Gas B - Sanchez

QUANTITATIVE RESEARCH
POSTMODERNISM: CRITICAL ANALYSIS| 1
EFFECTS OF PARENTS SUPPORT TOWARDS THE LEVEL OF PERFORMANCE OF
STUDENTS IN THEIR SELECTED SUBJECTS
A Research Paper Presented to the Senior High School Department of the
University of Cebu – Banilad Campus
In Partial Fulfillment of the Requirements for
Practical Research 2 (Quantitative)
Submitted by:
HANAH LOU SANCHEZ
SHERYL MAE ULGASAN
RODEL TISON
ANA MARIE QUEVEDO
SAMANTHA ROSAL
JOSEPHINE BARUMAN
October 2017
APPROVAL SHEET
This research paper entitled EFFECTS OF PARENTS SUPPORT TOWARDS THE LEVEL
OF PERFORMANCE OF STUDENTS IN THEIR SELECTED SUBJECTS prepared and
submitted by the following researchers:
Hanah Lou Sanchez, Sheryl Mae Ulgasan, Rodel Tison, Ana Marie Quevedo, Samantha Rosal,
and Josephine Baruman in partial fulfillment of the requirements for Practical Research 2
(Quantitative), has been examined and is recommended for oral examination.
DIANNE MARITHER G. TABANAO
Research Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination
DIANNE MARITHER G. TABANAO
Chairman
Accepted and approved in partial fulfillment of the requirements for Practical Research 2
(Quantitative).
_________________________ MALEEN GRAFILO ORDIZ
Date Principal, Senior High School Dept.

TABLE OF CONTENTS
Research Title: POSTMODERNISM: CRITICAL ANALYSES OF OVIDIU BOCSA’S POEM
“GRASS OF HOPE”
Letter of Approval
Chapter 1: Introduction -----------------------------------------------------------------------------
Rationale of the Study---------------------------------------------------------------------
Theoretical/Conceptual Framework of the Study--------------------------------------
Problem Statement -------------------------------------------------------------------------
Significance of the Study ------------------------------------------------------------------
Scope and Limitations ---------------------------------------------------------------------
Definition of Terms------------------------------------------------------------------------
Chapter 2: Review of Related Literature ---------------------------------------------------------
Chapter 3: Methodology----------------------------------------------------------------------------
Research Design ----------------------------------------------------------------------------
Research Setting/Locale -------------------------------------------------------------------

Research Participants/Respondents ------------------------------------------------------
Research Instrument/s ---------------------------------------------------------------------
Data Gathering Procedure ---------------------------------------------------------------
Statistical Treatment of Data -------------------------------------------------------------
Works Cited -----------------------------------------------------------------------------------------
Appendix – A
Survey/Interview Questionnaire ----------------------------------------------------------
Appendix – B
Observation Schedule ----------------------------------------------------------------------
Appendix – C
Curriculum Vitae of Researchers --------------------------------------------------------

Chapter 1
INTRODUCTION
Rationale of the Study
Globally parents have been very supportive to their children especially when it comes to their
studies. They sent their children to schools and support it financially. Other children have their
own bank accounts where allowances has been placed or kept. This is because their parents have
a higher income and usually involves in activities at school. Parents play a significant role in a
child learning and development. Filipino parents offer identity, love, care and protection to their
children as well as security and stability. Families can be the greatest source of support for
children but also under unfortunate circumstances because of the lack of financial support
especially when children are studying. Many Filipinos are undergraduate because their parents
cannot support them financially. Most of the children in the cities are not enrolled in any
institutional school due to the insufficient support of their parents. Over the years, the importance
of parents support for young children has been documented. The role of parent involvement in
the later years of schooling has received less attention. Past research on parent support has also
been more heavily focused on associations with student achievement, with less attention to social
and emotional domains of children's development. This propensity may be attributed to the
academic nature of many of the behaviors defined as parent involvement like helping with
homework. Such activities should prompt more enrichment at home and attunement to a child's
academic progress. However, teachers and parents may discuss children's behavior in the
classroom as well, since behavior problems and social functioning may have immediate
consequences for the classroom environment and teachers’ instructional efforts. The level and
type of involvement expected from parents has changed over the years. The level and type of
involvement expected from parents has changed over the years. Even today, the needs of the
student at various levels of education influence the expectation of support from the home. With
the wide variety of activities parents can perform to support their child, there is a need to
determine what parental actions are most effective in increasing student achievement.
This study is to be conducted at the vicinity of University of Cebu Banilad Campus where it
offers affordable and quality education responsive to the demands of local and international
communities. University of Cebu Banilad Campus democratize quality education, helps you to
be the visionary and an industry leader. And gives hope and transform lives. It is, of course, the
popular mission and vision of the University of Cebu Banilad to see to it that all students
perform well in all areas. University of Cebu Banilad is located in front of Gaisano Country
Mall. It has a quadrangle ground and has 9th floors. The Senior High School building is separated
to the main building and it is located behind the PDI Condominium.
Parents support is very important in order for a student to perform better in school because
without the support of the parents it is impossible for a student to do well in their studies. The
level of performance of a student depends on how the parents support their children. Behavior
has an impact towards the level performance of a student because it is how individual behave in
the field of academic performance in school. However, parents support, level of performance and
behavior are interrelated with each other. In addition to students’ personal goals and expectations
in their subjects, other variables such as parents involvement might exert considerable influence
on the student's’ academic achievement and behavior.
The issue of parental involvement correlating with student academic achievement is often a main
focus of research. Findings from the studies in this review show that parental involvement as
reported by the students consistently had positive effects on students across all developmental
levels of education. Higher parental involvement correlated with overall higher academic
achievement in most studies. Hill and Taylor note that research conducted from a variety of
perspectives all show a positive correlation between involvement and achievement. In one study
of younger children, parental involvement did not correlate with higher academic achievement,
but with better social skills and fewer problem behaviors, which may later associate with higher
academic achievement (El Nokali et al., 2010). Hill and Taylor (2004) view the overall support
of evidence in favor of parental involvement as strong: “Consistently, cross-sectional and
longitudinal studies have demonstrated an association between higher levels of parental school
involvement and greater academic success for children and adolescents”.
Parental involvement is defined for the purpose of this review as any of the activities or actions
that parents may take in supporting their child’s development and/or academic achievement in
partnership with a child’s formal education. This involvement may be in the form of academic
support or academic monitoring. Academic support can be viewed as an affective component of
academic involvement and refers to the extent to which parents/teachers provide encouragement,
help, and support concerning the child’s academic behaviors and outcomes (e.g., helping with
homework; supporting them in the choices they make at school; supporting them when they have
academic difficulties)” (Regner et al., 2009).
An important issue in identifying points of leverage in improving students’ academic
achievement is determining how and to what degree parental support affects student
achievement. Such knowledge might inform parenting practices as well as school-based policies,
practices, and interventions that involve working with parents. This issue is very serious because
it might affect the next generation if parents continually insufficient in providing the support that
their children needs.

This research is conducted to determine how the parents support affects the level of performance
of a student in their selected subjects. It emphasizes the importance of the parents support to their
students towards their academic performance. It will also determine the interrelation of parents
support, level of performance and students behavior.
Students tend to achieve more, regardless of their parents support and generally achieve better
grades, test scores, and attendance. They will have better self-esteem, are more self-disciplined,
and show higher aspirations and motivation towards their performance in school. Achieve
positive attitude about the school often results in improved behavior in school and less
suspension for disciplinary reasons.
Parents may know that their support is very important to their children and it has a great impact
towards their studies. They will be able to supply and support their children's needs. Parents
increase their interaction and discussion with their children and are more responsive and
sensitive to their children's social, emotional, and intellectual developmental needs. Parents are
more confident in their parenting and decision-making skills. Parents will gain more knowledge
of child development, there is more use of affection and positive reinforcement and less
punishment on their children.
Teachers can give some advice for those students who are lack of support from their parents
and will be able to cater the needs of a student to their performance. When schools have a high
percentage of involved parents in and out of schools, teachers and principals are more likely to
experience higher morale and often earn greater respect for their profession from the parents.
Consistent parent involvement leads to improved communication and relations between parents,
teachers, and administrators.

School will be able to know the status of their students. Schools that actively involve parents and
the community tend to establish better reputations in the community. Schools also experience
better community support. School programs that encourage and involve parents usually do better
and have higher quality programs than programs that do not involve parents.
Theoretical/Conceptual Framework of the Study
This study is anchored on the theory of Dr. Joyce Epstein (1995). The Epstein’s Six
Types of Parent Involvement enables educators to develop effective programs designed to bring
school, family and community together in a positive manner. Using the structure as a guide,
according to Epstein is the key to educating students and supporting families which parenting is
the first type.
According to this theory there are six (6) types of involvement. First, parenting which
help all families establish home environments to support children as students. Parent education
and other courses or training for parents (e.g., GED, college credit, family literacy) and family
support programs to assist families with health, nutrition, and other services. Home visits at
transition points to elementary, middle, and high school. The second type is communicating
which design effective forms of school-to-home and home-to-school communications about
school programs and children's progress. Conferences with every parent at least once a year,
language translators to assist families as needed, regular schedule of useful notices, memos,
phone calls, newsletters, and other communications. Third is volunteering which recruit and
organize parent help and support. School volunteer program to help teachers, administrators,
students, and other parents. Parent’s room or family center for volunteer work, meetings, and
resources for families. Annual postcard survey to identify all available talents, times, and
locations of volunteers. Fourth is learning at home which provide information and ideas to
families about how to help students at home with homework and other curriculum-related
activities, decisions, and planning. Information for families on skills required for students in all
subjects at each grade. Information on homework policies and how to monitor and discuss
schoolwork at home.
Fifth is decision making which include families as participants in school decisions and
develop parent leaders and representatives. Active PTA/PTO or other parent organizations,
advisory councils, or committees (e.g., curriculum, safety) for parent leadership and participation
and district-level advisory councils and committees. And the last type is collaborating with
community which coordinates resources and services from the community for families, students,
and the school, and provides services to the community. Provide information for students and
families on community health, cultural, recreational, social support, and other programs or
services. And provide information on community activities that link to learning skills and
talents, including summer programs for students.
Level of Performance of GAS

students
Parents Support
• Academic grades
• Parental Involvement • Academic scores in
• Parents Income quarterly exam
• Allowance
\\
Problem Statement
The researcher aims to know what will be the effects of parents support towards the level of
performance to the Senior High School students specifically Grade 12. To determine how parents
support the children in terms of studying, how the children behave in school and at home and
how it affects the level of performance in their selected subjects. The result of this investigation
will be the basis on the student’s level of performance with the support of their parents. This
study aims to know the behavioral traits of the Senior High School students and to relate them to
the performance in their selected subjects. The study will be conducted during the first semester
of S.Y 2017-2018 in the Division of Cebu City. This investigation aims to know how the parents
support and behavioral traits relate it to the level of performance of the Grade 12 Senior High
School students under General Academic Strand during the school year 2017-2018. Specifically,
the researcher seeks to answer the following questions:
1. How often your parents or guardian attend in every meetings and activities in the school?
2. How much is your weekly allowance?
3. How does the parents’support affect your grades during your quarterly exam?
4. How do you behave in school and at home particularly in studying?

Hypothesis
Problem: Is there a significant effect on the level of performance of students in their selected
subjects as shown in their quarterly exam.
Ho: Parents support has no effect on the level of performance of students in their selected
Ha: Parents support has an effect on the level of performance of students in their selected
Assumptions
The following statements are assumed by the researchers:
A. Students who lacks of support from their parents got low grades during their quarterly exam
and lacks involvement in school activities.
B. Parents only showed their support through giving enough allowances.
C. Students who lack parents’ support do not show much interest in their studies and doesn't
know how to manage and balance their school works and household chores.
Significance of the Study
The results of the study will be beneficial to the following:
Students. This study will tend the students to achieve more, regardless of their parents support
and generally get better grades, test scores, and attendance. They will have better self-esteem, are
more self-disciplined, and show higher aspirations and motivation towards their performance in
school. Achieve positive attitude about the school often results in improved behavior in school
and less suspension for disciplinary reasons.
Parents. This study will add knowledge and will be able to know that their support is very
important to their children and it has a great impact towards their studies. They will be able to
supply and support their children needs. Parents increase their interaction and discussion with
their children and are more responsive and sensitive to their children's social, emotional, and
intellectual developmental needs. Parents are more confident in their parenting and decision-
making skills. Parents will gain more knowledge of child development; there is more use of
affection and positive reinforcement and less punishment on their children.
Teachers. This study will help the teachers to give advices for those students who are lack of
support from their parents and will be able to cater the needs of a student to their performance.
When schools have a high percentage of involved parents in and out of schools, teachers and
principals are more likely to experience higher morale and often earn greater respect for their
profession from the parents. Consistent parent involvement leads to improved communication
and relations between parents, teachers, and administrators.
School. The results of this study will be able to know the status of their students. Schools that
actively involve parents and the community tend to establish better reputations in the
community. Schools also experience better community support. School programs that encourage
and involve parents usually do better and have higher quality programs than programs that do not
involve parents.
Scope and Limitations
This study is focused on one major variable which is the level of performance. How the
parents support affects the level of performance of a student in their selected subjects.
The parents support is the sub variable was sub-divided into five indicators which are parent’s
income, students allowance, student’s behavior in school and at home and the scores they gained
in the first mastery examination.
The study will be conducted on the vicinity of University of Cebu Banilad Campus,
specifically in the college building. The duration of gathering the data is about 1 to 2 weeks. It is
because of the availability of subjects, where the researchers can easily approach their
participants and it is within the reach. The study was limited to Grade 12 Senior High School
students who took up General Academic Strand (GAS). It is because the instrument used of the
researcher’s is a survey questionnaire where it will not take too much time to answer the
questions given and to gather the information needed.

Definition of Terms
Academic Achievement. It refers to the level of schooling that students have successfully
completed and the ability to attain success in their studies.
Academic Support. It is an effective component of academic involvement and it refers to which
parents/teachers provide encouragement, help, and support concerning the child’s academic
behaviors and outcomes.
Parental involvement. It is the activities or actions that parents may take in supporting their
children in academic achievement in their child’s education. It may be in the form of academic
support or academic monitoring.
Social-emotional development. It includes the child's experience, expression, and management
of emotions and the ability to establish positive and rewarding relationships with others. It
encompasses both intra- and interpersonal processes.

Chapter 2
REVIEW OF RELATED LITERATURE
Effects of Parents Support towards the Level of Performance of Students in their Selected
Subjects
One of the fundamental factors which contribute to a child development is family. Family is the
first social and educational environment and a right beginning is the one that makes the most
important part of child’s education. Direct or indirect actions may manifest on children based on
the educational influences of families. Through behavior models offered by family members and
through the existing psychosocial climate in the family. The more or less conscious educational
strategies of families largely determine personality development and educational achievement of
children.
The educational practices of parents and their impact on the future intellectual, social and
emotional development of the child is one of the variables that have been extensively studied in
the literature. Parent involvement in the later years of schooling has received less attention. Past
research on parent involvement has also been more heavily focused on associations with student
achievement, with less attention to social and emotional domains of children's development.
Parent involvement typically involves parents’ behaviors in home and school settings
meant to support their children's educational progress. Measures of parent involvement
commonly includes quality and frequency of communication with teachers as well as
participation in school functions and activities (Dearing, McCartney, Weiss, Kreider, &
Simpkins, 2004; Dearing, Kreider, Simpkins, & Weiss, 2006; Machen, Wilson & Notar, 2004).
Parent involvement characterizes parents’ values and attitudes regarding education and
aspirations they hold for their children. Values and attitudes may not directly influence academic
outcomes, it enhance academic achievement indirectly by promoting children's motivation and
persistence in challenging educational tasks. (Catsambis, 2001; Englund, Luckner, Whaley, &
Egeland, 2004)
Parent involvement bridges two key contexts in children's early development, namely home and
school settings. Within an ecological framework, home and school contexts are characterized as
autonomous microsystems and parent involvement is made up of interactions between key
microsystems.(Bronfenbrenner & Ceci,1994)
Although setting can independently influence a child, together home and school contexts
interact to offer unique influence. In this study parent involvement is conceptualized as a product
of the interaction between the influences of school and home settings by providing continuity
between the two environments. For example, if parents are aware of a teacher's instructional
goals, they may provide resources and support for those learning aims at home.
Similarly, in terms of social development, parent involvement may facilitate the development of
consistent disciplinary approaches across home and school. Accumulating evidence suggests that
these parenting practices are associated with higher academic success in the early grades,
although links to socio-emotional outcomes remain less clear.
Past research on parent involvement and children's academic skills is mixed (Fan & Chen, 2001).
Some studies have found no significant association between parent involvement and academic
achievement (Keith, Reimers, Fehrmann, Pottebaum, & Aubey, 1986; Okpala, Okpala, & Smith,
2001; Reynolds, 1992; White, Taylor, & Moss, 1992) and a few have even detected negative
associations (Milne, Myers, Rosenthal, & Ginsburg, 1986; Sui-Chu & Willms, 1996). Yet,
positive associations between parent involvement and academic achievement have been
demonstrated repeatedly in the literature.
A recent meta-analysis by Fan and Chen (2001) finds moderate associations between parent
involvement and an array of learning-related or academic skills, such as achievement motivation,
task-persistence, and receptive vocabulary, during preschool and kindergarten.
Past non-experimental research on parent involvement commonly investigates contemporaneous
associations between parent involvement and academic achievement. These studies typically
examine within-grade associations of parent involvement and academic skills (Fantuzzo,
McWayne, & Perry, 2004; Gonzalez-DeHass, Willems, & Holbein, 2005; McWayne, Hampton,
Fantuzzo, Cohen, & Sekino, 2004).
Other work incorporates contemporaneous research in the early grades with longitudinal follow-
up data later in elementary school or beyond (Englund et al., 2004; Izzo, Weissberg, Kasprow, &
Fendrich, 1999; Miedel & Reynolds, 1999 . Detected positive associations between parent
involvement in preschool and kindergarten and reading achievement in kindergarten and in
eighth grade.( Miedel and Reynolds,1999)
Izzo (1999) also found significant positive associations between average parent involvement in
early elementary school and socio-emotional development and achievement in later elementary
school. Such studies reflect the common practice of parent involvement as a static concurrent
achievement or educational outcomes.
Dearing (2006) study which employed longitudinal data on parent involvement and reading
achievement to examine within- and between-family associations of parent involvement and
literacy across elementary school. Findings suggested that the differences were both predictive of
children's literacy skills, and increasing parent involvement during elementary school improved
literacy growth.
Parent involvement is generally thought of as an avenue for promoting academic performance.
However, parent involvement may also enhance children's behavior at home and in the
classroom as parents and teachers work together to enhance social functioning and address
problem behaviors.
A recent study of Head Start students revealed that parent involvement was associated with
lower conduct problems (Fantuzzo et al., 2004). Such findings are also evident in adolescence.
However, studies addressing parent involvement's links to socio-emotional skills have typically
focused on early childhood and utilized cross-sectional designs. Hill, Castellino, Lansford,
Nowlin, Dodge, Bates, & Pettit, 2004).
All of the research reviews support the hypothesis that student performance depends on different
socio-economic, psychological, environmental factors. Student performance is affected by
various factors like learning abilities because new assumptions explained that all students can
learn at optimal levels. But these should not be considered as constraint because other factors
like race, gender, sex that also affect student’s performance. (Hansen, Joe B.2000).
It is important to pursue this study for us to know the effects of parents support towards the level
of performance of a student. Enable the students to manage how to balance their studies and at
the same time their household chores for the parents to know the importance of their support and
involvement in their child's education.

Chapter 3
METHODOLOGY
Research Design
The team applies the process of questionnaires, survey and checklist of conduction
research. In order to know what would be the negative effect of a student who has a lack of
parental support. Particularly, it’s utilized the descriptive survey or Inferential Approach. It
determines the extent or direction of attitude and behavior. This design aims to gather more
information on certain characteristics within a particular field of study. The purpose is to provide
a picture of situation as it naturally happens. It may be used to develop theories, identify
problems with current practices, justify current practices, aid in making professional judgment or
determine what other practitioners in similar situation are doing.
Inferential Approach trying to reach conclusion that extend beyond the immediate data alone,
make inference from our data to more general condition, can be used also describe statistics
simply to describe going in our data (William M.K 2006). Inferential Approach is to form a data
characteristic or relationship population (Samuel 2012).
The research must take a quantitative research approach since the questions posed will be
answer by numerical data and in order to know why some student in Gas failed in their academic
performance. Since lack parent support is one of the suspected why some student got low in
grade school.
Quantitative method emphasize objective measurement and the statistical mathematics of
numerical analysis of data collected through polls, questionnaires and survey of by manipulating
pre-existing statistic data using computation techniques. Quantitative research focuses or to
explain a particular phenomenon. (Babbie 2010)
The research was to discover how the parent support can affect the level of
performance of a student. How the students allowance affects their performance in school. Their
behaviour in school and at home. How they manage their time in doing household chores,
assignments, and projects.
Research Setting/Locale
This study will be conducted at the vicinity of University of Cebu- Banilad Campus at
Gov. Cuenco Avenue, Banilad Cebu City. In the said place, gathering of information about the
effects of parent support towards the level of performance in their selected subject will be
conducted. The University of Cebu- Banilad Campus is suitable for conducting the study since it
has the biggest number of student population. In this case, it is convenient and accessible for the
researchers and for the respondents as well. The survey shall take place on the classrooms where
the students can think and meditate about the issue raised by the research team. The students of
General Academic Strand are the participants of this study, by this they should answer the
researcher’s survey questionnaire towards their relationship to their parents and how it affects
them academically through their performance and on how they cope up with the activities in
school based on how their parents support them in their own ways.
Furthermore, the setting for the research requires a comfortable environment where they
can rationalize their thoughts and answer the survey questionnaire with higher reliability and
accuracy. In this situation, the researchers must find a noisy-free environment and other factors
that would hinder the respondents to express and elaborate their side based on their personal
experience.
Research Participants/Respondents
The researchers chose the Grade 12 Senior High School Students of University of Cebu –
Banilad Campus who took up General Academic Strand who is under the Academic Track as the
respondents of this study. This was practical to the researchers since they also belonged to the
strand, would have no difficulty in interacting and communicating with the schoolmates and it
would save the time, energy, money, and efforts of the researchers since they are located in the
same building.
The researchers chose the General Academic Strand as the participants for it is within
our reach. These people could easily be approached and their cooperation could be easily gained
because we take same strand. This General Academic Strand students has a big population. It
was large; thus the sampling method was come up with an acceptable number of samples. The
researchers used the Slovin’s formula (N/1+Ne) with a desired margin of error of .05. The
researchers arrived at a sample size of 142 and choose the final 142 samples.
All the General Academic Strand students of University of Cebu- Banilad Campus during
the sampling was equally given a chance by giving them the numbers and for those who belong
to the odd numbers will be picked up and comprised the respondents.

Research Instrument/s
Gathering of necessary data for the study was done through a questionnaire-checklist for
the respondents to answer the questions easily. This questionnaire-checklist evokes the following
relevant information: level of parents support and their scores during their semi-final exam in
Mathematics.
The major variable of the researchers is parents support and the sub-variable is student’s
level of performance. For rating scale we use the Likert scale because it is a common scaling
technique which consists of several statements that expresses a viewpoint on a certain topic. The
respondents are asked to indicate how much they agree or disagree with the statements.
The researchers personally administered the survey throughout the university. This was done so
the proper instructions were given to the respondents. The questionnaire-checklist was retrieved
as soon as the respondents had completed answering the questionnaires.
Data Gathering Procedure
The research proposal was drafted and submitted in a week. The research team has an
approval of the research topic and research methodology before required submission. Selection
of participants will be done, first week after the submission.
The research team employs a survey questionnaire that is all about the Effects of Parents’
Support towards the Level of Performance in their Selected Subject. This test will determine the
relationship of parents’ support to the performance level of the students in their various course
subjects.
The research team acquires proper permission and good manners for the research
participants in answering the questionnaires given. The research team also explains what the
topic all about so that the participant would not be confused in answering the questionnaire.
As the survey started, the team gives a survey questionnaire in each student in a
section. After collecting the data, the team counts the answer that would help answer their
research problem. After getting the data, the researchers will analyze and interpret the
information and indicate the outcome and result primarily the relationship of the two variables.
Statistical Treatment of Data
The researchers will use the following statistical treatment to process the data.
1. The chi-square will be used to find out if there is a significant relationship in the parents
support and level of performance of students.
Formula ( Calmorin, 1996 ):
X2 = € (O-E)2
E
WORKS CITED
Books
NOTE: YOU SHOULD HAVE AT LEAST 5 BOOKS AS YOUR REFERENCE MATERIAL
Journals
NOTE: YOU SHOULD HAVE AT LEAST 5 JOURNALS AS YOUR REFERENCE
MATERIAL
Online Sources
NOTE: FOR ONLINE SOURCES, PLEASE FOLLOW THE FORMAT BELOW.
WEBPAGE NAME. DATE SOURCED OUT
<URL>
EXAMPLE:
Postmodernist Poems. 12 – 14 – 15
<http//:www.poetrysoup.com/poems/postmodern>
Appendix C
Curriculum Vitae of Researchers
Personal Information
Name: Hanah Lou C. Sanchez
Age: 19
Birth date: June 07, 1998
Religion: Born Again, Christian
Status: Single
Educational Background
Senior High School: University of Cebu- Banilad
Strand: General Academic Strand
Junior High School: Apas National High School

Achievements and Awards
Grade 6 - Top 10 Achiever
 Grade 10 - Honor Student
 Grade 11 - Honor Student
Skills
 Interpersonal Skill
 Good in dealing and communicating with people
 Able to adopt new environment
 Singing
 Cooking
Appendix C
Name: Sheryl Mae G. Ulgasan
Age: 17
Birth date: November 29, 1999
Religion: Roman Catholic
Status: Single
Senior High School: University Of Cebu- Banilad
Junior High School: Apas National High School

Honor student during Grade 10 and 12
Skills
 Good in Interpersonal Skills
 Computer Skills
 Can adapt new environment
 Flexible in everything
 Hardworking and persevere

Appendix C
Name:, Ana Marie Quevedo
Age: 18
Birth date:
Status: Single
Senior High School: University of Cebu Banilad Campus
Junior High School: Notre Dame Academy of San Fernando, Cebu (2015-2016)
Skills
 Good in Interpersonal Skills
 Able to adapt new environment quickly

Appendix C
Name: Rodel Tison
Age: 17
Birth date: November 17, 1990
Status: Single
Junior High School: Pit-os National High School (2015-2016)

 Grade 3- 6th Honor
 Grade 4- 5th Honor
 Grade 5 7th Honor
 Best in Choreographer 2013 (Dance Contest)
 Grade 7 Best in Math
 Grade 7 Best in Mapeh
 Grade 8 Loyalty Award
 Volleyball Men Awarding Ceremony 2012-2013 (3rd Placer at Consolacion)
 Volleyball Men Division 2017-2018 (Champion)
Skills
 Computer Skills
 Good Communication Skills
 Good Written and Verbal communication
 Interpersonal Good in Dealing with People

Appendix C
Name:, Samantha Rosal
Age: 18
Birth date: September 18, 1999
Status: Single
Junior High School: Cabancalan National High School (2015-2016)

Skills
 Communication skills
 Literacy at MS Word, MS Publisher, MS Excel and MS power point
 Interpersonal Skills
Appendix C
Name: Josephine Baruman
Age: 18
Birth date: October 10,1998
Status: Single
Junior High School: Mandaue City Comprehensive National High School (2015-2016)
Skills
 Computer Skills
 Interpersonal Skills

Язык

Добро пожаловать в Scribd!

Gas B - Sanchez

Загружено:

Сведения о документе

Описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Описание:

Авторское право:

Доступные форматы

Gas B - Sanchez

Оригинальное название:

Загружено:

Описание:

Авторское право:

Доступные форматы

Похожие издания

QUANTITATIVE RESEARCH

POSTMODERNISM: CRITICAL ANALYSIS| 1

EFFECTS OF PARENTS SUPPORT TOWARDS THE LEVEL OF PERFORMANCE OF

STUDENTS IN THEIR SELECTED SUBJECTS

A Research Paper Presented to the Senior High School Department of the

University of Cebu – Banilad Campus

In Partial Fulfillment of the Requirements for

Practical Research 2 (Quantitative)

HANAH LOU SANCHEZ

SHERYL MAE ULGASAN

ANA MARIE QUEVEDO

OF PERFORMANCE OF STUDENTS IN THEIR SELECTED SUBJECTS prepared and

submitted by the following researchers:

(Quantitative), has been examined and is recommended for oral examination.

DIANNE MARITHER G. TABANAO

Approved by the Committee on Oral Examination

DIANNE MARITHER G. TABANAO

_________________________ MALEEN GRAFILO ORDIZ

Date Principal, Senior High School Dept.

Research Title: POSTMODERNISM: CRITICAL ANALYSES OF OVIDIU BOCSA’S POEM

Chapter 1: Introduction -----------------------------------------------------------------------------

Rationale of the Study---------------------------------------------------------------------

Theoretical/Conceptual Framework of the Study--------------------------------------

Problem Statement -------------------------------------------------------------------------

Significance of the Study ------------------------------------------------------------------

Scope and Limitations ---------------------------------------------------------------------

Chapter 2: Review of Related Literature ---------------------------------------------------------

Research Design ----------------------------------------------------------------------------

Research Setting/Locale -------------------------------------------------------------------

Research Participants/Respondents ------------------------------------------------------

Research Instrument/s ---------------------------------------------------------------------

Data Gathering Procedure ---------------------------------------------------------------

Statistical Treatment of Data -------------------------------------------------------------

Works Cited -----------------------------------------------------------------------------------------

Survey/Interview Questionnaire ----------------------------------------------------------

Observation Schedule ----------------------------------------------------------------------

Curriculum Vitae of Researchers --------------------------------------------------------

Rationale of the Study

to the main building and it is located behind the PDI Condominium.

on the student's’ academic achievement and behavior.

of evidence in favor of parental involvement as strong: “Consistently, cross-sectional and

involvement and greater academic success for children and adolescents”.

support or academic monitoring. Academic support can be viewed as an affective component of

academic difficulties)” (Regner et al., 2009).

An important issue in identifying points of leverage in improving students’ academic

their children needs.

support, level of performance and students behavior.

suspension for disciplinary reasons.

punishment on their children.

teachers, and administrators.

Theoretical/Conceptual Framework of the Study

the first type.

which design effective forms of school-to-home and home-to-school communications about

talents, including summer programs for students.

Level of Performance of GAS

• Parental Involvement • Academic scores in