Study: Relationship between Parental Involvement in their

child/student’s achievement

Chapter I
Introduction

Parent involvement in a child’s education is consistently found to be positively associated with a

child’s academic performance. However, there has been little investigation of the mechanism

that explains this association. On the present study examines two potential mechanisms of this

association: the child’s perception of cognitive competence and the quality of the student-teacher

relationship. This study used a sample of 20 students and their parents. Results indicated a

statically significant association between parent involvement and a child’s academic

performance, over and above the impact of the child’s intelligence. A multiple mediation model

indicated that the child’s perception of cognitive competence fully mediated the relation between

parent involvement and the child’s performance on the standardized achievement test. The

quality of student-teacher relationship fully mediated the relation between parent involvement

and teacher’s ratings of the child’s classroom academic performance. Parent involvement in

education is crucial. No matter their income or background, students with involved parents are

more likely to have higher grades and test scores, attend school regularly, have better social

skills, show improved behavior, and adapt well to school

The most accurate predictors of student achievement in school are not family income or

social status, but the extent to which the family creates a home environment that encourages

learning, communicates high yet reasonable expectations for the child’s achievement, and

becomes involved in the child’s education at school. When parents are involved at school, the
 performance of all the children at school, not just their own, tends to improve. The more

comprehensive and well planned the partnership between school and home, the higher the

student achievement. Involvement allows parents to monitor school and classroom activities, and

to coordinate their efforts with teachers to encourage acceptable classroom behavior and ensure

that the child completes schoolwork. There is a sizable body of research literature supporting the

involvement of parents in educational settings and activities.

Because the existing literature base on parent involvement is large and growing, we have chosen

to present only a summary of selected research findings and relevant literature in order to

establish a framework underpinning the legitimacy of our parent involvement investigation.

Parental involvement in the academic achievements of their children increases achievement

levels.

This research suggests that parents' expectations of their child's academic achievement, a

structured household, and a shared respect and appreciation for learning all contribute to

positive achievement outcomes in children.

Education is essential for the development of society. The more educated the people of a society

are, the more civilized and well-disciplined the society might be. Mainly, family has

responsibility to socialize children for making them productive members of society. The more the

parents involve in the process of imparting education to their children, the more the children

might excel in their academic career and to become the productive and responsible members of

society. It has been assumed that academic achievement of students may not only depend on the

quality of schools and the teachers, rather the extent of parental involvement has vital role to

play in academic achievement of their kids. The focus of this study is to examine a relationship
 (if any) between the extent of parental involvement in academic activities of their children and

the level of their children’s academic achievement. The transition from middle school to

secondary school may be an overwhelming and stressful experience for young adolescents.

Developmentally, students are entering a period in their lives when their physical, cognitive,

psychological, and social characteristics are beginning to evolve. Secondary school students

experience both a contextual change and a personal change during this transition. It may often a

confusing time for students, their families, and the other adults in their lives who seek to

support their healthy development and learning. Parental involvement in a child’s education

along with environmental and economic factors may affect child development in areas such as

cognition, language, and social skills.

I. Rationale of The Study

In the aftermath of recent school shootings around the country, one of the most

frequently cited recommendations for improving school safety has been to increase parental

involvement.

Research has shown that parents can increase children's academic success through

involvement with schools and communities. Parental involvement improves student morale,

attitudes, and academic achievement across all subject areas.

Thus, by getting involved, parents reduce children's risk of academic failure and

dropping out before graduation. Children's behavior and social adjustment improve when

parents are proactive with schools and neighborhoods to cultivate an environment that promotes

learning. This report will explore a variety of ways that mothers and fathers can be involved in

their children's education. Involvement varies from family to family and can take many different
forms from communicating with teachers and helping children with homework to participating in

school policymaking groups.

This report discusses the importance of parental involvement in education and

addresses some of the barriers parents encounter when trying to be involved. Schools and

parents can act in a positive way to increase involvement at the family level. Finally, a model

program is described as an example of how this can be accomplished. An important issue in

identifying points of leverage in improving students’ academic achievement is determining how

and to what degree parental involvement (PI) affects student achievement. Such knowledge

might inform parenting practices as well as school-based policies, practices, and interventions

that involve working with parents. For example, such research might help in the design and

development of interventions that maximize parental involvement, where it has been shown to

have the most positive and powerful effect. To assist in this endeavor, we reviewed the literature

about the types of PI that might have an impact. We found that the literature on PI is quite

“knotty”—complex and sometimes contradictory.

This paper attempts to disentangle the knot by closely examining the current literature

on the relationship between PI and academic achievement at the middle and high school levels.

This study is significant as it offers additional research that may indicate student achievement is

directly correlated to parental involvement. In turn, academic achievement may serve to

motivate parents and families to continue or become more involved in school activities. Parents,

students, and educators can use these findings to develop programs and strategies to increase

parental involvement in schools.

 II. Problem Statement

Parents must be involved in child’s education/achievements. Lack of communication

hinders parent participation in schools. Factors that contribute to this lack of communication

include the inability to speak, read, and understand English in an academic or personal school

setting and the belief of parents that they are overstepping their boundaries by questioning

authorities or upholding the rights of their children in schools. For example, some school sites do

not have systems in place that promote parental involvement as an “invaluable asset” for

student achievement.

In addition, research suggests that schools often struggle with effectively involving parents in

promoting their children’s achievement.

General Objectives:

The main objective of this study is to know the relationship of parental involvement on

student’s academic achievement.

Specific Objectives:

This study has its primary objective to know the result of parental involvement on their
children’s achievement. Specifically, the study was organized around the following questions:

1. How does parental involvement help in their children’s achievement?

2. Why do some students get achievements and others are not?

3. Are parents’ involvement in their children’s activity really influential?

4. In what aspect of their achievements did their parents involve?

 Conceptual Framework

Parental involvement on Child’s

achievement

Type of Work a Parent Have

Time of Parents

Type of Activity Availability of a Parents

Type of Support Motivation of a Child

A Schematic diagram showing the relationship between the parental involvement on their
children’s achievements.
 III. Definition of Terms

 Parents - is a caregiver of the offspring in their own species. In humans, a parent

is the caretaker of a child. As used of this study, parent can help their children to

improve the academic performance of a children.

 Child - is a human being between the stages of birth and puberty. Child may also

describe a relationship with a parent. As used of this study children must obey they

parents as their parents’ guide them.

 Achievement – is a result gained by effort and being honored for her academic

achievement. Also, the quality and quantity of a student's work standardized

tests to measure achievement. As used of this study because of the parental

involvement children can have achievement in their school.

 Guidance – is an advice or information aimed at resolving a problem or difficulty,

especially as given by someone in authority. As used of this study guiding their

children in their school works and other performance in school can help the

children to achieve their goals.

IV. Theoretical Framework

This study focuses on how parental involvement can affect and help the child’s

education. The literature related to parents and schools is rife with articles that convey a

convincing and positive connection between parent involvement and academic achievement. This

provides a rationale for a norm-based initiative that might increase parental involvement. This

study focuses on how parental involvement can affect and help the child’s education. Parents
 must involve in their child’s education, so that they can monitor their child’s performance.

Guidance of a parents in child’s education is important.

V. Scope and Limitation

This study included the parental involvement in child’s education. Some

problems encountered by the parent’s and the learners are included in the following
variables: Type of work a parent have, Type of Activity, Type of Support, Time of Parents,
Availability of a Parents, Motivation of a Child. There are some factors that can affect the
child’s academic performance, it includes having low grade in class, lack of confidence in
school, and changing their behaviors. Children also struggle in school works. Some
children have no parents and others are juvenile delinquent. It hinders the child’s
academic performance and achievement.

Time frame is October 4, 2017.

References:
https://scholarworks.csustan.edu/bitstream/handle/011235813/901/MartinezA.spring2015.pdf?se
quence=1
https://www.hindawi.com/journals/edri/2011/915326/
https://soar.wichita.edu/bitstream/handle/10057/6824/t13026_Lebrun-Martin.pdf?sequence=
Relationship between
Parental
Involvement
in
Child/ Student’s
Achievement m
CHAPTER III
“Research Methodology and Design”

Introduction

We began this study to determine what is the relationship of the parents to their
children/student’s achievement. We chose and analyzes the question that we want to ask them to
determine the facts on what a parent response to their child’s achievement will. We also
distributed random questionnaires to some random students in Fellowship Baptist College to
know how their parents handle them in their studies and achievements. We also gathered some
information in some random students. This study shows about the relationship of the parents in
their child/student’s achievement.

I. Research Design

This study utilizes descriptive-quantitative research. The researchers conduct this study by
giving the respondents a questionnaire through quantitative data by using the self-administered
questionnaires. The structured questionnaire was administered personally by our members and
this was prepared after studying the related literature and with the consultation of experts.
As critical educational research, this study’s substantive agenda was to examine and interrogate
the relationships and collaborations between secondary schools and communities (parents being
defined as part of communities). A meta-analysis was conducted to synthesize the quantitative
literature about the relationship between parental involvement and students’ academic
achievement. In addition, the relationship is stronger when academic achievement is represented
by a global indicator than by a subject-specific indicator. Limitations of the study are noted, and
suggestions are made for future studies.

II. Respondents of the Study

The respondents of the study are, the Grade 10 Students of Fellowship Baptist College. School
year 2017-2018. The population of the grade 10 students were consisting of one hundred one
(111) students.
 III. Research Instrument

The survey method that the researchers use is self-administered questionnaires where-in the
researchers distribute to the random students of Fellowship Baptist College. The researchers
gather calculable and equitable data from a representative sample of respondents.
The questionnaire is defined in order to ensure that each respondent receives the same
encouragement. The researchers acquire the most finalize and precise information possible and
ensures that the respondents completely understand the questions. In this way, the instrument
is authorized to obtain valid responses of the students.

IV. Data Gathering Procedure

The first step before going to the testing proper is to make an approval. The researchers ask a
permission to conduct a research at Fellowship Baptist College and allow the researchers to
recruit 20 different students from grade 10 to answer a first page questionnaire.
The results of the survey will be applied for the research project and each result from this study
will remain confidential. This study will be published, but only answered results will not be
documented. No costs will be liable by your school or the individual respondents.

V. Data Treatment
The viable responses and the expected problems that the respondents may answer were posted.
For instance, what they do to pass their quizzes nor tests, various of study habits they practice,
constant time that they apply, and preparation to pass their exams. In providing overall picture
of the relationship of the parental involvement in their child/student’s achievement, as well as
anticipated problems in pursuing their studies and its effect on students.

Reasons why they want to have an achievement in class

1 -To make my parent/s proud
2 -To go to a better college/school
3 -Others
Do their parent/s pressure them to get an achievement
1 -Yes, because it’s for my own good
2 -No, because they trust me
3 -Others
Do their parent/s give them an award after getting an achievement
1 -Yes, because I deserve it
2 -No, because they don’t mind
3 -Others
Do their parent/s scold them if they couldn’t get an achievement
1 -Yes, because they’re disappointed
2 -No, because they chose to motivate me
3 -Others
Way does their parent/s motivate them
1 -Through scolding
2 -Through words of wisdom
3 -Others
When their parents scold them, do they give up easily
2 -Yes, because it’s no use.
14 -No, because I don’t want to
3 -Others
What’s on their mind when their parents pressure them too much to get an achievement
6 -Run away from home
6 -Give up
2 -Attempt suicide
5 – Others
What do they do when they got scolded by not getting an achievement
7 -Be alone for a while
0 -Throw tantrums
5 -Cry
7 -Others
Do they still love their parents even thou they’re pressuring them
17 -Yes
0 -No
CHAPTER
III
MEMBERS:

 Jenstine Padilla
 Kimberly Montalvo
 Krisha Panilan
 Geralene Joy Talorong
 James Lee Najera
 Jorjane Mae Salazar
 Jan Wenah Sacadan
 Asher Acar
 Eljan Delciro