow teachers to report on classroom
academic performance, but are used by few studies for early
elementary school children due to, among other reasons, a lack
of a standardized grading system and uniform subject areas
children are evaluated on. Parent involvement is one factor that
has been consistently related to a child's increased academic
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performance (Hara & Burke, 1998; Hill & Craft, 2003;
Marcon, 1999; Stevenson & Baker, 1987).
While this relation between parent involvement and a
child's academic performance is well established, studies have
yet to examine how parent involvement increases a child's
academic performance. The goal of the present study was to test
two variables that may mediate, or explain how, parent
involvement is related to a child's academic performance. Parent
involvement was defined as the teacher's perception of “the
positive attitude parents have towards their child's education,
teacher, and school” (Webster-Stratton, 1998).
In addition, Jencks and his colleagues (1972, in Berger,
1991) point out the importance of schools and parents becoming
partners in the education of children.
According to Paez (1995), parents have primary
responsibility for their child. Although they delegate a limited
amount of it to the teaching staff; it is the right and
responsibility of parents to participate in decisions about
their child’s care and education. Their influence on their child
is greater and longer-lasting than the staff’s, when staff share
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knowledge, skills and experience with parents, they ultimately
are helping the child.
Paez further explained that a child needs to feel good
about his background because he is reassured by the mutual
demonstration of respect , appreciation and trust among the most
important people in his life – his parents and teachers.
On the other hand, conflicts can be minimized if parents
and staff clarify, communicate and understand each other’s
values. In this way, staff can learn from parents what is
healthy and effective in family teaching styles, just as parents
can learn alternative child-rearing methods. Both need
opportunities to watch , talk and work with each other.
It is important for schools to offer different forms of
parent involvement. No one form of involvement is necessarily
right for every family, but educators and parents should aim to
increase the percentage of parents involved in at least some
ways ( Boyer, 1995).
Weiser (1991), says that during the first year of life,
there are five necessary basic parent orientations toward the
child: Being a nurturing parent who provides adequate food,
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shelter and protection; being a loving parent who cherishes the
life of the child and making a patient investment in the child’s
future; being an enjoying parent who finds focal points for
interaction with the child that provide mutual satisfaction;
being a teaching parent who understands enough about child
development to become skillful as a mentor, and to sharpen the
child’s skills gradually as its capacity evolves; and being a
coping parent who knows how to seek help for developing skills
that deal effectively with the inevitable vicissitudes of life.
Parental presence involves more than just being there when
their children need them. Parents should become part of their
children’s world, learn about their interests and concerns,
struggle with them in their personal processes like handling
relationships, and share in their hopes, dreams , anxieties and
fears ( Herminda, 1997).
However, one of the most distressing consequences of the
gap created during adolescent stage is the failure to
communicate. The difficulty arises when parents still try to
behave as their parents did. It would help if parents act the
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part of a friend and not try to lay down the law. Parents should
give advice when it is sought rather than attempt to impose it.
Parents practice rather than preach the views they hold
(Nobleza, 1998).
Christenson’s, et al. (1997) study described parents and
school psychologists perspectives on 33 parent involvement
activities aimed at enhancing school success of students. A
national sample of 217 parents rated the degree to which they
would use the activities.
Villamin (1994) reveals that the student’s success in
school depends on how well they study. The students should study
their lesson in the right way in order to learn.
Arend (1998) suggested that the teachers must show regards
for parental concern by using more frequent reporting procedure
and by getting parents to support the school reward system at
home. This results in more academic engagement , and generally
increased student output.
According to Johnston (1998 p.192), “There is one
irrefutable truth in education: Parent involvement in the
schools promotes student success and achievement.” Most school
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reform efforts advocate parental involvement. The United States
Department of Education has mandated, “By the year 2000 all
schools will increase parent involvement and participate in
promoting the social, emotional, and academic growth of children
(Goals2000: Educate America Act, 1994 p. 3). There is no longer
an option of whether we will include parents in the education of
their children, it is required. The goal now is to inform
parents and educators of the numerous advantages of parent
involvement. Dornbush & Ritter (cited in Hickman, Greenwood, &
Miller, 1995) found that parent attendance at high school
activities had a positive correlation with school attendance and
by printing that fact in the school newsletter increased parent
attendance at school events.
Parent involvement can be divided into two general categories:
school-site involvement and home involvement (Zellman &
Waterman, 1998). They focused on five measures of parent-school
involvement: attendance at school events, participation on a
school council or advisory committee, regular volunteer
activities, employment at school, and PTA meetings.
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Gestwicki (1996) added parents as learners to this list,
and also indicated that home involvement includes helping the
child with homework, communicating with the child about
school,and spending “quality” time with the child.
Parental involvement is not a new concept but has evolved,
in this country, from parents being concerned about their son’s
education and their daughter’s dowry to a genuine concern for
the education of both sons and daughters. It is only in the past
few decades that studies, such as the Perry Preschool Project
that began in 1960 by Sweinhart and Weikart, (cited in
Gestwicki, 1996) have been done to assess the effects of parent
involvement on children’s educational and personal success. This
project followed 123 children who attended high quality early
childhood programs for two-and-a half hours five days a week and
whose parents were visited in their homes by teachers for ninety
minutes every week. The children were followed from preschool
through their twenty-seventh birthday. They did very well both
academically and socially. They received less remedial
education, graduated from high school and went on to jobs and
higher education at twice the rate of children without the
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preschool experience. Additionally, they had fewer teen
pregnancies, fewer arrests, and less welfare dependency. As
adults they were more likely to be married, own a home, and hold
a stable job.
Zellman and Waterman (1998) found parent enthusiasm
contributed significantly to the home-site and school-site
involvement of parents. Even more effective than enthusiasm was
positive parenting style as a predictor of child outcome. They
went on to say that parenting style had a greater effect on
student achievement than parent school involvement. This is an
important point to remember as we develop parent involvement
programs and projects. Teaching parenting skills will have a
greater and longer lasting effect on our children’s lives.
Christian, et al (2001), Henderson and Mapp (2002) have all
found out that the parents’ involvement to their children’s education,
as well as the parents’ educational attainment both give a
significant impact on the children’s academic performance. The
results of the meta-analysis made indicate that parental involvement
results to higher educational attainment of a student. These findings
include the consistent outcome on scholastic grades, standardized test
scores, and teachers’ ratings. This fact holds true not only for
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parental involvement; but for most components of parental involvement
that were observed in the meta-analysis. Moreover, the academic
achievement scores of children with highly involved parents were
higher than children with less involved parents. This academic gain
for those parents who were highly involved in their children’s
education averaged about .5– .6 of a standard deviation for overall
educational outcomes, grades, and academic achievement. The most
important part of this study is the assessment of the specific
component that greatly influenced on the student’s excellent
performance in school. The parents’ education is very essential factor
that determines the facets of parental involvement in a huge scale
of investment of time in reading and communicating with one’s child.
Hence, if the parents acquired a good education, they are more
likely subtle and more diplomatic in dealing with their children as
well as regards to their education. And, the more subtle the parental
style and expectations, the greater the impact on the children’s
educational outcomes. It is therefore important that the parents have
acquired a high literacy level in order to facilitate their children
with their homework, lessons that toddlers, elementary grades and
secondary students are most often confused. Obviously, the children at
home will seek the help of their parents on something that they do not
know about their studies, that is the normal reaction of every student
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inside the house, same thing that they do when they are inside
the classroom or in school, they ask their teachers or classmates on
something that they find hard to answer. The implication of this study
is how about the students with parents who come from a poor family and
have parents with low literacy level. The tendency is the parents can
not take part in the academic assignments, lessons and activities that
their children need assistance from them. In some instances, parents
are also busy with their household chores, or both parents work
outside the house for the daily sustainability of the whole family. As
a result, they do not have enough time to monitor their children’s
school’s lessons and assignments regularly. This condition leads the
children to feel helpless and confused, because no one they can turn
to inside the house in the midst of disorientation on their studies.
The children should have a strong foundation academically in order to
build the self-confidence and self-esteem within them, and it must
start from the family. That parental involvement improves
student achievement is practically irrefutable. A report from
the Southwest Educational Development Laboratory concludes that
"when schools, families, and community groups work together to
support learning, children tend to do better in school, stay in
school longer, and like school more". The report notes that:
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Students with involved parents, no matter what their income or
background, were more likely to:
• Earn higher grades and test scores, and enroll in higher-

level programs;
• Be promoted, pass their classes, and earn credits;
• Attend school regularly;
• Have better social skills, show improved behaviour, and adapt
well to school; and;
• Graduate and go on to postsecondary education (Henderson &
Mapp 2002:7).
Kettler, Valentine, Lucas & Miles (2002) state that making
a broad generalization that parental involvement results in
increased student achievement clearly understates the complexity
of the issue. A review of the literature shows that student
achievement outcomes differ based on:
a) The particular component of parental involvement and
whether this data was parent or student reported.
b) The achievement measure(s) used (e.g. achievement test
scores or grades).
c) The cultural or racial/ethnic groups involved.
d) The subject matter (e.g. mathematics, reading, science)
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being tested.
e) Income levels of parents.
f) Gender of the parents.
Academic Performance
There are student-related factors that significantly
contribute to the academic performance of undergraduate students
in the universities. This study aimed at identifying the factors
that contribute to the academic performance of undergraduate
students in the universities, using Daystar University as a
case. The study also sought to establish the perception of
students on the factors that contribute to their academic
performance in the university. The study employed both
descriptive and path analyses in establishing the factors that
contribute to the academic performance of students in the
university. Students’ final high school grade, English Language
proficiency, self-regulatory learning strategies and extrinsic
goal orientation were observed to have direct effects on the
academic performance of the students in the university. On the
other hand, self efficacy, locus of control, intrinsic goal
orientations and personality traits were observed to have
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indirect effects on the academic performance of students in the
university. Most of the students perceived the self-regulatory
learning strategies to be the greatest determinant of their
academic performance in the university.
There is need for students as well as their mentors to
promote the positive contributors while discouraging the
negative ones while enhancing the student’s academic
performance in the university. Transitional issues from high
school to tertiary level of education should not be overlooked
as a factor contributing to the academic performance of students
in the university. Further research is required on the external
factors that contribute to the academic performance of students
in the university. A replica of the same study in other
universities within the country was also deemed necessary.
(http://ijl.cgpublisher.com)
Related Researches
All of the research reviews support the hypothesis that student
Performance depends on different socio-economic, psychological,
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environmental factors. Thefindings of research studies focused that
student performance is affected bydifferent factors such as learning
abilities because new paradigm about learning assumes that all students
can and should learn at higher levels but it should notbe considered as
constraint because there are other factors like race, gender,sex that
can affect student’s performance. (Hansen, Joe B.2000).
This study did not take into account a main factor that a
lot of college students have to deal with, having children and
families to care for. Today more and more people are deciding to
return to college after being out in the work force. Coming back
to college puts high demands on older people, who sometimes have
family already. This factor of having a family could itself
contribute to a lower GPA, but one study looked at this factor
of family and found the contrary. What helped these students was
the support they found within the University, support such as
childcare services, and also courses in how to hone superior
studying skills (Hammer, Grigsby, & Woods, 1998).
Students who have children to take care of can often find
themselves being held out of class for reasons like their
children being ill or not having the proper child care readily
available. Grades, motivation and prior GPA can also be reasons
for class attendance (Devadoss & Foltz, 1996). With attendance
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having a major influence on academic performance, even to the
point of some professors using it as a requirement to pass a
course, it is a great indicator of a students’ overall GPA. One
major prediction of class attendance is a student’s GPA prior to
enrolling in the class. Students who have done better in
previous classes are likely to attend classes more frequently.
Other factors in class attendance include the level of courses
the student is taking. On average, junior and senior level
courses have a higher attendance record than freshman and
sophomore courses (Devadoss & Foltz, 1996).
The home environment also affects the academic performance
of students. Educated parents can provide such an environment
that suits best for academic success of their children. The
school authorities can provide counseling and guidance to
parents for creating positive home environment for improvement
in students’ quality of work (Marzano, 2003). The academic
performance of students heavily depends upon the parental
involvement in their academic activities to attain the higher
level of quality in academic success (Barnard, 2004; Henderson,
1988; Shumox & Lomax, 2001).
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Theory of Educational Productivity by Walberg (1981)
determined three groups of nine factors based on affective,
cognitive and behavioral skills for optimization of learning
that affect the quality of academic performance: Aptitude
(ability, development and motivation); instruction (amount and
quality); environment (home, classroom, peers and television)
(Roberts, 2007).
Summary
The preceding review of related literature proved to be
Relevant to the present study since it discussed the combination
of commitment and active participation on the part of the parent
to the school and to the student.
Becher (1984), Rich (2003), Conway and Houtenville (2008),
Handerson and Berla (1994), Lewin (1992) and Canilao(1998)
emphasized that parents and school must work with greater
collaboration. Hill(2003), Sheldon , S.B , Epstein, J.L.(2001)
White, (et. Al. 1992) and Loyola 1991 presented their
observations and findings which explained that parental
involvement is essential in the educational success of a child.
Likewise, related studies of Balboa (1994) states that parents
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coached and assisted their children in their education.
It is very clear that parental involvement is beneficial.
It can definitely benefit the student in education, but it can
also benefit the teachers, the school, the parents themselves
and the community. Everything possible should be done by the
school system to encourage the parents to become involved.
The influence of parent involvement on academic success has
Not only been noted among researchers, but also among policy
Makers who have integrated efforts aimed at increasing parent
involvement into broader policy initiatives.
As a whole, the review concluded that higher parental
involvement is an essential factor to consider for the success
of students in school.
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Chapter 3
Research Design and Methodology
This consists of three parts: 1) Research Design, 2)
Methodology, and 3) Data Analysis Procedure.
Part One, Purpose of the Study and Research Design,
describes the design used in the study.
Part Two, Method, describes the respondents, instrument,
and procedure utilized in the study.
Part Three, Data Analysis Procedure, reports the procedure
for scoring and statistical analysis used.
Purpose of the Study and Research Design
The descriptive study aimed to ascertain the level of
parents’ involvement in the academic performance of third year
BEED Students at WVSU-LC during the S.Y 2013-2014.
Methodology
The Respondents
The respondents of this study were the randomly selected
parents of the Third year BEED Students of WVSU-Lambunao Campus
for School Year 2012-2013.
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Instrument
To gather the data for the study the researchers adopted
the instrument from the study of Alderete (1999). This is a
questionnaire composed of 40 items about parental involvement,
and its relation to the academic performance of students.
Procedure
Permission to conduct the study was secured from the
Director of the School of Education. The researchers asked
permission from the Dean of Instruction to allow the researchers
to employ the parents of the third year BEED students as
respondents. Parents were instructed to fill up the personal
data information sheet and answer the questionnaire by checking
the number that corresponds to their appropriate responses to
the questions and situations presented. They were assured that
their responses would be treated confidentially. They were given
15 minutes to answer the personal data information sheet and the
researcher-made parental involvement questionnaire. After that
the instruments were retrieved and the data were tallied and
tabulated for analysis and interpretation.
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Statistical Data Analysis
The data gathered from the study were tallied and described
using the mean. The interpretation was based on the following
scale:
Scale Description
1.0 1.80 Very Low
1.81 2.60 Low
2.61 3.40 Moderate
3.41 4.20 High
4.21 5.0 Very High
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Chapter 4
Results
Chapter 4 presents the findings of the investigation.
Descriptive data analysis and discussions were presented.
Data in Table 1 revealed that parents’ involvement in the
academic performance of BEED students was very high (M=4.25).
Table 1 shows the data.
Table 1
Parents’ Involvement in the Academic Performance of BEED
Students
Category No. of Mean Description

Respondents
of
Involvement
School-site 30 4.03 High
Home-site 30 4.43 Very High
Over-all 30 4.25 Very High
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Chapter 5
Summary of Findings, Conclusions, Implications and
Recommendations
Chapter 5 contains four parts: 1) Summary of the Problem,
Method and Findings 2) Conclusions, 3) Implications for theory
and practice, and 4) Recommendations.
Part One, Summary of the Problem, Method and Findings
presents important and necessary parts of the study and its
findings;
Part Two, Conclusions, presents the conclusions drawn from
the results of the study;
Part Three, Implications, determines the relationships
between the findings of the present study and the theories that
were presented;
Part four, Recommendations, gives necessary recommendations
in terms of the conclusions given.
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Summary of Findings
This study determined the parents’ involvement in the
academic performance of BEED students. Specifically, it sought
to answer the following question:
1. What is the level of parents’ involvement in the academic
performance of BEED students?
2. What is the level of parents’ involvement at home in the
3. What is the over-all level of parents’ involvement in the
The descriptive research method was used in the study. The
respondents were thirty randomly selected parents of third year
BEED students of WVSU-LC. The statistical tool used to analyze
the data was the mean. Findings of this investigation revealed
that at home the parents’ involvement in the academic
performance of their students was very high (M=4.43) ; whereas
in school, parents’ involvement was high (M=4.03).
The over-all data showed that parents had very high
involvement ( M=4.25) in the academic performance of their
students.
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Conclusion
In view of the findings stated the following conclusions were

drawn:
It appears that parents were actively involved in promoting
their children’s learning , providing them security, good
foundation skills and positive self-concept. They provide
helpful criticisms and support the educational aspirations of
their children.
Parents are willing to contribute their knowledge and
skills to enrich the learning experiences of their students.
Parents visit the school to discuss issues and concerns that
affect their children because they realize that they are the
partners of the school in developing the hearts and minds of
these future builders of the nation.
It can be said that parents’ involvement in the academic
performance of students arises from parents’ enthusiasm and
positive parenting style. These in return are perceived by the
students, and at best internalized by them thus, resulting to
high achievement in scholastic activities.
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Implication for Theory
The findings of the present study revealed that the level
of involvement of the parents in the education of their BEED
students was very high. Based on the Berger’s (1995)
classification of parents, it implies that the parents in the
present study enjoyed power and are overly active participants
in their child’s education whether at home or in school. This
seems to agree with Paez’s (1995) study that parents have
primary responsibility for their child. Although they delegate a
limited amount of it to the teaching staff, it is the right and
responsibility of parents to participate in decisions about
their child’s care and education. Their influence on their child
is greater and longer-lasting than the teachers. When staff
share knowledge , skills and experience with parents, they
ultimately are helping the child.
This also confirms the study of Becher (1984) that all
forms of partial involvement strategies seem to be useful.
However, those that offer more types of roles for the parents to
play, and occur over an extended period of time appear to be
more effective. More research is needed on the relative value
of varies forms of environment, specifically on the effects of
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parental and community involvement in decision-making , since
this role is just emerging and has not yet been studied to any
great extent. On the other hand, the academic performance of
students heavily depends upon the parental involvement in their
academic activities to attain the higher level of quality in
academic success ( Barhard, 2007; Henderson, 1988: Shumox &
Lomax, 2001).
Implications for Practice
Effective parents have their own parenting skills to
effectively shape their children’s behavior. This view is
consistent with Zellman and Waterman (1998) that parent’s
enthusiasm contributed significantly to the home-site and
school-site involvement of parents. Even more effective than
enthusiasm is positive parenting style which has a greater
effect on student achievement than parent-school involvement.
Findings of this study can be a good reference in designing
parent involvement programs and projects. Teaching parenting
skills will have a greater and longer-lasting effect on the
children’s lives.
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The home environment also affects the academic performance
of students. Educated parents can perhaps realize the importance
of love and support for the academic success of their children.
They collaborate with school authorities in providing
counseling and guidance to their children in order to succeed
in the curricular and co-curricular activities. Parents who are
aware of their responsibilities and are concerned of their
children’s welfare are eager supportive and participants
actively in all undertakings of the school.
Recommendations
School administrator, faculty and school councils may
consider some or all of the following recommendations:
1. May encourage , invite and support parents who prefer to
help in the implementation of educational projects and
programs. They should consider good management in
creating a welcoming and productive parents.
2. May design communication plan/program to anticipate the
different informational needs of distinctly different
types of parents especially to those parents who prefer
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to help their child only at home in order to meet their
informational needs.
Parents may consider some or all of the following
recommendations:
1. Parents may check daily accomplishments of their
children in order to reinforce what is being taught in
school.
2. Parents may take or bring their children to historical
places , cultural facilities , museums or parks to
promote experiential learning.
3. May facilitate the exchange of information between the
school, home and community outreach programs and
encourage neighborhood to cooperate with the school
personnel in order to identify and integrate resources
and services to strengthen school programs , family
practices and student learning and development.
Similar studies may be conducted by future researchers
using other subjects and variables to further enrich and
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understand the present investigation.
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Appendixes
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Appendix A
Permit
July 18, 2013

GENOVEVA L. FANEGA
DIRECTOR, SCHOOL OF EDUCATION
THIS UNIVERSITY
Madam:
We are presently conducting a research study entitled “Parents’

Involvement in the Academic Performance of BEED Students”
In view of this, we are respectfully requesting from your good

office to administer our data-gathering instrument to the BEED
students.
Thank you very much for your generous assistance.
Very respectfully yours,
(Sgd.)IVONNY M. PAPELERA
(Sgd.)CHRISTINE MAE L. PEOLLIO
Noted:
(Sgd.)DR. LUCY L. CADIZ

Thesis Adviser
Approved:
__________________________
(Sgd.)GENOVEVA L. FANEGA M.A Ed.
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Appendix B
Letter to the Respondents
July 18, 2013
Dear Respondents:
The undersigned conducting a research entitled “Parents’

Involvement in the Academic Performance of BEED Students”
In view of this, we would like to ask your help by answering the

questionnaires. Rest assured that all your responses will be kept
confidential.
Thank you very much for your cooperation.
Very respectfully yours,
(Sgd.) IVONNY M. PAPELERA
(Sgd.) CHRISTINE MAE L. PEOLLIO
Noted:
(Sgd.)DR. LUCY L. CADIZ

Thesis Adviser
Approved:
__________________________
(Sgd.)GENOVEVA L. FANEGA M.A Ed.
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Appendix C
Parental Involvement Questionnaire
(Alderete,1999)
I. Personal Information
(Impormasyon nga Personal)
Kindly fill up the following information:

(Palihog sulat sang mga masunod nga impormasyon: )
Name of the Father/Mother/Guardian: (Optional)
(Ngalansang Tatay/Nanay/Manugbantay: )
Highest Educational Attainment:
(Pinakamataas nga natapusan sa pag-eskwela: )
Name of your child :
(Ngalan sang imo anak : )
II. Direction:
(Direksiyon)
Please read each item carefully. Put a check mark in the

appropriate column that best describes your feelings/behavior
about the statement. Your responses will be kept confidentially
and will not affect your child’s grade. Please do not leave any
item unanswered.
(Palihog basa sang kada aytem sing matul-id. Butangan sang

tsek sa naga kabagay nga kubay kun ang nasulat nga buluhaton
ang nagapahayag sang imo ginabatyag ukon ginahimo. Ang imo sabat
paga-amligan kagi ndi makaapekto sa grado sang imo bata. Palihog
indi magbilin sang isa ka aytem nga wala nasabtan.)
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Indicate your response to every item using the scale below:
(Palihog sabat sang kada aytem paagi sa sulundan:
Response Weight Description
(Sabat) (Puntos) (Descripsiyon)
Always ( A ) 5 Consistently and almost habitually

done.
(Pirme) ( Pirme-pirme kag halos ginabuhat)
Often (O) 4 Frequently and usually done
(Masunsun) ( Masunsun kag kinaandan nga ginabuhat)
Sometimes ( S ) 3 Occasionally & partly done
(Kun Kaisa) ( Kun Kaisa ginabuhat)
Rarely ( R ) 2 Seldom and scarcely done
(Talagsa) ( Talagsa kag malaka ginabuhat)
Never ( N ) 1 Not done at all
(Wala gid) ( Wala gid ginabuhat)
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SCHOOL OF EDUCATION
III. Questionnaire Proper
ITEM ( AYTEM ) RESPONSES ( SABAT )
Which of the following
activities do I do? : A : O : S : R : N
( Diin sa mga masunod nga
Hilimoon ang ginabuhat ko?) : (5) : (4) : (3) : (2) : (1)
1. I show to my child that I care or

support his/her education.
( Ginapakita ko sa akon anak nga
may pagsakdag ako sa iya pagtuon. )
2. I encourage my child to seek

assistance/guidance
from God for his/her studies
through prayers.
(Ginalaygayan ko ang akon
anak sa pagpangamuyo sa Ginoo
paramabuligan/matuytoyan siya
sa iya pagtuon.)
3. I provide the basic needs of my

child such as food,
clothing and education.
( Ginahatagan ko ang akon anak
sang iya mga kinahanglan subong
sang pagkaon, panapton kag
pang-eskwela.)
66
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
4. I train my child to do household
chores like cleaning the house,
cooking, washing clothes,
to enable him/her to become
responsible citizen in the future.
(Gina hanas ko ang akon anak
sa mga buluhaton sa balay subong
sang pagtinlo sang balay, pagluto,
paglaba sang bayo agud mangin
responsible nga pumuluyo sa
palaabuton.)
5. I teach my child the good
behavior and right conduct.
(Ginatudlu-an ko ang akon anak
sang mayo nga pag ginawi kag
pamatasan.)
6. I give guidance to my child in his
/her decision-making and listen
when he/she confides something to
me.
(Gina tuytoyan ko ang akon anak sa
iya mga desisyon kag ginapamati-an
ko siya kon may ginasugid siya sa
akon.)
7. I plan and provide wholesome
leisure time/activities for the
whole family like games, reading
together, vacation and picnicking
which stimulate learning.
(Naga plano ako kag ginahatagan ko
sang mayo nga kalingawan ang
bug-os ko nga pamilya pareho san
paghampang,pagbasa,pagbakasyon,kag
pagpiknik nga makapakamaayo sa
pagtuon.)
67
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
8. I advise my child to choose good

friends in school and community
(Ginalaygayan ko ang akon anak sa
pagpili sang mayo nga abyan sa
eskwelahan kag sa palibot.
9. I provide well-disposed
experiences and opportunities
to my child that will help him/
her develop his/her skills,
knowledge and special talent.
(Ginahatagan ko ang akon anak
sang maayo nga inagihan kag
kahigayunan nga makabulig sa
pagpasangkad sang iya nahibal-an,
kaalam kag talento.)
10.I stress the importance of

education to my child
(Ginapahanumdom ko pirmi sa
akon anak ang kamalahalon
sang pagtuon para makatapos.)
11.I allow my child to express his

/her ideas/opinions/decisions
regarding his/her studies.
(Ginapahanugotan ko ang akon
anak sa pagpabutyag sang iya mga
ideya/panghuna-huna/desisyon
tuhoy sa iya pagtuon.
68
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
12. I encourage my child to join/
participate in school’s
co-curricular activities.
( Ginahaylo ko ang akon anak sa
pagpakig bahin sa mga
“co-curricular” activities sa
eskwelahan.)
13. I encourage my child to pursue

/develop his/her talent such as
drawing,writing, dancing and
singing.
(Ginahaylo ko ang akon anak sa
paghanas/pagpalantip sang iya
talent pareho sang pagdrowing,
pagsulat, pagsa-ot kag
pagkanta.)
14. I attend PTA meetings,

Conferences and other special
meetings called by the school.
(Nagatambong ako sang miting
sang PTA, mgapulong-pulong kag
iban pa nga miting nga ginatawag
sang eskwelahan.)
15. I meet and confer personally

with the teachers or school
personnel when called upon.
(Nagapakigkita kag
naga pakigsapul ako sang
personal sa mga maestro
ukon tinawo sa eskwelahan kon
ginapatawag ako.
69
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
16. I immediately respond to

communications from school.
(Ginasabtan ko gilayon ang mga
komunikasyon halin sa
eskwelahan.)
17. I keep myself informed
regularly of my child’s
progress / performance or
accomplishments through report
cards.
(Ginatinguhaan ko nga mahibaluan
pirme ang mga progreso kag mga
nahimo sang akon anak sa
eskwelahan paagi sa iya “report
card”.)
18.I encourage my child to share
with me information and events
happening in the school.
(Ginaganyat ko ang akon anak
nga magsugid sa akon sang mga
impormasyon kag mga hitabo sa
eskwelahan.)
19. I give suggestions for the

improvement of the school
educational programs during
the parent-teacher conferences.)
(Naga hatag ako sang mga
suhestiyon para sa kaayuhan
sang mga programa
sa eskwelahan kun magmiting
ang mga maestro kag ginikanan.
70
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
20. I attend the affairs of the

school such as programs,
convocations or commencement
excercises participated in by
my child.
(Nagatambong ako sa mga
hilikuton sa eskwelahan subong
sang mga programa, konbokasyon
ukon gradwasyon nga
ginapasakupan sang akon anak.)
21. I support the projects and

programs of the school by
giving donations or rendering
services.
(Ginsakdag ko ang mga proyekto
kag programa sang eskwelahan
paagi sa paghatag sang donasyon
ukon serbisyo.)
22.I lend needed materials and
equipment from home to be used
in school.
(Ginapahulam ko ang
kinahanglanon nga butang halin
sa balay para gamiton sa
eskwelahan.)
23.I encourage my child to do his
homework on his own but give
necessary help when needed.
(Ginahaylo ko ang akon anak nga
maghimo sang iya “homework” sa
iya paghimulat pero ginabuligan
ko kon kinahanglan.)
71
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
24.I check-up my child’s daily

Accomplishments such as
notebooks, test papers and
assignments.
(Ginausisa ko ang mga nahimo sa
eskwelahan sang akon anak
subong sang iya “notebook”,
”testpapers” ukon
“assignments”.)
25. I recognize/praise the good

performance of my child in
school.
(Ginadayaw ko ang mga mayo nga
Binuhatan sang akon anak sa
eskwelahan.)
26. I remind my child the
importance of following a study
schedule.
(Ginapahanumdom ko sa akon anak
Ang kamalahalon sa pagsunod
Sang iskidyul sa pagtuon.)
27. I instill in my child the value

of self-reliance,self-confidence
and responsibility toward his/her
studies.
(Ginapahangup ko sa akon anak
ang kamalahalon sang pagsalig
Sa kaugalingon nga ikasarang,
Pagsalig sa kaugalingon,
Kag responsibilidad sa iya
pagtuon.)
72
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
28. I take/bring my child to
historical places,cultural
facilities, museums or parks.
(Ginapasyar ko ang akon anak
sa mga makasaysayan nga lugar,
pasilidad nga kultural, museo
ukon plasa.)
29. I remind my child to read books,

magazines and other printed
reading materials.
(Gina pahanumdom ko ang akon anak
sa pagbasa sang libro,
pahayagan kag iban pa nga
balasahon.)
30. I encourage my child to watch/

listen educational TV and
radio programs.
(Ginahaylo ko ang akon anak sa
pagtan-aw ukon pagpamati sa
mga mapuslanon kag matulon-an
nga programa sa TV kag radio.)
31. I see to it that our home would

be conducive for (my child)
study.
(Gina tinguhaan ko nga ang amon
balay mangin mayo nga lugar sa
pagtuon.)
73
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
32. I make myself aware of the

existing policies, guidelines,
rules and regulations that
govern students in school.
(Ginahibalo ko ang mga
patakaran, pagsulondan kag
regulasyon parti sa pagginahom
sang mga estudyante sa
eskwelahan.)
33. I support the mission and

objectives ofthe school.
(Ginasakdag ko ang misyon kag
tinutuyo sang eskwelahan.)
34. I voluntarily serve as officer

or memberof the PTA or any
association which I think I am
a part.
(Naga serbisyo ako sang
boluntaryo bilang
opisyal ukon miyembro sang PTA
ukon sang iban pa nga
talapoanan sa kon diin ako
katapo.)
35. I participate in the planning
of school programs and
activities.
(Nagabulig ako sa pagplano sang
mga programa kag hilikuton sang
eskwelahan.)
74
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
36. I speak out for the rights of

children as parent.
(Nagapanindugan ako para sa
kinamatarung sang mga kabataan
bilang isa ka ginikanan.)
37. I facilitate the exchange of

information between the school,
home and community.
(Ginapatigayun ko ang
pagbaylohanay sang mga
impormasyon sa tunga sang
eskwelahan,
balay, kag banwa.)
38. I support community-outreach

programs of the school such as
learning centers, botanical
garden etc.
(Ginasuportahan ko ang mga
programa sang eskwelahan sa
barangay/banwa subong sang balay
tulun-an, “botanical garden” kag
iban pa.)
39. I encourage the neighborhood

To cooperate with the personnel
of the school.
(Ginahaylo ko ang mga pumuluyo
sa pagkooperar sa mga tinawo
sang eskwelahan.)
75
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
A O S R N
5 4 3 2 1
40. I cooperate with the officials

of the community to combat
social problems in order to
safeguard the well being of
children.
(Naga kooperar ako sa mga
opisyales sang banwa sa
pagpakigbato sa mgaproblema sa
sosyedad agud nga maamligan ang
kaayuhan sang mga kabataan.)
76
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION
77

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West Visayas State University

Parents’ Involvement in the Academic Performance of BEED

Christine Mae L. Peollio

Introduction to the Study

Chapter 1 consists of five parts: (1) Background and

Theoretical Framework of the Study, (2) Statement of the

Problem, (3) Significance of the Study, (4) Definition of Terms,

and (5)Delimitation of the Study.

Part One, Background and Theoretical Framework of the

the theoretical framework of the study.

Part Two, Statement of the Problem, enumerates the problems

identified in the research.

Part Three, Significance of the Study, discusses the

benefits that may be derived from the results of the study.

Part Four, Definition of Terms, defines the important terms

used in the study.

Part Five, Delimitation of the Study, discusses the scope

and coverage of the study.

Background and Theoretical Framework of the Study

better tomorrow. The future of the country lies in the hands of

these younger generations. Thus, the parents have a great

responsibility for the education of the youth to become

worthwhile and productive citizens of the country.

to provide children with education which prepares them for life.

Providing education to children and youth is not just the

endeavor and functional partnership of the home and school.

Teachers, school authorities and parents identify themselves as

educators because of the commonality of their purpose to educate

Fine (1992; Liontos, 1992; Suchara, 1982in Vickers, 1994)

defines the benefits of parental involvement in education to

include higher academic achievement, more positive child

behavior and more effective schools.

Contemporary education thinkers like Aquino (1954) and

Fisher (1996) identified parent involvement to include

developing and maintaining a positive attitude towards the

school environment, projecting a positive image towards

learning, providing a variety of experiences or their

children, and supporting the school and the teachers.

The family is a primary regulatory agency. It provides a

model of the larger society. It teaches children the habits and

society’s most basic educational institution. Parents teach what

they know. They pass on to their children their views of the

world, share what they have experienced and explain things as

they understand them. These primary impressions are lasting and

very difficult to modify, a fact of immense significance to

education (Webb, 1981).

This study was also linked to a psychological theory which

suggests that academic achievement is determined by such factors

as classroom, home, peer group and mass media to which students

are exposed (Walberg, 1986 in Walberg and Ethington 1991).

Figure 1 shows the conceptual framework of the study.

The conceptual framework of this study is represented in

the paradigm that follows:

Independent Variable Dependent Variable

Parents’ Involvement: Academic

Figure 1. Parents’ Involvement in the Academic Performance

Statement of the Problem

This study sought to determine the level of parents’