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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
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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
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Accepted and approved in partial fulfillment of the requirements for Practical Research 2

(Quantitative).

_________________________ MALEEN GRAFILO ORDIZ

Date Principal, Senior High School Dept.


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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 -------------------------------------------------------------------


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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 --------------------------------------------------------


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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
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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
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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.


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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.


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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
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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

\\
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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?


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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

subjects as shown in their quarterly exam.

Ha: Parents support has an effect on the level of performance of students in their selected

subjects as shown in their quarterly exam.

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.
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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
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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.


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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.


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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
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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,
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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
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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.


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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
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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
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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.


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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.
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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
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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>
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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


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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
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Appendix C

Curriculum Vitae of Researchers

Personal Information

Name: Sheryl Mae G. Ulgasan

Age: 17

Birth date: November 29, 1999

Religion: Roman Catholic

Status: Single

Educational Background

Senior High School: University Of Cebu- Banilad

Strand: General Academic Strand

Junior High School: Apas National High School


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Achievements and Awards

Honor student during Grade 10 and 12

Skills

 Good in Interpersonal Skills

 Computer Skills

 Can adapt new environment

 Flexible in everything

 Hardworking and persevere


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Appendix C

Curriculum Vitae of Researchers

Personal Information

Name:, Ana Marie Quevedo

Age: 18

Birth date:

Religion: Roman Catholic

Status: Single

Educational Background

Senior High School: University of Cebu Banilad Campus

Strand: General Academic Strand

Junior High School: Notre Dame Academy of San Fernando, Cebu (2015-2016)
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Achievements and Awards

Skills

 Good in Interpersonal Skills

 Able to adapt new environment quickly


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Appendix C

Curriculum Vitae of Researchers

Personal Information

Name: Rodel Tison

Age: 17

Birth date: November 17, 1990

Religion: Roman Catholic

Status: Single

Educational Background

Senior High School: University of Cebu Banilad Campus

Strand: General Academic Strand

Junior High School: Pit-os National High School (2015-2016)


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Achievements and Awards

 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


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Appendix C

Curriculum Vitae of Researchers

Personal Information

Name:, Samantha Rosal

Age: 18

Birth date: September 18, 1999

Religion: Roman Catholic

Status: Single

Educational Background

Senior High School: University of Cebu Banilad Campus

Strand: General Academic Strand

Junior High School: Cabancalan National High School (2015-2016)


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Achievements and Awards

Skills

 Communication skills

 Literacy at MS Word, MS Publisher, MS Excel and MS power point

 Interpersonal Skills
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Appendix C

Curriculum Vitae of Researchers

Personal Information

Name: Josephine Baruman

Age: 18

Birth date: October 10,1998

Religion: Roman Catholic

Status: Single

Educational Background

Senior High School: University of Cebu Banilad Campus

Strand: General Academic Strand

Junior High School: Mandaue City Comprehensive National High School (2015-2016)
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Achievements and Awards

Skills

 Computer Skills

 Interpersonal Skills