CHAPTER 1

THE PROBLEM

Background of the Study

Parental involvement is the extent to which parents are engaged in their

children’s education. It can take many forms, such as talking to children about their

school day, helping them with their homework, attending parent-teacher conferences,

and volunteering in the school. Research has consistently shown that parental

involvement has a positive effect on student academic performance. A study by the

National Center for Fair & Open Testing found that students with highly involved parents

were more likely to score higher on standardized tests, attend college, and graduate

from college than students with uninvolved parents. There are many reasons why

parental involvement is beneficial for student achievement. First, it shows students that

their parents value education and are invested in their success. This can motivate

students to work harder and take their studies more seriously. Second, parental

involvement can help students develop the skills they need to succeed in school, such

as time management, organization, and study skills. Third, parental involvement can

provide students with access to resources and support that can help them overcome

challenges and succeed.

Parental involvement is just as important for grade 11 students as it is for

students at younger grade levels. Grade 11 is a time when students are preparing for

college or careers, and parental support can be essential for success. Parents of grade

1
11 students can get involved in their children’s education in a number of ways. For

example, they can

help their children with college or career planning, proofread college essays, and

prepare for job interviews. Parents can also attend school events, such as college fairs

and career days. In addition to providing academic support, parents can also help their

grade 11 students by providing them with emotional support. This is a time when

students may be feeling stressed and anxious about their future. Parents can help their

children cope with stress and anxiety by talking to them about their concerns and

offering encouragement.

There is also strong support from international research showing the positive

influence of parental involvement over academic achievement, as has been

demonstrated in a variety of meta-analyses across different populations and educational

levels (Castro et al., 2015; Jeynes, 2016; Ma et al., 2016). Moreover, although there is a

wide range of parental involvement definitions, some more general and others more

specifics, there is a consensus among research results about the positive influence of

parental involvement over child academic achievement. For example, in the meta-

synthesis of Wilder (2014), where nine meta-analyses are analyzed, this influence was

consistent throughout the studies, regardless the different definitions and measures

used. However, most of the studies on parental involvement in education hail from

anglophone countries and are based on cross-sectional and correlational designs

(Garbacz et al., 2017) while in Latin America research remains scarce. In a recent

systematic review of the literature on parental involvement in education in Latin

America, only one Mexican study from 1998 was found which was also heavily

2
influenced by interventions from the United States (Roth Eichin and Volante Beach,

2018).

Each child is vulnerable and can either be molded to be successful or made to

fail in life. According to the Child and Youth Welfare Code of the Philippines, the child is

one of the most important assets of the nation, the promotion and enhancement of the

child’s life and welfare Is also anchored on the moral supervision and support given by

his parents or guardians.

One of the school that produces talented and motivated student is Benigno V

Aldana National High School within the impact of parental involvement becomes more

tangible and tailored in Grade 11 student. Parental involvement is a powerful factor in

student academic achievement. Parents can get involved in their children’s education in

many different ways, both at home and at school. By getting involved, parents can help

their children succeed in school and prepare for a bright future.

Theoritical Framework

This research was based on the study of Bronfenbrenner’s theory predicts that

children’s development will be enhanced if parents and early care and education

programs interact in concert, working in mutually reinforcing ways in both settings. A

novel way of promoting this consistency was tested, homework given to preschool

parents (to read to their children using the dialogical reading method). An earlier report

found significant impacts of the parent homework intervention on children’s language

development. The current study looked inside that intervention, to see if the parents in

3
the experimental group actually increased their overall amount or changed their type of

parent involvement with the program, as compared to control group parents. Results

show that the preschool parental homework led to a shift in the content of parent-

teacher communications, significantly increasing the percentage of such

communications that were about the specific child and ways of interacting with that

child, as opposed to communications about the child care program in general. The

findings suggest that parents can respond well to homework from their child care

program, this homework can contribute to a shift in the nature of teacher-parent

communications, and can have significant impacts on child development.

Epstein et al.’s Theory of Overlapping Spheres of Influence focuses on the

interaction and communication, or partnerships, among families, schools, and the

community to bring the three closer together. The theory works in conjunction with

Epstein’s typology of parental involvement, which focuses on six types of involvement

that are instrumental to a child’s development and his/her school and educational

success. These serve as the framework for the study and support the construct of

parent’s involvement in children’s schooling.

The Hoover-Dempsey and Sandler model of the parent involvement process

suggests that family engagement is a process that begins with families’ decision-making

about being involved and culminates with student outcomes. The cognitive component

of involvement decision-making includes role construction for involvement and self-

efficacy for helping children succeed in school. Hoover-Dempsey and Sandler suggest

that parents’ attempts to support children’s learning can be classified into one or more of

the following categories: involvement through encouragement, involvement through

4
modeling, involvement through reinforcement, and involvement through instruction.

Children’s academic self-efficacy is not about what they think they can do well; it is

about how they think they will perform on a particular task, positively or negatively.

Children’s social self-efficacy for relating to teachers represents their beliefs about their

ability to develop a strong relationship with their teacher. Families can help children

cultivate positive relationships with their teacher by modeling appropriate interactions

with school personnel.

Conceptual Framework

INPUT PROCESS

OUTPUT

1. What is the
Data gathering: 1. To know there
demographic
demographic
profile of the Interview
grade 11 information such as
students? Observation age, gender, race,
2. What is the and ethnicity.
factors of 2. Students with
parental guidance Data analysis : involved parents
involvement on are more likely to:
Coding
academic Have higher grades,
performance? Themeing have higher test
3. What is the score
relationship 3. Parents who are
between the involved in their
parental
child’s education
involvement in
are more likely to
academic
performance? be aware of their
child’s academic
progress.

5 Fig 1. The schematic diagram of the interplay of variables in this study

 The focus of this study undertook the following conceptual framework, which has

a three parts process. The input, process, and the output. The input states the following

specific issues: The demographic profile of the grade 11 students, the factors of parental

guidance involvement on academic performance, and the relationship between the

parental involvement in academic performance. The process includes conducting some

interviews and observation, the researchers use Grade 11 students in selecting the

respondents and analyze the information gathered. The output is the perspectives of the

Grade 11 students about there demographic information such as age, gender, race, and

ethnicity, students with involved parents are more likely to have higher grades, have

higher test scores, be more engaged in school, and the parents who are involved in

their child’s education are more likely to be aware of their child’s academic progress and

needs.

Statement of the Problem

This study seeks to determine the parental involvement and it’s effect on the academic

performance of grade 11

Specifically the Objective:

1. What is the demographic profile of grade 11 student?

2. What are the factors of parental guidance involvement to the academic

performance of grade 11 student?

3. What is the relationship between parental involvement and the academic

performance of grade 11 student?

6
Hypothesis

There is no significant relationship between parental involvement and the

academic performance of grade 11 [Link] implies that any observed correlation

or difference in academic performance is due to chance and not influenced by parental

involvement.

Significance of the Study

The results of the study will be significant in presenting the parental involvement

and it’s effect on the academic performance of grade 11.

Teachers. Improved communication and relationships. When parents are involved in

their child’s education, they are more likely to communicate with the teacher about their

child’s progress, concerns, and needs. This open communication can help teachers to

better understand each student and provide them with the support they need to

succeed.

Students. Parental involvement in a child’s education is essential for their overall

success. When parents are involved in their child’s schooling, they are more likely to

achieve higher grades, have better attendance and behavior, and develop a lifelong

love of learning.

Parents. Increased confidence in parenting and decision-making skills. When parents

are involved in their children’s education, they learn more about child development and

are better able to support their children’s learning and social-emotional needs. This can

7
lead to increased confidence in their parenting skills and their ability to make good

decisions for their children

Guidance Counselor. Parental involvement can also help to reduce the workload on

guidance counselors. When parents are involved in their children’s education, they are

more likely to be able to identify and address problems early on. This can help to

prevent problems from escalating and becoming more difficult to resolve. Overall,

parental involvement is essential for the success of guidance counselors. Guidance

counselors can benefit from parental involvement in a number of ways, including

improved communication, increased trust, collaboration, and advocacy.

Scope and Delimitation

The scope of this study is for Grade 11 student of Benigno V. Aldana National

High School. It’s main objective is to determine the parental involvement and it’s effect

on the academic performance of the target respondent. It also seek the demographic

profile of the respondents, factors of parental involvement to the academic

performances of the students and the relationship between the parental involvement

and the academic performance of grade 11 students. This research study does not

include the other students issues but only in the parental involvement and it’s effect on

the academic performance of students. The researcher made use of questionnaire and

interview-survey to gather valid and information.

8
Definition of Terms

Achievement – The achievement of higher grades and a deeper understanding of

subjects are often the results of parental involvement, as this engagement fosters an

environment conducive to academic success.

Communication– It alludes to the sharing of knowledge, ideas, and emotions between

parents and their offspring.

Develop– This refers to the process of promoting a child’s development in different

areas of life, such as cognitive, emotional, social, and physical growth.

Encouragement – Refers to the supportive and motivational gestures, phrases, and

actions that parents use with their children.

Interact– Interacting with their children’s education, parents can positively influence

academic performance, fostering a supportive learning environment that encourages

curiosity and dedication.

Involvement - involvement in a child’s education, whether it’s through helping with

homework attending school events, or engaging in constructive conversations about

school, can play a significant role in improving the academic performance of Grade 11

students.

Moral – Parental involvement not only boosts academic performance but also instills

moral values in students, shaping them into responsible and ethical individuals.

9
Parental – Parents who actively participate in their child’s education, from

understanding their academic challenges to celebrating their successes, can

significantly contribute to enhancing the academic performance of Grade 11 students.

Reinforcement– The actions and responses from parents that strengthen desired

behaviors and outcomes in their children.

Tangible– The tangible effects of parental involvement in education can be seen in

improved academic performance, as consistent support and guidance from parents

often lead to better grades and a greater love for learning.

10
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discuss the related literature and studies about parental involvement

and its effect and the academic performance of the grade 11 student at Benigno V.

Aldana National High School that have been conducted after the researchers through

and methodical investigation. To explain the gap between connected studies and

associated literature the researcher seeks to explain the parental involvement and its

effect on the academic performance of the grade 11 student

Related Literature

Considerable research evidence suggests that parents' behaviors with their

children stimulation, consistency, moderation, and responsiveness influence the

children's cognitive and social development (Clarke-Stewart, 1983). Not surprisingly,

educators and public policymakers continue to pay close attention to the ways in which

parents can foster or inhibit cognitive development and, by extension, academic

achievement (see U.S. Department of Education, 1986). If we can identify parental

practices that are relatively successful in enhancing cognitive growth, we may be ableto

help more parents to help their children reach their intellectual potential. This is not a

trivial goal, given simultaneous concerns over the school performance of poor and

minority children (a population that is increasing), and the poor performance of

American children in general, particularly in relation to that of Asian children, such as

the Japanese (McKnight, Crosswhite, Dossey, Kifer, Swafford, Travers, & Cooney,1987;

Pallas, Natriello, & Mc Dill, 1989; Stevenson, Lee, & Stigler, 1986).

11
 Educational researchers have long been interested in the positive effect that

parental involvement may have on the academic achievement of their children (e.g.,

Epstein, 1991; Fan & Chen, 2001). The perception that parental involvement has

positive effects on students’ academic achievement has led to a voluminous body of

literature about parental involvement (Hill & Tyson, 2009). Policymakers and

researchers seem to have agreed that parental involvement is a critical ingredient for

children’s academic success (Graves & Brown Wright, 2011). Parents who are active

participants in their children’s education are thought to promote children’s social,

emotional and academic growth (Hoover-Dempsey, & Sandler, 2007). Despite the

widespread belief that parental involvement is a critical ingredient for children’s

academic success, there are some issues related to the research on parental

involvement (Desforges & Abouchaar, 2003). The degree of inconsistency surrounding

findings with regard to parental involvement and its association with student’s academic

achievement is perhaps the most troubling aspect of current research (McNeal, 2012).

Studies have found positive relations, negative relations, and also a lack of relations

between parental involvement and student achievement (Fan & Chen, 2001).

Related Studies

The family has been recognized as one of the primary contributors to children’s

and adolescents’ success in school. In one of the earliest and best-known studies about

the influence of families and schools on student achievement and educational

opportunities, Coleman et al. (Citation1966) concluded that family background matters

most, whereas there are few differences between the schools, independent of family

background factors. The study has since been widely debated and methodologically

12
criticized (e.g. Goldsmith Citation2011). Nonetheless, virtually all subsequent analyses

have found measures of family background (i.e. parents’ education or income, family

structure) to be a significant explanation of achievement differences (Hanushek

Citation2016). Most research on family background has focussed on the structural

factors of families, such as parents’ educational level, labour market position and

income. Research shows that socioeconomic status, most commonly measured by

parental education and income, is a powerful predictor of school achievement and

dropout from upper secondary education (e.g. Lamb Citation2011). In Norway, where

this study is situated, the likelihood of completion of upper secondary

educationFootnote1 is strongly associated with parents’ educational level. While 90.8%

of the students whose parents have completed more than four years of higher education

complete upper secondary education, this applies to only 57.6% of students whose

parents have lower secondary school as their highest educational level (Statistics

Norway Citation2020a). Furthermore, research suggests that parents’ position in the

labour market, and with whom adolescents lived as 15 years-old (both parents or not),

are aspects affecting early leaving from upper secondary education (Markussen et al.

Citation2011). In order to understand the mechanisms or underlying processes behind

the relation between family characteristics and dropout risk, studies in the field have

focussed on parents’ involvement in their children’s education (e.g. Zaff et al.

Citation2017). Research indicates that children and adolescents are more likely to

perform well in school and graduate when their parents are involved in their schooling

(Hill and Tyson Citation2009). Rumberger et al. (Citation1990) identified different

practices in families that affect educational achievement and completion from upper

13
secondary education, such as parenting style, parents’ reactions to their children’s

school achievements and parents’ engagement with children’s schooling. According to

their findings, what most distinguishes students who drop out from other low-achieving

students who stay in school is the higher level of educational involvement of both the

parents and the students [Link], parents’ involvement in their children’s

learning and schooling may make a significant difference to student achievement.

However, research shows that levels of involvement and participation vary considerably

depending on parents’ social and economic resources (e.g. Crosnoe and Ressler

Citation2019). In the current study, we sought to understand more about how students

who may be described as vulnerable experience parental involvement in their schooling,

and whether they feel that specific parental practices and behaviours help them stay on

track in their education. Before presenting our study in more detail, we contextualize our

work with reference to the literature on parental involvement, and in terms of our study’s

particular setting, in the sections below.

14
 CHAPTER 3

METHODOLOGY

This chapter describe the research design, source of data, respondents of the

study, sampling technique, research instrument, data gathering procedure, statistical

treatment of the data

Research Design

This study utilize the phenomenology survey method. Phenomenology research

is a qualitative research methodology used to unveil in-depth knowledge of a

phenomenon. This method is you rely on the participants’ own perspectives to provide

insight into their motivations of Grade 11 students influence the parental involvement

and it’s effect on the academic performance on school year 2023-2024.

In this study, in a phenomenological study, you use a combination of methods,

such as conducting interviews, reading documents, watching videos, or visiting places

and events, to understand the meaning participants place on whatever’s being

examined.

Source of Data

The primary source of data in the study was the data gathered from Grade 11

students with regards to the parental involvement and it’s effect on the academic

performances specially, in Grade 11 students of Benigno V. Aldana National High

School for school year 2023-2024.

15
Respondents of the Study

The target populations of the study were the twenty-five (25) Grade 11 students

of Benigno V. Aldana National High School. It will be conducted in academic year 2023-

2024.

Sampling Technique

The researchers will conduct a study about parental involvement and it’s effect

on the academic performance of Grade 11 students in Benigno V. Aldana National High

School used a quota sampling technique. Quota sampling technique is relies on the

non-random selection of a predetermined number or proportion of units. In this case,

the researchers select Grade 11 students who were readily available and willing to

participate in the study

Research Instrumentation

The researchers use questionnaire as the principal instrument in gathering the

data needed in the study.

It consists of three parts. Part 1 of the questionnaire is to gather the demographic

profile of the respondents. Part 2 of the questionnaire is what are the factors of parental

guidance involvement to the academic performance of grade 11 student, Part 3 of the

questionnaire is the relationship between parental involvement and the academic

performance of grade 11 student.

16
Data Gathering Procedure

In conducting the study, the researchers ask permission to the research teacher

After that the researchers ask permission to the respondents, and to the subject

teachers With regards to the survey questionnaire, the researcher explains and discuss

fint the content of the questionnaire and distribute & to the respondents on face-to-face

scheme. After the questionnaire was answer by the respondents, the researcher collect

the questionnaire and made summary of the data collect and treat the results for the

interpretation.

Statistical Treatment of Data

After collecting all the needed data, the researchers classified, analyzed, interpreted

and presented the findings in a form of all survery questioners. The following statistical

techniques were used.

Slovin’s Formula

This was used to calculate the sample size necessary to achieve a certain

confidence interval when sampling a population and it is given the population size and a

margin of error. It is computed as:

N
n=
1+ Ne ²

Where:
N= sample size
N= total population
E^{2}= assumed margin error

17
 CHAPTER 4

RESULTS AND DISCUSSION

18
Appendix D. Survey Questionnaire

SURVEY – QUESTIONNAIRE ON PARENTAL INVOLVEMENT AND IT’S EFFECT

ON THE ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN BENIGNO V. ALDANA
NATIONAL HIGH SCHOOL

Dear Respondent,

This questionnaire is an instrument to be utilized in order to determine the parental involvement

and it’s effect on the academic performance of Grade 11 students in Benigno V. Aldana
National High School.

In connection to this, we are asking for your participation to answer all the questions truthfully.
Rest assured that the information you will provide will be held with utmost confidentially.
Thank you very much.

Part I. Demographic Profile of the Student

Name (Optional): ____________________________________________________

Your age:
o Below 15
o 16-17
o Above 17
Your gender:
o Male
o Female
o LGBTQ+
Your Quarterly Average:
o 75-85
o 86-90
o 91-95
o 96-99

Part Il. What are the factors of parental guidance involvement of the academic
performance of Grade 11 students?

a) Describe how your parents typically support your studies at home?

19
 b) What specific actions do your parents take to help you with your schoolwork?

c) What are some of the challenges that you face as a student? How do your
parents help you to overcome these challenges?

Part lll. What is the relationship between parental involvement and the academic
performance of Grade 11 student?

a) Are your parents getting involved to your academic performance?

b) Have you observed any changes in your academic performance since your
parents’ involvement in your education has increased or decreased?

c) How do you think your parents’ involvement in your education has affected your
academic performance?

20
 Appendix E. Coding Table

INITIAL CODING

Questions Answers First Coding Secon Extraction Theme

d and -ing
Codin categorizatio
g n of the sub
theme by the
researcher
Part ll. What
are the
factors of
parental
guidance
involvement
of the
academic
performance
of grade 11
students
[Link] [Link] give me They give me
how your money to support my money=
parents studies and I was Type of support on
typically doing it by myself. my studies
support your
study at
home
[Link] support me By not bothering me
with my studies by not when I'm doing
bothering me when school works=Type
I'm doing of support on my
school works. studies

[Link] support me Support me

financially. financially.=Type of
support on my
studies
[Link] I revealed They appreciate
my grade to them and it=Type of support on
they appreciate it. my studies

[Link] support me Support me with my

with my studies and studies = Type of
help me with my support on my

21
 assignments studies

[Link] are Supporting me

supporting me morally morally and without
and without pressure. pressure.=Type of
support on my
studies
[Link] never
support me

[Link] are not Not pressuring me

pressuring me on my on my
academic. They academic.=Type of
appreciate my score. support on my
studies
[Link] give me Give me money to
money to support my support my
study. study.=Type of
support on my
studies
[Link] are Supporting me in my
supporting me in my studies
studies financially. financially.=Type of
They also supports support on my
me studies
[Link] support me Support me by giving
by giving some some advices and
advices and space space.=Type of
when I need. support on my
studies
[Link] one help me
[Link] parents don't
have the time to help
me as they are too
busy with
other tasks like
household chores and
work.
[Link] my father By helping us to do
works from different some project.=Type
country, he still of support on my
support us but in an studies
online platform such
as messenger. But
most of the time our
aunt help us and

22
 support is in our
studies by helping us
to do some project
that are hard to
handle (example:
making a miniature
house our of stone or
rocks)
[Link] parents They gave me the
encourage me to things that I can use
study and they gave for studying.=Type of
me the things that I support on my
can use for studying. studies
[Link] support my Support my basic
basic needs and help needs and help me
me complete my complete my project
project that is hard tothat.=Type of
complete for me. support on my
studies
[Link] usually give Don’t include me in
me space when I the household
study and they usually chores.=Type of
don’t include me in support on my
the household chores studies
anymore to let me
focus more on my
studies.
[Link] one help me.
[Link] can provide Provide my all
my all needs and they needs.=Type of
can help me when I’m support on my
doing my school studies
works.
[Link] support me Support me with my
with my financial financial
expenses. expenses.=Type of
support on my
studies
[Link] support me Support me by
by cheering me up cheering me up and
and helping with my helping with my
studie studies.=Type of
support on my
studies
[Link] is very Supporting me and
supporting me and she gives all

23
 she gives all efforts. efforts.=Type of
support on my
studies
[Link] can provide Provide the things
the things that I need that I need in my
in my studies. studies.=Type of
support on my
studies
[Link] support me Support me with my
with my financial financial
expenses expenses.=Type of
support on my
studies
[Link] Giving
encouragement encouragement.=Ty
pe of support on my
studies

[Link] [Link]
specific
actions do
your parents
take to help
you with
your
schoolwork?
[Link] help me with They help me = My
my school works by support system is my
not ordering me at both parents
home like doing
house chores.
[Link] buying the They buying the
things that I need to things = My support
finish my school system is my both
works. parents
[Link] giving a They giving a
information and ask information= My
my siblings about it. support system is my
both parents
[Link] help me with They help me = My
my school works. support system is my
both parents
[Link] teaching me They teaching me =

24
 or helping me with My support system is
unfamiliar topic. my both parents
[Link] didn’t help
me though.
[Link] are concern They are concern=
on my school works. My support system is
my both parents
[Link]
[Link] also They also supports
supports me by me= My support
making them as my system is my both
inspiration. parents
R11. They also They also supports
supports me by me= My support
making them as my system is my both
inspiration. parents
[Link]
[Link] just They just motivate
motivate me to strive me = My support
harder. system is my both
parents
[Link] specific The specific actions
actions do my parents do my parents or
or guardian take to guardian take to help
help me with our me = My support
school work is more system is my both
on physical work and parents
not academic work,
giving us motivational
things that can keep
us to strive hard.
[Link] help me They help me
financially. financially= My
support system is my
both parents
[Link] helped me They helped me= My
complete my project support system is my
and answers my both parents
questions that is for
me is a difficult
question.
[Link] help me They help me
financially, what I financially= My
mean is they give me support system is my
money for load so that both parents
I will have access to

25
 internet whenever I
am and will be able to
do things even at
school.
[Link] my mom is
OFW
[Link] guided me They guided me= My
for my school works. support system is my
both parents
[Link] buy the They buy the things
things that I need for that I need = My
my school works. support system is my
both parents
[Link] help me They help me= My
with my studies. support system is my
both parents
[Link] guided me.
[Link]
[Link] buy the They buy the things
things that I need for that I need= My
my school works. support system is my
both parents
[Link]
[Link] are [Link] buying Difficulty buying
some of the things so they buy for things= Type of
challenges me. challenges in study
that you face
as a
student?
How do your
parents help
you to
overcome
these
challenges
[Link] challenges Difficult of managing
that I have face is my time= Type of
difficult of managing challenges in study
my time, they help me
with it by not ordering
me to do something at
home
[Link] school Excessive school
works, they support works= Type of
and motivate ne to challenges in study
finish all of my school

26
 works.
[Link], I’m Pressure= Type of
studying hard and to challenges in study
achieve my dream so
I’m doing my best to
study hard.
[Link] challenges Challenges that I
that I have is to have is to managing
managing time and to time= Type of
help me challenges in study
[Link] Overload activities=
activities, they told me Type of challenges in
that I should have study
time management.
[Link] didn’t help They didn’t help me
me at all cost, I face at all cost= Type of
all challenges with my challenges in study
own.
[Link] on Disappointed on my
my score and my score=Type of
parents they’re challenges in study
comforting me and
they give a support to
me.
[Link] challenges Financial problem=
that I face is financial Type of challenges in
problem and my study
parents help me by
giving money.
[Link] me to
understand and my
school works.
[Link] and lack Stress and lack of
of confidence, my confidence= Type of
parents help me by challenges in study
supporting me, giving
advices and guide me
everyday.
[Link]
R13.I am currently Currently struggling
struggling on pre- on pre-calculus as I
calculus as I am not am not familiar with
familiar with the the subject= Type of
subject. My parents challenges in study
would motivate me
but not really help

27
 with my school works.
[Link] challenges Student are giving us
that I face as a ton of school work
student are giving us and it will be passed
ton of school work the next day.= Type
and it will be passed of challenges in
the next day. By the study
help of my aunt, she
usually organize the
paper works while I’m
working on my other
school works so it
don’t got messy.
[Link] in Challenges in
answering some of answering some of
activities. activities.= Type of
challenges in study
R16.I faced so many I faced so many
challenges and the challenges= Type of
help and support me challenges in study
in my problems and
obstacle in my life as
a student. They are
my inspiration that
keep me from moving
forward even in
difficult times.
[Link] stress of The stress of having
having to meet others to meet others
expectations, my expectationsp
parents doesn’t really
mind how low I get on
my grades as long as
I’m still with honors
and that mindset
somehow give me
comfort.
[Link]
[Link] homework, My homework= Type
because they can of challenges in
help me to so solve study
this challenges.
[Link] I am Sometimes I am
having a hard time having a hard time
studying, they cheer studying= Type of
me up. challenges in study

28
 [Link] challenges Some challenges are
are having lack of having lack of sleep,
sleep, time time management,
management, loneliness, my
loneliness, my parents doesn’t help
parents doesn’t help me because they
me because they don’t know my
don’t know my problem= Type of
problem. challenges in study
[Link] homework, My homework= Type
he helping me in the of challenges in
question that I don’t study
know.
[Link] helping me
to my homework to
make my homework
already solve.
[Link] I am Sometimes I am
having my hard time having my hard time
of study, they cheer of study= Type of
me up. challenges in study
[Link], social Basically, social
pressure and self pressure and self
pressure when you pressure= Type of
don’t know what you challenges in study
should do.
Part lll. What
is the
relationship
between
parental
involvement
and the
academic
performance
of Grade 11
student?
[Link] your [Link]
parents
getting
involved to
your
academic
performance
?
[Link], sometimes Yes= tphey are

29
 helping me
[Link] Yes= they are
helping me
[Link], They are Yes= they are
supporting my helping me
academic
[Link], because they Yes= they are
want to finish my helping me
studies and they want
me to success
someday.
[Link] Yes= they are
helping me
[Link]
[Link], They are Yes= they are
supporting me helping me
[Link]
[Link], as my Yes= they are
support system helping me
[Link] Yes= they are
helping me
[Link]
[Link], although Yes= they are
they don’t have the helping me
time to help or guide
me with my school
they typically motivate
me.
[Link] parents does
not involve to my
academic
performance because
I mostly do it alone
and them just
supporting
[Link] Yes= they are
helping me
[Link], they motivate
me
[Link] sometimes Yes= they are
do, so yes helping me
[Link]
[Link] Yes= they are
helping me
[Link] Yes= they are
helping me

30
 [Link] Yes= they are
helping me
[Link] Yes= they are
helping me
[Link], they help Yes= they are
me helping me
[Link] Yes= they are
helping me
[Link] Yes= they are
helping me
[Link] you [Link], It’s still the
observed same
any changes
in your
academic
performance
since your
parents’
involvement
in your
education
has
increased or
decreased?
[Link], my academic Yes, my academic
performance improve performance
when my parents improve= I improve
involve with my my studies
academic
performance/educatio
n.
[Link] Yes= I improve my
studies
[Link], I feel Sometimes= I
disappointed in my improve my studies
scores
[Link], my academic Yes= I improve my
performance improve studies
with my parents,
because they want to
finish my studies with
my performance.
[Link] Yes= I improve my
studies
[Link] Yes= I improve my
studies

31
 [Link] Yes= I improve my
studies
[Link]
[Link], I became I became more
more active active= I improve
my studies
R11. Yes, there are There are some
some changes in my changes in my
academic academic
performance performance= I
improve my studies
[Link]
[Link] at all ( No
changes)
[Link], maybe, I feel
relieved when they
give me motivation to
keep going

[Link] changes at all

[Link], they expect Yes= I improve my
much in me but they studies
do not put
[Link] may not be a It may not be a lot
lot but there are few but there are few
things things= I improve
my studies
[Link]
[Link] Increased= I improve
my studies
[Link] Yes= I improve my
studies
[Link] Yes= I improve my
studies
[Link] Yes= I improve my
studies
[Link], I observe Yes, I observe that I
that I do my do my homework on
homework on time time= I improve my
studies
[Link] Yes= I improve my
studies
[Link],Of course Of course when your
when your parents parents helping you,
helping you, it will it will increased= I
increased improve my studies

32
[Link] do [Link] pressure me,
you think so I got lower grades
your parents’
involvement
in your
education
has affected
your
academic
performance
?
[Link] involvement Motivation to do
of my parents became better with my
my motivation to do studies=It’s boost
better with my me to study hard
studies.
[Link] affects my
academic
performance by what
they are going to say
when I failed
[Link] affected My family/friends are
sometimes, I think of there reminding me
going up and my to continue=It’s
family/friends are boost me to study
there reminding me to hard
continue
[Link], my parents To do better with my
involvement with my studies=It’s boost
education because me to study hard
they are my
motivation to do better
with my studies.
R6.I think having a I think having a
caring, loving, caring, loving,
supporting parents supporting
help me and motivate parents=It’s boost
me to study hard. me to study hard
[Link] always
pressuring me,
Yes
[Link], because I’m
doing my best
[Link] always They always
expecting high grades expecting high
from me grades from me=It’s

33
 boost me to study
hard
[Link] involvement Give positive
of my parents give outcomes=It’s boost
positive outcomes on me to study hard
my academic
performances.
[Link]’s give me
pressure and that’s
affect my academic
[Link]
[Link] motivate Motivate me to strive
me to strive harder, harder=It’s boost me
so that helps me in to study hard
working even harder
to achieve better
outcomes/grades.
[Link] I said, my My parents only help
parents only help physically and just
physically and just give me moral =It’s
give me moral support boost me to study
and by that, I excel in hard
different academic
performance.
[Link] and
expectations
[Link]
R17. It somehow
does
[Link]
[Link] helping me Helping me and
and guiding me guiding me=It’s
boost me to study
hard
[Link] is because of
the disappointment
from them whenever I
fail
R21. I think that I think that having a
having a supportive supportive parents
parents will motivate will motivate more
more with my studies with my studies=It’s
boost me to study
hard
[Link] me Supporting me and
and helping me to helping me to reach

34
 reach my future my future=It’s boost
me to study hard
[Link] Yes=It’s boost me to
study hard
[Link] because of
the disappoinment
when I fail
[Link] they’re giving
pressure of course I’ll
make self pressure
also

35