CHAPTER 4

RESULTS AND DISCCUSION

This chapter presents the descriptive and analytical interpretation of the data

gathered, including the tabular presentation, statistical treatment, analysis, and

interpretation that answers the questions in the statement of the problem.

Level of Parental involvement in Senior High School

In determining the Level of Parental Involvement in Learning of Senior High

School Students, the researchers determined this outcome through a survey that let the

students decide whether their parents are involved in their learning or not. After that

the frequency of how often the level of involvement was chosen by those students who

chose YES. The gathered data is presented in the tables below:

Table 1: Number of Responses

NO. OF RESPONSES
GRADE LEVEL
YES NO

GRADE 11 62 67

GRADE 12 43 53

TOTAL 106 120

 The researchers conducted a research survey in the Senior High School students.

The results of the gathered data stated that in the Grade 11, there are 62 students that

chose “YES” while the number of students that chose “NO” was 67 and with this

outcome, it is safe to say that the highest possible outcome is in the Grade 11 (NO being

the highest with 67). The same survey was conducted in the Grade 12 students, the

results of the gathered data in this grade level shows that there are 43 students that

chose “YES” and 53 students that chose “NO”. It is also determined that the lowest

possible outcome is in the Grade 12 (YES being the lowest with 43). The total number of

senior high school students that chose “YES” in the survey was 106 while the students

that chose “NO” is 120.

Table 2: Level of Parental Involvement

LEVEL OF PARENTAL INVOLVEMENT

GRADE TOTAL AVE.
VERY LIGHT MODERATE INVOLVED VERY
LEVEL LIGHT INVOLVED VALUE VALUE
1 2 3 4 5

F V F V F V F V F V
GRADE 7 7 13 26 21 63 15 60 6 30 186 3
11

F V F V F V F V F V
GRADE 3 3 5 10 18 56 8 32 4 20 121 3.18
12

AVERAGE 3.09
 The researchers calculated the frequency and the value of how often the

respondents let their parents be involved in their learning. The highest calculated

frequency and value are at the level 3 involvement of parents with the frequency of 39

and the value of 119, the next is in the level 4 involvement with the frequency of 23 and

the value of 92, In the middle is Level 5 Involvement with the frequency of 10 and the

value of 50. Second to the last is level 2 involvement with the frequency of 10 and the

value of 36. With this outcome it is safe to say that level 1 involvement is the lowest

with both total frequency and value of 10. All the data presented in this discussion are

the total addition of both Grade 11 and 12 frequency and value. After calculating the

frequency and value, the researchers calculated the total value of grade 11 which is 186

with the ave. value of 3 while in Grade 12 has a total value of 121 with the ave. value of

3.18. The total average value of both SHS Level is 3.09.

The result of the conducted survey indicates an increasing pattern in the Level of

Involvement from 1 to 3, showing that the increasing value of involvement is evident.

However, the increasing pattern stopped when the value decreased at a huge number

at the Level of Involvement (4).

The outline of this pattern was at the point where the value dropped a large

number, the highest value was at Grade 11 with 63 then it decreased to 30 and the

same outcome was observed in the Grade 12 with also 56 as the highest value then it

dropped to 20. This anomaly only shows that the parental involvement does not

furthermore exceed the Level 3 and only a few students let their parents be completely

involved to their learning.

 The level of the parent’s involvement in the learning of SHS students is 3.09. It is

close to the number 3, indicating that the parents are moderately involved with the

learning of SHS students.

This result agrees with the study of Topor, Keane, Shelton and Calkins (2010),

entitled “Parental Involvement and Student Academic Performance: A Multiple

Mediational Analysis” that the parents and the child has a mediated relationship. It also

agrees with the study of Datu and Episcope (2021), entitled “Involvement of Filipino

Parents on Academic Performance of Students” that the parents are sometimes

involved with their children’s education.

Level of Parental Involvement VS the Academic Performance of SHS Students

In determining the level of Parental Involvement versus the Academic

Performance of Senior High School Students, the researchers determine through

gathering the general weight average from Form 137 the academic performance of the

students. The results presented at the gathered data below was computed in ways of

adding the GWA of students who chose the level of involvement under the category of

YES and then dividing it by the total frequency of each level of involvement. The

gathered data is presented in the table below:

Table 3: Average of all the total Academic Performance of SHS Students

GRADE YES
LEVEL NO VERY LIGHT MODERATE INVOLVED VERY
LIGHT INVOLVED
1 2 3 4 5

GRADE 11 99.85 88.42 88.38 83.28 85.66 88.33

GRADE 12 85.52 84.33 84.6 85.52 85.81 86.25

AVERAGE 92.68 86.37 71.49 84.7 85.73 87.29

The researchers calculated the total average of students that chose YES and NO.

The average data gathered was divided into two parts for comparison, the highest total

average in the sub parts of students who chose YES is at the level 5 involvement of

parents with the total average of 87.29, next is the level 1 involvement with the total

average of 86.37, next is the level 4 involvement with the total average of 85.73, next is

the level 3 involvement with the total average of 84.7 and last is the level 2 involvement

with the lowest average of 71.49. Grade 11 and 12 who chose the option NO has the

total average of 92.68 (close to 93).

The total academic average has no pattern nor trends that follows. The only

anomaly to be seen in this gathered data of the YES column is the total average of the

academic performances at the Level 2 Parental Involvement that resulted to 71.49.

Aside from this anomaly there is also another result that the researchers noticed to be

high, the result for the total average of academic performances of Grade 11 students

that answered NO is at 99.85 (close to a 100 percent average if rounded up).

The total average of the academic performances of students on each level of

involvement in the category YES are 86.37 (1), 71.49 (2), 84.7 (3), 85.73 (4) and 87.29 (5)

while the total average of the academic performances of students in the category NO is

92.68. For comparison, the total average of academic performances of those who chose

NO is higher than the ones who answered YES. This could only mean that the level of

parent’s involvement in the learning and academic performance of SHS students has

slightly no relation to each other.

This relates to the study of Cook (2021), entitled “Parental Involvement and Its

Impact on Student Academic Achievement” that indicated that the parental

involvement does not significantly affect student status as GT (gifted and talented) or

non-GT. The results of the study further indicated there is a significant difference

between the academic achievement of non-GT students and the academic achievement

of GT students, with GT students having a higher achievement level.

Aside from that, the results of the total average of academic performances in the

category of YES also relates to the study of Alfonso, Díaz, Woitschach, Álvarez, and

Cuesta (2017), entitled “Parental Involvement and Academic Performance: Less Control

and More Communication” that stated that parent's parental involvement styles have
an effect on achievement at an individual and school level, even after accounting for the

effect of context or background variables.

It also supports the article of Degaldo, Paulette (2019). “The Importance of

Parental Involvement in Teaching” which stated that parents and families have a major

impact on the success of the process of education and upbringing of children, meaning it

depends on the family on how they support their children.

 NOTES

Alfonso, Diaz, Woitschach, Alvarez and Cuesta (2017). “Parental Involvement and

Academic Performance: Less Control and More Communication”. Retrieved from:

https://pubmed.ncbi.nlm.nih.gov/29048303/

Tia Cooks 2021). “Parental Involvement and its Impact on Students Academic

Achievement” Retrieve from: https://scholarworks.harding.edu/cgi/viewcontent.cgi?

article=1011&context=jger

Topor, Keane, Shelton and Calkins (2010). “Parent Involvement and Student Academic

Performance: A Multiple Mediational Analysis” Retrieve from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3020099

Degaldo, Paulette (2019). “THE IMPORTANCE OF PARENTAL INVOLVEMENT IN

TEACHING” Retrieved from: http://www.google.com/amp/s/observatory.tec.mx/edu-

news/the- importance-of-parental-involvement-in-teaching%3fformat=amp

Datu and episco (2021). “Involvement of Filipino Parents in the Educational Processes

under the New Normal” Retrieved from:

https://psurj.org/psurj/onine/index.php/jas/article/view/154