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ABSTRACT

Several factors affect the academic performances of students

on class and the way of parenting is one significant factor. The current
study has been done with the purpose of investigating the relationship
between parent and students.
The purpose of this study was to find out whether it has a
correlation between parent involvement and student’s academic
performances to their school. The data regarding good parenting, its effect
to the academic performance of students in school were collected from a
sample of fifteen randomly student.
The review of literature focused on parent involvement on
relating to student’s school activities and how they teach their child a good
behavior at class and how important parenting is. Reason for parenting
involvement through students we’re identified and lastly, why it is important
for parents to be involved.

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 Chapter I
THE PROBLEM AND ITS SETTING
Introduction

Family is the fundamental and important structure of the society

that has an important role in one’s life and in the society. The importance
of a family as a social and peers. The influence of the family in the child
and its rules in creativity, social and moral aspects.
Educational achievement means the fulfilment of expected level of
education, and an educational organization approaches its predetermined
goals educational means increase of learning, increase of the level of
good scores and admission of students in the courses and educational
grades revenue caps and high stake testing appear to be an inevitable art
our future so we must find affordable effective means for inspiring students
and their families to improve student’s outcome.
Numerous studies have been done to confirm assumption that
students are better when their parent is involved in their education.
According to a review of a 66 studies of how students succeed in school
when parents become involved in children’s education at school. Results
include on or more of the following; higher grades and test score, better
attendance, more positive attitude and better behavior at school.

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 Statement of the Problem

This research was conducted to determine the effect of parenting to

students’ academic performances at school. Specially, this study answers
the following questions:
1) Profile of the students
1.1 Age
1.2 Gender

2) What are the effects of good parenting to student?

Hypothesis:
A. Students behavior’s
B. Attendance of students
C. Excelled on class

Significance of study
The finding of study will be beneficial to the following:

PARENTS. This research study may increase the awareness of parents

on the importance of their children’s education so that can extend the
needed support to

Inspire in their studies. It could also raise the awareness

on their importance in helping their children to excelled
and participate on class.

STUDENTS. This study may enlighten students on how importance the

existence of good parenting through their academic achievement. The
result may help them to strive hard on studying.

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 FUTURE RESEARCHER. The result of the study will help future
researchers because this will serve as a guide or a reference for future research
studies.

Scope and Delimitation

The research focused of how good parenting is associated to
the performance of students at school. The sample of study we’re given to
15 randomly students.

Definition of terms:
The terms will explain how it was related to this research.
Parenting: The process of taking cares the children.
Effect: A change that results when something is done or happens.
Academic: Relating to or associated with an academy or school.
Performances: The way of students performs at school. (According to
research title)
Achievement: Something that has been done or achieved by an effort.

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 CHAPTER II

Reviewed of Related Literature

This chapter includes the ideas, finished thesis, generalization or

conclusion, methodologies and others. Those that were included in this

chapter help familiarizing information that is relevant and similar to present

study.

Foreign literature

“Common sense tells us that getting parents involved in the

education of their children is a good thing” (Gullatt, .p.36) with that

statement, the study was undertaken to show whether parent involvement

in fact does increase student’s academic performances.

Parental involvement in school has been demonstrated to be a

key factor for children’s academic outcomes. The distinctions between the

activities of parents partake in and the attitude parents have towards

education was highlighted by several recent studies. Several studies found

that increased frequency of activities was associated with higher levels of

child misbehaviour in classroom (Izzo, Weissberg, Kasprow, and Fredrich,

1999), whereas positive attitudes towards education and school were

associated with the child’s increased academic performance.

Higher grades and better behaviour are just a few of the benefits

of parenting through students. Kids whose parents are involved in their

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education get better grades and have higher test scores. And the more

parents are involved, the more their children seem to benefit. A study of

parents is highly involved in the educational process showed that their

children were more likely to improve in reading and math. Better behavior

which studies also shown that kids are less likely to skip classes when

their parents involved. They also improved on education and Increased

confidence where students feel supported at home and school. They

develop more positive attitudes about school and place a higher priority on

academic performance. Lastly parents benefit too.

Local literature

Parenting is important in Philippine society because family is

viewed as a center to one’s social world. But, social context in which

Filipino families are embedded have changed rapidly over the past ten

years (Ochoa & Torre, n.d). Children’s learning is increasingly moving

toward a broader vision of the 21st century learning. As children’s

educations 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. Thus, parental involvement researches

remain misrepresentative of parents and the involvement that they have

with their children’s education (Jackson, 2010).

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Conceptual framework

INPUT PROCESS OUTPUT

Data Gathering:
Parenting towards Examining its Effect
student * Survey checklist

* Interview

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 CHAPTER III

METHODOLOGY

This chapter present the discussion on the research methodology of

the study, research instruments, procedure of data gathering and

statistical treatment that can be used in data accurate and data

interpretation.

Research Design

This study is all about the good parenting and its effect to

academic performance of students in class. Therefore, the researcher will

focus on knowing the effects of parenting to student performances on

class. The researcher will use survey research design for the study.

Approach

The fifteen students were selected randomly as a sample. The

questionnaire to answer was sent via messenger as the researcher

formulated a question.

Sampling Method and Instrument

The method used of this study is non-experimental design

because it is studied in a certain group of students. The researcher also

utilized survey method because researcher gathers data through

describing attitude, ideas, and feeling of respondent.

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 The researcher used questionnaires, cell phone messenger as

an instrument. The researcher gave time to the respondents to answer the

questions.

Data collection

The researcher used questionnaires and sent via messenger to

gather data. The researcher created a specific questions base on the

research problem for the respondents to answer.

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE

GATHERED DATA

This chapter describes the analysis of data followed by discussion of the

research findings.

Data analysis
1. Profile of the Respondents

Table 1. Percentage Frequency Distribution on the Age of the

Respondents

A FREQU PERCENT
GE ENCY AGE
14-15 3 20%
year’s old
16-18 7 46.67%
year’s old
19-20 5 33
year’s old .33%

As shown in the table 1. 20% or 3 out of the 15 respondents are 14-15

years old while the 46.67% or 7 out of the 15 respondents are 16-18 years
old and the 33.33% or 5 out of the 15 respondents are 19-20 years old.

Table 2. Percentage Frequency Distribution on the Gender of the

Respondents
GENDE FREQUE PERCENTA
R NCY GE
MALE 4 26.67
%
FEMALE 11 73.33
%

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 The table shows that out of 15 respondents 4 or 27% are Male
and the 11 or 73.33% of the respondents are Female.
A. STUDENTS BEHAVIOR ON CLASS
1. Parents’ guide you to pay attention on class

Measurement Code Frequency Percent

Scale Distribution
ALWAYS 1 5 33.33%
SOMETIMES 2 9 60%
RARELY 3 1 6.67%
NEVER 4 0 0%

Mean: 1.73 Median: 3 Mode: 2 or

sometimes
-Out of 15 respondents the result was 1.73 respondents stated that
sometimes their parents guided them to pay attention on class.

2. Do you arrive at school at exact time?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 2 13.33%

SOMETIMES 2 10 66.67%

RARELY 3 2 13.33%

NEVER 4 1 6%

Mean: 2.13 Median: 2 Mode: 2 or sometimes

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 -Out of 15 students the result 2.13 respondents stated that sometimes
they arrive at school at exact time.

3. How often you great your teacher at school?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 4 26.67%

SOMETIMES 2 8 53.33%

RARELY 3 3 20%

NEVER 4 0 0%

Mean: 1.93 Median: 3.5 Mode: 2 or

sometimes
-Out of 15 students the result was 1.93 respondents stated that
sometimes they great their teacher at school. .

4. Do you pass your homework at a right time?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 3 20%

SOMETIMES 2 9 60%

RARELY 3 3 20%

NEVER 4 0 0%

Mean: 2 Median: 3 Mode: 2 or

sometimes

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 -Out of 15 students the results were 2 stated that sometimes they pass
their homework at the right time.

5. Are you helping others to maintain the cleanliness at school?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 2 13.33%

SOMETIMES 2 13 86.67%

RARELY 3 0 0%

NEVER 4 0 0%

Mean: 1.87 Median: 1 Mode: 2 or

sometimes
-Out of 15 students the result was 1.87 respondents stated that
sometimes they were helping others to maintain the cleanliness at school.

B. ATTENDANCE

6. Do you skip classes?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 0 0%

SOMETIMES 2 6 40%

RARELY 3 5 33.33%

NEVER 4 4 26.67%

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 Mean: 2.87 Median: 4.5 Mode: 2 or
sometimes
-Out of 15 students the result was 2.87 respondents stated that
sometimes they skip classes.

7. Do you have valid reason to absent?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 5 33.33%

SOMETIMES 2 8 53.33%

RARELY 3 1 6.67%

NEVER 4 1 6.67%

Mean: 1.53 Median: 3 Mode: 2 or sometimes

-Out of 15 students the results were 1.53 respondents stated that
sometimes they have a valid reason to absent.

8. Are you given enough money when going to school?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 5 33.33%

SOMETIMES 2 10 66.67%

RARELY 3 0 0%

NEVER 4 0 0%

Mean: 1.67 Median: 2.5 Mode: 2 or

sometimes

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 -Out of 15 students the result was 1.67 respondents stated that
sometimes they were given enough money when going to school.

9. Does your parents encourages you to enter your class?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 14 93.33%

SOMETIMES 2 1 66.67%

RARELY 3 0 0%

NEVER 5 0 0%

Mean: 1.06 Median: 0.5 Mode: 1 or

always
-Out of 15 students the result was 1.06 respondents stated that their
parents encourage them to enter the class always.

10. Are you given enough learning materials for school?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 2 13.33%

SOMETIMES 2 12 80%

RARELY 3 1 6.67%

NEVER 4 0 0%

Mean: 1.8 Median: 1.5 Mode: 2 or

sometimes
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 -Out of 15 students the result was 1.8 respondents stated that sometimes
they were given enough learning materials for school.

C. EXCELLED ON CLASS

11. Are you participating on class?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 5 33.33%

SOMETIMES 2 10 66.67%

RARELY 3 0 0%

NEVER 4 0 0%

Mean: 1.67 Median: 3.5 Mode: 2 or

sometimes
-Out of 15 students the result was 1.67 respondents stated that
sometimes they are participating on class.

12. Do you have medals or honors?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 2 13.33%

SOMETIMES 2 6 40%

RARELY 3 4 26.67%

NEVER 4 3 20%

Mean: 2.53 Median: 3.5 Mode: 2 or

sometimes

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 -Out of 15 students the result was 2.53 respondents stated that
sometimes they have medals and honors.

13. How often you can answer the teacher’s questions?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 0 0%

SOMETIMES 2 15 100%

RARELY 3 0 0%

NEVER 4 0 0%

Mean: 100 Median: 0 Mode 2 or

sometimes
-Out of 15 students the result was 100 respondents stated that sometimes
they can answer the teacher’s questions.

14. Does your parents assist you doing homework?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 0 0%

SOMETIMES 2 8 53.33%

RARELY 3 5 33.33%

NEVER 4 2 13.33%

Mean: 2.6 Median: 3.5 Mode: 2 or

sometimes

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 -Out of 15 students the result was 2.6 of respondents stated that
sometimes their parents assist them when doing homework.

15. Does your parent pressure you to perform in school?

Measurement Code Frequency Percent

Scale Distribution

ALWAYS 1 0 0%

SOMETIMES 2 4 26.67%

RARELY 3 3 20%

NEVER 4 8 53.33%

Mean: 3.27 Median: 3.5 Mode: 4 or

never

-Out of 15 students the result was 3.27 respondents stated that they were
never pressured by their parents to perform in class.

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 CHAPTER V

CONCLUSION AND RECOMMENDATION

Findings:

 The findings indicate that the students’ performance is strongly

associated with a good parenting.

 The findings conclude that good parenting helps student to excelled and

improve their learning at school.

 The findings conclude that good parenting affects the students’ behavior

on class and how they perform at school activities.

Conclusion:

 The intent of this study was to show that students whose parents have

been involved in their education have shown their child gain a good

behavior and how they interact on teachers and classmates at school.

 The research also proposed that there is a relationship between good

parenting and student’s attendance on class because parents gave

support and encourage their child attending the school class.

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 The results indicated that there is a significant positive relationship

between parenting and student performance on class.

Recommendation:

 The researcher recommends that parents should take a leading in

helping their children’s educational endeavors since they are the first

educators.

 The researcher recommends that parents should show support on their

child because good parenting has a huge impact in students’ academic

performances.

 Parents should also set realistic expectations on their children. These

high expectations motivate their child to perform well at school.

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