THE ROLE OF PARENTAL INVOLVEMENT IN ENHANCING

THE STUDENTS’ MATHEMATICS PERFORMANCE

A Research Presented to

the Faculty of the Graduate School

University of the Cordilleras

In Partial Fulfillment

of the Requirements for the Course

EDUC. 500 – METHOD OF RESEARCH

by

ANNABELLE A. EUSTAQUIO

NISA L. FINMOROG

JOSEPH L. RAYMUNDO

CLAIRE O. VALENCIA

December, 2017
1. Introduction

1.1 Background of the Study

The need for a strong home-school link has been repeatedly

emphasized in several literatures in educational pedagogy.

Globally, studies have been made to establish the link between

the level of parental involvement in schools and the academic

performance of their children. As early as 1977, Albert

Bandura suggested that youth absorb messages about appropriate

behavior and socially accepted goals by observing and talking

with important people in their lives (Bandura, 1977). It was

reiterated in his study that parents who have a positive

attitude towards school and academic performance tend to raise

children who are more inclined towards learning and achievement.

Several modern studies in the United States have shown that

children whose parents tend to get more involved in the academic

circumstances of their children have higher academic performance, in

general. In fact, children are more likely to apply themselves and

perform better in school when their parents show an interest in their

school work, are willing to assist them with homework, and are willing

to hold them accountable for

completion of school assignments. Moreover, the youth who are not

working hard at school may begin to perceive school as valuable when

parents actively demonstrate that they value school through

involvement. (Fan & Chen, 2001; Houtenville & Conway, 2008; Jeynes,

2003, 2007).

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.

Research findings have shown that a continued effort of

parental involvement throughout the child’s education can

improve academic achievement (Driessen, Smit & Sleegers, 2005;

Fan, 2001; Hong & Ho, 2005). Meanwhile, academic failure, which

may be a product of parents’ lack of interest in school, has

been regarded with risk behaviors and negative outcomes such as

substance abuse, delinquency and emotional and behavioral

problems (Annunziata, 2006).

In the study of Rafiq (2013), it has found that the more the

parents involve themselves in the process of imparting education to

their children, the probability of their

children excelling in their academic career become higher. The

children are also more likely to be productive and responsible

members of the society.

The study which focused mainly on secondary students emphasized

that adolescent learners need the involvement of their parents more

than elementary learners do since developmentally, adolescent learners

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

psychological and social characteristics are beginning to evolve.

Bryan (2005) supports this in his study which stated that the

secondary

school learning environment in most countries are more complex than

elementary school and academic expectations increase. He

also added that family involvement in education is crucial as a

support system in this complex stage.

In the international arena, there is little research

available on the relationship between parental involvement and

academic achievement of secondary school students. (Rafiq, et al,

2013). A majority of the research in this area has been conducted

solely with elementary school students (Bailey etal, 2004;

Marjoribanks, 2005).

In the Philippines, several studies reported a positive

effect made by parental involvement on academic performance. A

study of Elipane (2012) for instance, suggested that learners

who perform better academically have parents who are not only

supportive financially, but also who get involved in the

specific details of their children’s daily education. A study by

Ebaeguin and Stephens (2013) revealed the same findings. The study

reiterated that parents who ask their children about their

homework and who make attempts in helping their children accomplish

their homework tend to be parents of academic achievers as well. It

further explained that high parental involvement has a positive effect

in decreasing the mathematical

anxiety of Filipino students. It is to be noted with significance that

mathematical anxiety is one of the factors for

the low performance of Filipino students in Mathematics

(Canonigo, 2013).

However, a correlational study by Goldsmith and Shifter

(1997) has revealed that the correlation between parental

involvement and academic performance, though positive, is low.

The same authors suggested that the low positive correlation

might have been affected by several factors such as nature of

the academic subject, educational background of family members

and cultural aspects. Elipane (2013) recognized the value of

looking at culture in making generalizations regarding

educational practices. He further elucidated that the

Philippines, being an archipelago of very diverse culture,

cannot be described using general conjectures, and one

educational practice which may be effective in a locale may not

be automatically effective for another. He suggested that before

practices are adapted in a certain area with a particular culture,

transference from one culture to the other must be taken into

consideration.

In the Cordilleras, a number of studies were made to

examine the correlation between the extent of parental

involvement and the mathematical performance of students. The

school-based study of Banggawan(2013) found out that

there is a high positive correlation between the students’

academic performance and character building and the parents’

extent of practices in enhancing the students’ academic

performance and character building of the student-respondents.

Moreover, a study in a public school in Baguio City conducted by

Marquez (2015) revealed that parents who are often involved in

the academic performance of the their children have children who

are more likely to excel in school.

It is the purpose of this study to examine the correlation

between parental involvement and the mathematical performance of

students who are enrolled in Special Program in Sports (SPS). Commented [U1]: Follow it with a discussion of the nature the
SPS
This provides an environment that has higher stress levels

when compared to the regular programs. The findings of this

study could provide basis for concrete home-school link programs

to possibly aid the students cope with the daily demands in the

SPS program.

According to the article on parental involvement in children’s Ed

(2000) on “If you do not give them time, you cannot expect that they

will do well in their academics.” Parental involvement in children’s

learning is a key factor in improving children’s academic attainment

and achievements.

Through this study, parents themselves will acknowledge the

importance of their involvement in guiding their children in their

academic performance in school. As children excel, the school is

recognized and the parents and other family members of those children

are encouraged to extend their knowledge by going back to school. But

despite the overwhelming statistical data providing evidence that

parental involvement is directly connected to academic achievement,

there are still many parents who do not actively participate in their

child’s education. Relying on this fact of lack of participation of

parents this study would then desire to yield a positive outcome on

matters of parenting and learning.

To the parents, describing and explaining the importance of

parental involvement will be of great weight for them to realize the

value and influence of their involvement toward the success of their

children not just in school but in their entire lives. Findings of the

study will somehow give an insight to the parents as to how they get

involved and what parenting style would best guide them in upbringing

their children. Parents will become more involved in guiding and in

training them to become members of the society.

To the teacher, the researcher will give an insight as to the

factors that influence academic success and the role of parents toward

the students’ academic performance. In this way, the teacher can make

necessary adjustments in their methods and techniques in teaching the

students. They will also become more resilient in dealing with the

students’ abilities and become more tolerant in understanding failures

on the part of the students. They will likewise value their role in

communicating with the parents of the students with the same goal of

directing the latter towards success.

To the students, the research would benefit them since the

improvement of their parents’ involvement would definitely impact

their lives and performance in school. Furthermore, the school and the

teachers would be able to understand their needs and would be able to

guide the better.

1.2 Theoretical/Conceptual Framework

 This part presents the different theories and concepts that

were used as springboard in the conduct of the study. Concepts

range from the different theories and approaches that are

involved in social learning, positive reinforcement and academic

performance. Terms that are used in the study are also defined

formally and operationally in this part.

Bronfenbrenner’s Ecological Model of Human Development

This study is mainly founded on the idea of Bronfenbrenner’s

(1979) Ecological Model of Human Development.

This model involves the parental support, the community and the

school. This elucidates that since children come in contact to

their immediate setting, which is at home, there is a need for

teachers and parents to closely collaborate with one another to

foster learning among the students they handle. The interactions

of the children with significant others and their experiences

within their immediate settings influence their well-being,

learning and development. The quality of such experiences is

also influenced by ecological systems surrounding them, such as

workplace and community, and elements of the macro-systems such

as cultural and ideological beliefs and values. Bronfenbrenner

further states that the interrelationships between these systems

influence the child’s learning environment. He further suggested

that the “developmental potential” of a child’s participation in

two or more settings is enhanced when there is consensus among

goals and supportive linkages between the settings.

 Albert Bandura’s Social Learning Theory

Bandura (1977) proposed a theory that is widely known in

educational pedagogy – the Social Learning Theory. This theory

posits that people learn from one another via observation,

modeling, and imitation. The theory has often been called a

bridge between behaviorist and cognitive learning theories

because it encompasses attention, memory and motivation. He

further stated that most human behavior is learned observationally

through modelling: from observing others, one

forms an idea of how new behaviors are performed and on later

occasions this coded information serves as a guide for action.

Social learning theory explains human behavior in terms of

continuous reciprocal interaction between cognitive, behavioral

and environmental influences. Bandura believed that certain

conditions are necessary for effective modelling, namely,

attention, retention, reproduction and motivation. Attention

includes distinctiveness, affective valence, prevalence,

complexity, and functional value. Retention is remembering what

someone paid attention to. This includes symbolic coding, mental

images, cognitive organization, symbolic rehearsal, and motor

rehearsal. Reproduction pertains to mimicking the image. This

includes physical capabilities and self-observation of

reproduction. Motivation involves having a good reason to

imitate. This involves motives such as traditional behaviorism,

imagined incentives, and vicarious experiences. Bandura believed in

reciprocal determinism, that is, the world and a person’s behavior

cause each other. He studied adolescent aggression and later found out

that environment influences the formation of behavior among

adolescents.

Vygotsky’s Sociocultural Theory

Lev Vygotsky’s Sociocultural Theory is an emerging theory

in psychology that examines the important contributions that the

society makes to individual development. This theory stresses

the interaction between developing people and the culture in

which they live. This theory suggests that human learning is

largely a social process.

Sociocultural theory grew from the work of seminal

psychologist Lev Vygotsky, who believed that parents,

caregivers, peers and the culture at large were responsible for

developing higher order functions. According to Vygotsky,

learning has its basis in interacting with people. He elucidated

that every function in the child’s cultural development appears

twice: first, on the social level, and later on the individual

level; first, between people (interpsychological) and then

inside the child (intrapsychological).

Sociocultural theory focuses not only how adults and peers

influence individual learning, but also on how cultural beliefs

and attitudes impact how instruction and learning take place.

According to Vygotsky, children are born with basic biological

constraints on their minds. Each culture, however, provides what

he referred to as tools of intellectual adaptation. These tools

allow children to use their basic mental abilities in a way that

is adaptive to the culture they live.

RESEARCH PARADIGM

PROCESS
INPUT OUTPUT
Survey through
Questionnaire Analyzed

STE Grade 9 Descriptive Correlation

Students Analysis Between Grades

Mathematics grades Using Microsoft and
Excel Parental
SPS Grade 9 Data Analysis Involvement
Parental Using
Involvement Level Pearson Product
Moment Correlation

1.3 Statement of the Problem and Hypotheses

This study aimed to determine the degree of relationship of

the parental involvement of Grade 9 Special Program in Sports(SPS)

students in Baguio City High School (BCNHS) and their Mathematics

performance.
 Specifically, it sought to answer the following questions:

1. What is the extent of academic involvement of parents of

grade 9 SPS students in BCNHS? Commented [U2]: Spell out

2. What is the level of Mathematics performance of grade 9 SPS

students in BCNHS?

3. Is there a significant correlation between the degree of

parental involvement and the level of Mathematics performance of Grade

9 SPS students in BCNHS?

Hypothesis: There is no significant correlation between the

degree of parental involvement and the level of Mathematics

performance of Grade 9 SPS students in BCNHS.

1.4 Definition of Terms

Parental Involvement Commented [U3]: Where is the dinition. Stat in complete

sentence
Academic Performance

Parental Support

1.5 IMPORTANCE OF THE STUDY

It is in the light of the aforementioned realities that the study

is conducted to find out the extent of the parent support and

participation in the school activities and its effect on the academic

performance of the students. The school administrators will use the

result of the study in planning for programs or activities that could

foster better collaboration between the school and parents. Also, the

teacher study through this study will gain valuable insights about how

they could help students perform well in their studies. Likewise,

through this study will come how important participation is to school

activities in their children’s learning thus, they would realize that

the education is not the sole function of the school, but the home and

other agencies in the community as well. In addition, students will

learn from this study that they should help foster close relationship

between school and parents and not to alienate one from the other as

close collaboration between these two will help improve their academic

performance. Finally, result of this study can be used as reference

material by other researchers who would wish to conduct a similar

research in their own schools.

2. Methodology

2.1 Research Design

The descriptive method of research was used in this study.

Descriptive method of research aims to find facts with adequate and

accurate interpretation of the findings. It describes with emphasis

what actually exist such as current conditions, practices, situations

and other phenomena. Since the study aims to investigate on the level

of parental involvement, mathematics performance and the correlation

between the two, the descriptive method of research is the most

appropriate method to be used.

2.2 Population and Locale of the Study

There were 93 respondents from the two sections of grade nine SPS

students in BCHS. The sections are composed of 40, and 53 students.

The sectioning of the students is according to the time of their

specialization and not according to their intellectual ability. The

study was administered to Baguio City National High School. The school

is located at Governor Pack Road, Baguio City. It is situated near the

central business district and could be easily accessed by public and

private transportation.

2.3 Data Gathering Instrument

The researchers used a questionnaire with 11 questions sub-

clustered into four different statistical levels namely: always (4),

most of the time (3), seldom (2) and never (1). In the given

questionnaires, numbers 1, 2 and 3 are more on the reminders of

parents towards their children regarding their studies. It serves as

follow up to their children in order to monitor their lessons. Numbers

4, 7 and 10, indicates the positive reinforcement of parents towards

their children with regards to their accomplishments. On the other

hand, numbers 5 and 6 indicates the negative reinforcement of parents

to their children with regards to their studies. Lastly, numbers 8, 9

and 11 shows the linkage of school and home.

2.4 Data Gathering Procedures

The researchers asked permission from the principal before they

gathered the data. They used questionnaires to gather data. The Commented [U4]: State that you asked permission and from
whom
teacher distributed the questionnaires in each student of two

sections. The teacher instructed the students to answer the

questionnaires as honestly as they can. Then researchers collected the

questionnaires and analyzed the retrieved data.

2.5 Data Analysis / Treatment of Data

Data gathered were then tallied. Numerical summaries, i.e., mean and

standard deviation were derived from the data. The correlation between
the mathematics performance and level of parental involvement was then

tested using the Pearson’s Product Moment Correlation Test of

Significance. With the follwing scale of interpretation and the Commented [U5]: Indicate the scale of interpretation and he
coefficient of correlation
coefficient of correlation as follows respectively 3.25 – 4.00 A

(Always) 2.50 – 3.2 MT (Most of the time), 1.75 – 2.49 S (Seldom), and

1.00 – 1.7 N (Never).

3. Results and Discussions

Extent of Parental Involvement among Grade 9 SPS Students

Table 1 presents the extent of parental involvement among Grade 9

SPS Students.

Table 1: Extent of Parental Involvement among Grade 9 SPS Students

Item Mean Interpretation

1 My parent/guardian reminds me to do my 2.62 MT

assignment in Mathematics.

2 My parent/guardian makes me observe a 2.10 S

study period before I go to sleep.

3 My parent/guardian checks my Mathematics 1.44 N

notebook.

4 My parent/guardian encourages me to 3.57 A

attend my classes regularly.

5 My parent/guardian does not allow me to 2.64 MT

have leisure time for long hours during
schooldays.
6 My parent/guardian sets and strictly 2.93 MT
implements a curfew at home.

7 My parent/guardian praises me when I get 2.57 MT

high scores or grades in Mathematics.

8 My parent/guardian attends PTA meetings 3.09 MT

and parent-teacher conferences.
9 My parent/guardian talks to my teacher 1.70 N
about my performance in Mathematics aside
from PTA meetings and parent-teacher
conferences.

10 My parent/guardian tells me the 3.31 A

importance of education and the benefits
of performing well in school.

11 My parent/guardian is knowledgeable about 2.66 MT

the information and skills I should
master in my grade level.

Grand Mean 2.60 Most of the

time

Legend:

3.25 – 4.00 A (Always)

2.50 – 3.24 MT (Most of the time)

1.75 – 2.49 S (Seldom)

1.00 – 1.74 N (Never)

Item no. 4 got the highest mean among the 11 items. The item

depicts parents encouraging their children to attend their classes.

Meanwhile, item no. 3 got the lowest mean among the 11 items. This is

on the parents checking the notebooks of their students. The grand

mean of 2.60 reveals that most of the time, parents are involved in
the academic activities of their children/ward especially in

Mathematics.

Item and Mean Interpretation

Sub-

Clusters

1, 2 and 3 Reminders and follow 2.05 S(Seldom)

through

4, 7 and Positive Reinforcement 3.15 MT(Most of the time)

10

8, 9and 11 Negative reinforcement 2.79 MT(Most of the time)

5 and 6 Establishing - home and 2.48 S(Seldom)

school link

Table 2 presents the extent of academic involvement of parents of

grade 9 SPS students in BCHS per sub-cluster. Based from the results,

items number 4, 7 and 10 got the highest mean of 3.15. It implies that

most of the time the parents give some positive reinforcement to their

children in order to uplift their performance like giving praises and

encouragement towards education. Items number 1, 2 and 3 has the

lowest mean of 2.05, it shows that parents seldom give reminders to

their children regarding their studies. It follows by item number 5

and 6 with a mean of 2.48, that parents seldom attend conferences

about the performance of their children.

These findings are supported by the study of Annunziata (2006)

which states that most of the time, parents only are able to verbally

encourage their children to go to school and attend their classes. The

same study reported that getting involved in the monitoring of lessons

and assessments done as reflected in the notebooks is very rarely done

by parents of adolescents.

Level of Mathematics Performance of Grade 9 Students

Table 2: The Level of Mathematics performance of grade 9 SPS students

in BCHS

Section Mean SD Interpretation

A 90.18 2.39 Advanced

B 88.85 2.62 Proficient

Grand Mean 89.52 2.51 Proficient

Legend:

90.00 and above Advanced

85.00 - 89.99 Proficient

Approaching

80.00- 84.99 Proficiency

75.00 - 79.99 Developing

74.00 and below Beginning

 Table 2 presents the level of Mathematics performance of the

respondents. Section A has the highest mean of 90.18, interpreted as

advanced. Their grades are also the most homogenous. Sections B has a

mean of 88.85 which is interpreted as Proficient. In terms of

homogeneity, Section B is the most variant as reflected by the

standard deviation of 2.62. The overall mean of the students is 89.52

which is interpreted as proficient and the standard deviation is 2.51.

The grades of the students reflect homogeneity. This is supported

by Marquez (2015) who stated that for special programs such as the

SPS, students have more or less a uniform performance due to the

mandate of the grade requirement of the program. Commented [U6]: Explain the grade requireement

Correlation between Parental Involvement and Mathematics Performance

of Grade 9 SPS Students

Table 3: The relationship between the degree of parental involvement

and the level of Mathematics performance of Grade 9 SPS students in

BCNHS.

Overall Correlation Alpha P-value Commented [U7]: Add a nother column on Interpreation

Mean Coefficient

Grades 89.52 0.10 0.05 0.32

Parental 2.60

Involvement

Table 3 shows the relationship of the parental involvement with

the mathematical performance of the students. Since the computed p-

value is greater than the alpha, there is no significant relationship

between parent’s involvement to the performance level of their

children in mathematics. The correlation coefficient further supports

this (0.10) which means that it has a low correlation. This implies

that there is no pattern of increase or decrease between the two Commented [U8]: Explain further

variables. This finding contradicts earlier literature worldwide,

nationwide and region-wide (Fan & Chen, 2001; Houtenville & Conway,

2008; Jeynes, 2003, 2007; Driessen, Smit & Sleegers, 2005; Fan, 2001;

Hong & Ho, 2005; Banggawan, etal, 2013). This is however supportive of

the correlational study by Goldsmith and Shifter (1997) which revealed

that the correlation between parental involvement and academic

performance, though positive, is low. The same authors suggested that

the low positive correlation might have been affected by several other

factors such as nature of the academic subject, and educational

background of family members.

4. Conclusions and Recommendations

Conclusions

This study found that most of the time, parents are involved in

the academic activities of their children. They encourage their

children to attend their classes and they give positive reinforcement.

However, there are some activities where the parents are not very much

involved. This includes monitoring the daily activities of their

children as reflected in their notebooks.

 This study also revealed that the Grade 9 students of BCHS-SPS

has proficient to advanced mathematics performance. Their performance

is also homogeneous.

On the other hand, this study found out that there is no

significant relationship between the extent of parental involvement

and the academic performance of the nine-grade learners.

Recommendations

The following are the researchers’ recommendations:

1. Studies that correlate other factors with academic performance

must also be looked into. Multiple regression of other possible

predictors might help in coming up with a model that could best

predict the academic performance of the Nine-graders.

2. The school should encourage the parents to participate more

actively in school activities like in assisting the teachers in

outside and inside activities (e.g. fieldtrips, intramurals,

etc.). This can done by giving recognition to parents who are

activities.

3. The school should help the parents become actively involved in

home activities like checking the notebooks, doing homework and

projects, etc. this can be done by providing the parents the

curriculum guides so that they also prepare themselves early on

about the lessons and the expected outputs where their assistance

may be needed by their children.

 4. The parents shall become more active in school and home

activities by participating in the proposed parent participation

plan of the study.

5. Other areas of parental involvement could be devised. This could

include more specific and more measurable ways so as to validate

the relationship between the two variables.

Reference

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Appendices

A. Communication Letter

B. Questionnaire

Name ________________
Section ________________

Parental Involvement In the Academic Performance of Grade Nine –SPS

Students

Below are some possible involvements that your parents encounter

when implementing the academic performance. Please rate your
judgments on how you perceive the seriousness of each involvement
using the scale ALWAYS, MOST OF THE TIME, SELDOM AND NEVER. Put a
check ( ̷ ) mark to rate.

Parent’s/Guardians’ Personal Always Most of Seldom Never

Engagement the time
My parent/guardian reminds
me to do my assignment in
Mathematics.
2. My parent/guardian makes
me observe a study period
before I go to sleep.
3. My parent/ guardian sets
and strictly implements a
curfew at home.
4. My parent/ guardian remind
me to do my assignment in
Mathematics.
5m. My parent/guardian
encourages me to attend my
classes regularly.
6. My parent /guardian checks
my Mathematics notebook.
7. My parent /guardian
praises me when I get high
score s or grades in
Mathematics.
8. My parent/guardian is
knowledgeable about the
information and skills I
should master in my grade
level
9. My parent/ guardian talks
to my teacher about my
performance in Mathematics
10. My parent/guardian tells
me the importance of
education and the benefits of
performing well in school.
11. My parent/guardian
attends PTA meetings
regularly.