Chapter 4

Parental Involvement and It’s Effects on the Performance of BSA

Graduates in CPALE
This chapter contained the presentation and analysis of data gathered by

the researchers using google forms and questionnaire. It focuses on the effects

of parental involvement on the performance of BSA Graduates in CPALE.

The collected data was analyzed, interpreted and presented in tables with

supporting discussions, implications and justifications to clarify the interpretation

of the qualitative data acquired in the study. The study has determined the

objectives such as (1) The level of parental involvement in the performance of

CPALE passers in terms of; (a) The Motivation & Encouragement and (b) The

Financial Support; (2) The level of performance of CPALE passers; (3) The

relationship between the parental involvement and the level of performance of

CPALE passers; and (4) The proposed strategies and suggestions to improve

the performance of CPALE passers.

Level of Parental Involvement in the Performance of CPALE Passers

This part of the study determine the parental involvement in the

performance of CPALE passers in terms of (a) motivation and encouragement

and (b) financial support. The researchers utilized 1-4 rating scale by the he level

of parental involvement in the performance of CPALE passers with 4 as always,

3 as often, 2 as rarely and 1 as never.

Tables 1 and 2 present the level of parental involvement in the performance

of CPALE passers in terms of (a) motivation and encouragement and (b)

financial support. Each of the following are presented in separate tables and

discussed and interpreted comprehensively.

Motivation and Encouragement. Table 1 presents that when you

accomplished something, your parents consistently felt happy has a weighted

mean of 3.65 with a verbal interpretation of always indicating as rank 1 with a

highest level of parental involvement. Indicator “My Parents who inspire me and

exert effort in studies”, has a weighted mean of 3.57 and obtained a rank of 2

with a verbal interpretation of always, Indicator “My parents support me in

anything that I do”, has a weighted mean of 3.45 with a verbal interpretation of

always and obtained a rank of 3, Indicator “When I do well at school my parents

congratulate me and say how proud they are”, has a weighted mean of 3.30 with

a verbal interpretation of always and obtaining a rank of 4. On the other hand,

indicator “My parents keep a place at home which I can study peacefully” has a

weighted mean of 3.13, with a verbal interpretation of often and obtained a rank

of 5 among all the indicators. Additionally, indicator “Whenever I encounter a

problem, my parents give advice” has a weighted mean of 2.91 with a similar

verbal interpretation of often and obtained a rank of 6. Meanwhile, “My parents

ask me how’s my day was going” has a weighted mean of 2.48 with a verbal

interpretation of rarely and obtained a rank of 7. Indicator “My parents monitor

my studies” has a weighted mean of 2.26 and obtained a rank of 8 with a verbal

interpretation of rarely. And indicator “My parents make time to help me in my

studies” has a weighted mean of 2.13 and obtained a rank of 9 garnered a verbal

interpretation of rarely. Lastly, indicator “When I do well at school my parents

hug me” has a weighted mean of 2.04 with a verbal interpretation of rarely

indicating as rank 10 with a low level of parental involvement.

Table 1 reveals the significant impact of motivation and encouragement on

respondents performance in the CPALE. The respondents who received the

highest level of motivation and encouragement indicated how important the

parental involvement and the importance of consistent encouragement in the

performance of BSA graduates in CPALE. This implies the significance and

positive effects of parental involvement which can influence on the academic

success of BSA graduates in CPALE.

On the other hand, the BSA graduates who took CPA board exam that

receives lowest motivation and encouragement reveals that it does not

necessarily affect the performance of BSA graduates in CPALE. However, it has

a minor impact in the academic success and the rating result of board

examinee.This implies that even though the board examinee receives lowest

motivation and encouragement they were able to passed the CPALE.

The study of Pestano & Vertulfo (2020) revealed how importance of

motivation, students were motivated when their performance are appreciated

and praised by their parents. Furthermore, the study of Duya (2018) indicates

that the moral support received from family members has a significant impact on

students' motivation to take for the CPA licensing exam.

According to the recent study provided by Lourdes Mataa,et.al (2018)

with the title of Parental Support, Student Motivational Orientation and

Achievement:The Impact of Emotions. It highlight the importance of parent-child

interactions in students' academic achievement and the significance of the

perceived emotional quality of these interactions, encompassing both positive

and negative emotions. The results emphasize the role of emotions in the

relationship between parental involvement and students' motivational orientation.

In summary, the study underscores the impact of emotions in parental

involvement on student motivation and achievement, emphasizing the need for

positive support and communication in these interactions.

Table 1
Parental Involvement in terms of Motivation and Encouragement
 Weighted Verbal
Indicators Rank
Mean Interpretation
1. When I do well at school my parents hug
2.04
me. Rarely 10

2. My parents fell happy when I

accomplished something. 3.65 Always 1

3. My parents monitor my studies. 2.26 Rarely 8

4. Whenever I encounter a problem, my
parents give advice. 2.91 Often 6

5. My parents make time to help me in my

studies. 2.13 Rarely 9

6. When I do well at school my parents

congratulate me and say how proud they 3.30 Always 4
are.
7. My parents ask me how’s my day was
going. 2.48 Rarely 7

8. My parents support me in anything that I

do. 3.45 Always 3

9. My parents inspire me to exert more

effort in studies. 3.57 Always 2

10. My parents keep a place at home which

I can study peacefully. 3.13 Often 5

Legend: 4.00-3.25 Always, 3.24-2.50 Often, 2.49-1.75 Rarely, 1.74-1.00 Never

Financial Support. Table 2 reveals that “My parents can give me enough money

for my activities” has the highest average weighted mean of 3.39 with a verbal

interpretation of always indicating as rank 1 with a highest level of parental

involvement. Similarly to the other indicators "My parents can pay my tuition fees

and other miscellaneous" obtained an average weighted mean of 3.30 with a

verbal interpretation of always garnered a rank of 2 and "My parents can

enrolled me to a review center got an average weighted mean of 3.26 which

accounts to third rank with a verbal interpretation of always. Meanwhile, "My

parents can buy me materials needed in review" got an average weighted mean

of 3.09 which ranks as fourth with a verbal interpretation of often. The indicator,

"My parents had a stable job to support my needs and wants" obtained an

average weighted mean of 3.00 rank as fifth with a verbal interpretation of

often. Hence, the indicators " My parents give me money immediately when I

asked for it” and " I do not worry about the payments in school" got an average

weighted mean of 2.87 rank as 6.5 with verbal interpretation of often. The

indicator, "I am confident to meet financial situation" got the average weighted

mean of 2.83 with verbal interpretation of often rank as eight while "I do not

worry about the payments in school" got an average weighted of 2.78 with verbal

interpretation of often ranks as ninth. Lastly, "My parents give me extra money

for my personal needs" got an average weighted mean of 2.74 with verbal

interpretation of often rank as tenth.

Table 2 reveals that financial support from parents plays a significant role in

various aspects of academic preparation, with certain areas receiving more

consistent attention than others. Understanding these patterns can be valuable

for both students and educators in assessing the potential impact on academic

performance and planning support mechanisms accordingly. It implies that

recognizing the diverse ways in which financial support from parents can affect

students' experiences and performance in the CPALE.

 This is supported by Pestano & Vertulfo (2020) who state that financial

support is important when parents can provide financial support for their

children’s education. It positively influences the students’ motivation to learn. In

addition, the study by Duya (2018) states that financial capability is important,

Having the capacity to pay for the 6-month review without a scholarship is one of

the main reasons that affects their motivation to take the CPA licensing exam.

According to the recent study that conducted by Faquia Hanif (2019) that

financial involvement of parents, including no discussion of financial problems,

bearing college expenses, providing pocket money, giving gifts and cash prizes,

and offering health facilities to their children, had a positive impact on the

academic performance of students. These findings highlight the importance of

parental involvement of student’s life and how it can influence their academic

performance and overall development.

On the other hand, the financial support receive of the board examinee in their

personal needs does not need to give much attention. It does not affect the

performance of the BSA graduates in the CPALE. It implies that board examinee

just need financial support for the expenses for school and academic activities.

Table 2
Parental Involvement in terms of Financial Support
 Weighted Verbal
Indicators Rank
Mean Interpretation
1. My parents can pay my tuition fees
and other miscellaneous. 3.30 Always 2

2. My parents can give me enough

money for my activities and projects. 3.39 Always 1

3. My parents give me extra money for

my personal needs. 2.74 Often 10

4. My parents give me money

immediately when I asked for it. 2.87 Often 6.5

5. My parents can enrolled me to a

review center. 3.26 Always 3

6. My parents can buy me materials

needed in review. 3.09 Often 4

7. My parents had a stable job to

support my needs and wants. 3.00 Often 5

8. I do not need to borrow money from

others. 2.87 Often 6.5

9. I do not worry about the payments

in school. 2.78 Often 9

10. I am confident to meet financial

situation. 2.83 Often 8
Legend: 4.00-3.25 Always, 3.24-2.50 Often, 2.49-1.75 Rarely, 1.74-1.00 Never

Level of Performance of CPALE Passers

This part of the study determines the level of performance of the CPALE

Passers starting month of May in the year 2016 up to May 2022. The

researchers utilized the ratings of board examines of the Mabini Colleges Inc. in

the CPALE.
 Table 3 presents seven (7) passers in the month of May 2016 with the rating

of 58.33%. In the month of October 2016 has only one passer with a rating of

3.03. In the month f May 2017 it has a four (4) passers with a rating of 19.05%

while, in the month of October 2017 it has six (6) passers with a ratings of

16.22%. In the month of May 2018, the number of passers is six (6) with a rating

of 30.00% while in the month of October 2018 it has only one passers with a

rating of 3.70%. In the moth of May 2019 it has a four (4) with a rating of 23.58%

while in the October 2019 it has only two passers with a rating of 3.17%. In the

month of October 2021 has only one passers with a rating of 7.14%. In the

month of May 2022 it has only one passers with a rating of 16.67%.

Table 3 reveals that starting on the month of May 2016 up to May 2022 the

passing rate of CPALE passers in Mabini Colleges BSA graduates decreased. It

implies that the Mabini Colleges needs to give attention to the factors that affects

the performance of BSA graduates in the CPALE. This factors contributes in the

ratings of the passers in CPALE.

Table 3
Level of Performance of CPALE Passers
Year and Month Number of Passers Ratings
Passed

2016 May 7 58.33%

2016 October 1 3.03%
 2017 May 4 19.05%
2017 October 6 16.22%
2018 May 6 30.00%
2018 October 1 3.70%
2019 May 4 23.58%
2019 October 2 3.17%
2021 October 1 7.14%
2022 May 1 16.67%

Table 4

Correlation of the Parental Involvement and the Level of Performance

of CPALE Passers

Variable Level of Performance

Motivation and Encouragement 0.121

Financial Support 0.157

N 23

Note: N=sample size, p<.05, p<.01

This study used the Pearson Product-Moment Correlation Coefficient r to

determine the relationship between the respondents’ level of performance and

parental involvement. The result of the pearson product-moment correlation

coefficient r was presented in table 4.

 The table shows that there is a very low correlation between the level of

performance of CPALE passers at Mabini Colleges and parental involvement,

specifically in terms of financial support and motivation/encouragement.

For the level of performance and financial support, the Pearson Product-

Moment Correlation Coefficient r is 0.121, and the p-value is 0.581. Since the p-

value is greater than the typical significance level of 0.05, it indicates that there is

no statistically significant relationship between these two variables. In other

words, financial support from parents does not significantly correlate with the

students’ performance. Similarly, for the level of performance and

motivation/encouragement, the correlation coefficient r is 0.157, and the p-value

is 0.475. Again, the p-value is higher than 0.05, indicating no statistically

significant correlation between motivation/encouragement from parents and the

students’ performance.

Overall, the data suggests that there is no connection between parental

involvement, in terms of financial support or motivation/encouragement, and the

performance of CPALE passers.

It is possible that in some cases, the impact of parental involvement may not

be as significant. There can be a several reason for this. Firstly, there may be

other factors that have a stronger impact on a student's performance on board

exams, such as the student's own efforts, study habits, teacher quality, or

external pressures. Next, varying levels of involvement.The level and type of

parental involvement can differ among families. Some parents may be highly

involved, providing academic support, guidance, and resources, while others

may be less involved due to various reasons such as work commitments or lack

of awareness about the importance of involvement. In addition, individual

differences. Each student is unique, and the impact of parental involvement can

vary depending on the student's personality, learning style, and receptiveness to

parental support. Finally, external influences. Students' performance on board

exams can also be influenced by factors outside of the home, such as school

resources, peer influence, and societal pressures.

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 This chapter presents the summary of findings, conclusions and

recommendations of this study entitled Parental Involvement and It’s Effects on

the Performance of BSA Graduates in CPALE.

Summary

This study is a descriptive-correlational study that investigated whether the

parent involvement affected BSA Graduates in Certified Public Accountant

Licensure Examination.

Specifically, this study answered the following questions: (1) What is the

level of parental involvement in the performance of CPALE passers in terms of ;

(a) Motivation & Encouragement; and (b) Financial Support? ; (2) What is the

level of performance of CPALE passers?; (3) Does the parental involvement

significantly affect the level of performance of CPALE passers? (4) What

recommendation can be suggested to improve the performance of CPALE

passers?

Further, this study proved the hypothesis that the parental involvement do

not significantly affect the level of performance of CPALE passers by using the

Pearson Product-Moment Correlation Coefficient r. With the use of purposive

sampling technique, 23 CPA passers of Mabini Colleges Inc. for the Year 2016

to 2022 in CPA Board Exam served as the respondents that help in achieving

the objectives of this study.

Findings

Conclusions
Recommendations