1

Chapter I

INTRODUCTION

This chapter of the paper presented the problem and its settings. It includes the

background of the study, the statement of the problem, significant of the study, and

scope and delimitation of the study.

Background of the study

Research indicates that family involvement is effective strategy to ensure

students success (Bernard). In this generation a lot of parents are helping their children

in school. Most of them are helping the students to answer the activities or the task

assign by their teachers, even if its normal it has a negative and positive impact.

It also shown that the effects of parents and what they do at home to support

learning can account for 80% of a child academic success. Expert believe that a

parent’s role in a child’s life has for reaching impact. Parental involvement is extremely

important for a child to do well in school. (Harold W. Bernard)

According to the Harvard Family research project the parental involvement is

associated with higher students’ achievement. Students are also more likely to enroll in

higher level programs, pass their classes, attend school regularly, have better social

skill and more onto postsecondary education. Parental involvement not only enhance

academic performance, but it also has a positive influence on students’ attitude and

behavior. A parent’s interest and encouragement in a child’s education can affect the
 2

child attitude towards school, classroom conduct, self-esteem, absenteeism, and

motivation.

In the Philippine setting, traditional form of parent involvement includes

participating in school activities such as Parent Teacher Association (PTA), parent

teacher conference (PTC) or volunteering at the school.

Study found that parental involvement in children’s education does not always

lead to better academic outcomes. In fact, many traditional forms of involvement, such

as helping with homework or attending school events, had little to no positive effect on

academic performance, and in some cases, even negative effects, particularly for high

school students. The study also highlighted that the impact of parental involvement

varies across racial and ethnic groups. For instance, discussing school at home had a

positive effect for white students but little impact for black and Hispanic students,

suggesting that a one-size-fits-all approach to parental engagement may not be

effective. The researchers emphasized that the quality of involvement matters more

than the quantity, with setting high educational expectations and fostering a positive

attitude toward learning proving more beneficial than direct academic interventions.

They concluded that schools and policymakers should focus on strategies that help

parents support their children in meaningful ways, rather than traditional forms of

involvement. (Keith Robinson and Angel L.

Harris’s 2014)

The Impact of School, Family, and Community Connections on Student

Achievement, researchers presented compelling evidence that parental involvement

 3

significantly enhances student academic performance across all demographic groups.

Their analysis of 51 studies revealed that students with engaged parents consistently

achieved higher grades, better test scores, and improved attendance, leading to higher

graduation rates and greater likelihood of pursuing post-secondary education. Notably,

the report emphasized that focused involvement in learning activities, such as reading

at home and discussing school matters, had a more substantial impact on academic

success than general participation in school events. Furthermore, schools that fostered

strong partnerships with families and encouraged parental engagement created more

significant improvements in student outcomes. The positive effects of parental

involvement extended beyond immediate academic gains, contributing to long-term

educational attainment and success. Overall, Henderson and Mapp highlighted the

critical role of family engagement in education and advocated for schools to actively

collaborate with families, especially those from underrepresented backgrounds, to

support student learning effectively.

(Anne T. Henderson and Karen L. Mapp)

Considering then, all the presented data, this research study is deemed in place.

Statement of the problem

This study generally aims to explore the effects of family involvement on the

academic performance of Senior High School students in Bayambang National High

School for School Year 2024-2025.

Specifically, this study shall seek answers to the following questions:

 4

1. What is the general average weighted mean of the students in the first semester of

school year 2024-2025?

2. To what extent is the family involvement on the academic performance of the

student in terms of the following:

2.1. emotional support;

2.2. academic guidance;

2.3. setting expectations;

3. Is there a significant effect of family involvement on academic performance among

Senior High School students?

Significance of the Study

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

achievement is directly correlated to family involvement. In turn, academic achievement

may serve to motivate parents and families to continue or become more involved in

school activities.

Parents, students, and educators can use these findings to develop programs and

strategies to increase family involvement in schools.

More specifically, this study shall be beneficial to the various groups of people.
 5

To Students. This study not only in the Senior High School level can use the

information which this study can help to know the impact of parental involvement on the

student’s academic performance.

To Parents. This study gains information about the possible impact of parental

involvement on academic performance of the student and can provide attention to their

child.

To Teachers. This study helps to know the situation of the impact of parental

involvement on academic performance of the students.

To Future Researcher. This study can be used for further knowledge and this

can also be useful for their research.

Scope and delimitation

This study is descriptive research focusing on the effect of family involvement of

50 Senior High School students of Bayambang National High School in the first term of

the school year, 2024-2025.

Furthermore, this study will be limited to Senior High School students who

enrolled Bayambang National High School located in Bayambang Pangasinan during

the 2024-2025 academic year. For the purpose of this study, the family involvement in

terms of emotional support, academic guidance, setting expectations, providing

resources, positive role modeling, managing external pressures and encouraging

school attendance will be cross-examined whether they significantly affect the

academic performance of the students.

 6

Chapter II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presented the review of related literature, the

conceptual framework, the research hypotheses, and the definition of terms.

Review of Related Literature

Numerous variables support student achievement; however, studies have

indicated that one of the most critical components is family involvement (Hara & Burke,

1998). Overall, educators acknowledge that family involvement is key to successful

student academic performance. Schools are doing their best to encourage families to

get involved in their children’s academic activities and schoolwork (Griffith, 1996). The

purpose of this study was to determine the effect of family involvement on academic

performance of Senior High School students of Bayambang National High School. The

findings of this study may provide useful information regarding family participation in

schools. The following research topics are discussed to provide reasonable justification

for the importance of family involvement: (a) History of Parental Involvement, and (b)

Foreign Literature

History of Parental Involvement

The No Child Left Behind (NCLB) Act of 2001 (U.S. Department of Education,

indicates that parents have a considerable role in promoting the academic achievement
 7

of their children. Regardless of this legislation, schools should and are encouraged to

strengthen their efforts in developing innovative ways to involve parents in their

children’s academic growth. Lai and Vadeboncoeur (2012) noted the duty of a school to

promote parental involvement has become a passive act, rather than a genuine effort.

In addition, parents are often scapegoats when trying to find the blame to student

achievement. For example, some educators blame parents for the children’s academic

failures (e.g., “If only the parents helped at home” or “Parents just don’t care about

school”). Despite these remarks, research continues to credit parental involvement as a

way to increase academic achievement effectively. Studies show that parents are, in

fact, a strong independent variable in motivating their children to learn (Gonzalez-

DeHass, 2005; Williams, & Holbein, 2005).

Parental involvement corresponds to many constructs of school such as

engagement, which includes attending parent-teacher conferences, contributing to

extracurricular activities, monitoring student grades, imparting parental values, helping

with homework, and providing intrinsic and extrinsic motivation. However, Lai and

Vadeboncoeur (2012) noted that schools have failed to engage parents fully. For

example, many schools do not provide literature in a second language or interpreters at

conferences for parents whose primary language is not English. Academic leaders

need to embrace parents as vital stakeholders within the educational system and

encourage teamwork and collaboration.

 8

Local Literature

Family Support and Academic Success

Family support is widely recognized as a crucial factor influencing students’

academic performance. In the context of the Philippines, various studies have

demonstrated that active parental involvement positively correlates with enhanced

educational outcomes among students. This article delves into the findings of local

research that explores the different dimensions of parental support, its impact on

students, and implications for educational policy and practice.

The Importance of Family Involvement

Research indicates that parental involvement encompasses a range of activities,

including attending school meetings, helping with homework, and communicating with

teachers. A study by Lopez and Santiago (2017) focused on elementary school

students in Quezon City, finding that students whose parents actively participated in

school activities performed better academically. This involvement provided students

with a sense of security and motivation, contributing to their overall success.

Lopez and Santiago categorized parental involvement into three main types:

1. Emotional Support: This involves parents providing encouragement, fostering a

positive attitude towards education, and helping children develop self-esteem and

resilience.
 9

2. Academic Support: Parents who assist with homework, monitor their children’s

academic progress, and engage in discussions about school subjects create a

supportive learning environment.

3. Behavioral Involvement: This includes parents attending school events,

participating in parent-teacher conferences, and being aware of their children’s daily

school activities.

The study highlighted that a balanced combination of these types of involvement leads

to improved student performance. Emotional support, in particular, was noted as a key

predictor of students’ motivation and engagement in school.

The Role of Family Communication

Effective communication between parents and children is another critical aspect of

parental support. A study conducted by Tan and Lee (2019) examined the impact of

family communication patterns on academic achievement among high school students

in Cebu. The researchers found that open and supportive communication styles, where

parents actively listen to their children’s concerns and aspirations, resulted in higher

academic performance.

Students reported feeling more motivated and confident when they had discussions

about their academic goals and challenges with their parents. This supportive dialogue

not only helped in reinforcing the importance of education but also allowed parents to

understand their children’s needs better, enabling them to provide appropriate

assistance.
 10

Challenges to Family Involvement

Despite the clear benefits of parental involvement, several challenges hinder effective

engagement, particularly in low-income families. Bautista (2018) explored these

barriers in a study focused on urban families in Manila. The findings revealed that many

parents, especially those working multiple jobs, struggle to find time to engage with

their children’s education. Financial pressures often lead to long working hours, leaving

little room for participation in school activities or academic support at home.

Additionally, the study highlighted that some parents lack the necessary skills or

confidence to assist their children with schoolwork, especially in subjects like

mathematics and science. This lack of ability can create a cycle of disengagement,

where parents feel overwhelmed, leading to diminished academic support for their

children.

Cultural Influences on Parental Support

Cultural factors also play a significant role in shaping parental involvement in education.

A study by Gonzales (2020) emphasized the Filipino cultural context, where education

is highly valued. In many Filipino families, there is a strong expectation for children to

succeed academically as a means of social mobility and family honor. This cultural

perspective motivates parents to invest time and resources into their children’s

education.

However, the study also pointed out that traditional views regarding parental roles may

limit involvement. In some households, fathers may be less engaged in day-to-day

 11

educational activities, which could affect the overall level of support. Encouraging both

parents to participate actively in their children’s education can enhance academic

outcomes.

The Role of Schools in Promoting Parental Involvement

Local educational institutions have a critical role in fostering parental involvement.

Research by Soriano (2021) highlighted that schools with proactive outreach programs

tend to have higher rates of parental engagement. These programs include regular

communication with parents, parent education workshops, and community-building

activities that create a supportive network for families.

Soriano’s study emphasized the need for schools to cultivate partnerships with parents,

recognizing them as essential stakeholders in the educational process. By providing

parents with resources and opportunities to participate in their children’s education,

schools can enhance overall academic performance.

Summary

Chapter II included the definition of family involvement based on a multiple

mediational analysis. Family involvement and its implications for improving children’s

academic performance were discussed. Finally, studies on Family involvement and

student achievement were presented.

 12

Conceptual Framework

Figure 1 below illustrate the conceptual framework of the research. The

paradigm presents the variables that will be considered in the research.

Family Involvement

(Independent Variable)

Emotional Support; Academic Guidance; Setting Expectations;

(Mediating Variable)

Academic Performance

Positive Outcome Negative

Outcome

(Dependent Variable)

Figure 1. The Conceptual Framework

This conceptual framework provides a structured approach to understanding

how family involvement influences student academic performance. It highlights the

complexity of this relationship and emphasizes the importance of various mediating

 13

factors. It is visually structured with “Family Involvement” at the top, leading to

mediating variables in the middle, and “Academic Performance” at the bottom.

Contextual factors surround the mediating variables, illustrating their influence on the

relationship. It provides a basis for further research into effective strategies for

enhancing family engagement in education.

Research Hypothesis

There is no significant effect of family involvement on academic performance

among senior high school students.

Definition of Terms

• Senior High School - (SHS) covers the last two years of the K to 12 program

and includes Grades 11 and 12. In SHS, students will go through a core

curriculum and subjects under a track of their choice.

• Academic achievement or academic performance - is the extent to which a

student, teacher or institution has attained their short or long-term educational

goals.

• Family involvement - means the participation of family in regular, two-way,

meaningful communication involving student academic learning and other

school.

• Grade - a mark indicating the quality of a student's work.

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• Attitude - a settled way of thinking or feeling about someone or something,

typically one that is reflected in a person's behavior.

• Percent - by a specified amount in or for every hundred.

 15

Chapter III

RESEARCH METHODOLOGY

This chapter outlines the research methodology used to investigate the effects of

family involvement on students’ academic performance. It describes the research

design, population and sampling procedures, data collection methods, and data

analysis techniques that were applied in the study. The chapter ensures clarity and

transparency, allowing the study to be replicated and its findings to be validated.

Research Design

The study adopts a descriptive research design, which is ideal for understanding the

relationship between family involvement and academic performance. This design allows

the researcher to describe and analyze the patterns and correlations between variables

without manipulating them. The research primarily uses quantitative methods,

supplemented by qualitative data to provide a deeper understanding of the observed

trends.

Population and Sampling

The population for this study includes students from Bayambang National High School

who are currently enrolled in Senior High School.

 16

The target population is 50 Senior High School students from Bayambang National

High School, during the school year 2024-2025.

A consampling technique is used to ensure diverse representation of students from

different backgrounds, socio-economic statuses, and academic achievement levels.

The sample size is determined based on descriptive statistics.

Data Collection Methods

To gather comprehensive data on the effects of family involvement, the following

method was employed:

A structured questionnaires well be administered to both students and their parents.

These questionnaires includes sections on family involvement (homework support,

parental expectations, school involvement) and student academic performance

(grades, test scores, and self-reported academic habits).

Data Analysis

The data collected well be analyzed using both quantitative and qualitative techniques.

Descriptive statistics, and frequency distribution a percentage answer problem #1 to

answer problem no.2 General weighted average will be used to quantify data
 17

To explore the relationship between family involvement and academic performance,

inferential statistical tests such as correlation analysis will be applied.

Rating Scale Average Weighted Mean Descriptive Interpretation

For problem 3, Person-r will be used to measure the relationship between the

general average for the first semester and extent of the family involvement on their

academics.

Ethical Considerations

Ethical principles well be upheld throughout the research process. Informed

consent was obtained from all participants, ensuring they understood the purpose of the

study and their right to withdraw at any time. Privacy and confidentiality were

maintained, and no personal identifying information was disclosed.

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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter covers the presentation, analysis, and interpretation of the data

gathered. The results are organized according to the stated problems presented in

Chapter 1. The presentation is made in tabular and textual forms for ease of

interpretation.

General Average Weighted Mean

The first problem of the study was to determine the general average weighted

mean of the students in the first semester of school year 2024-2025, table 1 shows the

computation of the General Weighted Mean (GWM) based on students’ academic

performance.

Assigning Midpoints- assigned the midpoints (Xm) for each grade bracket by

averaging the lower and upper bounds. These midpoints represent the typical value for

each grade range.

Counting Frequency- the number of students in each bracket (frequency, f) was

counted.

Computing the Weighted Sum- each midpoint was multiplied by its

corresponding frequency (f x Xm) to find the total contribution of each grade bracket.
 19

Table 1
Computing the General Weighted Mean (GWM)
N=50
GWM=87.86

Grade Bracket Midpoint (Xm) Frequency f x Xm

75-79 77 0 0
80-84 82 17 1394
85-89 87 17 1479
90-100 95 16 1520
Total 50 4393

The computed GWM of 87.86 indicates that students, on average, have high

academic performance. This means that the average academic performance of

students falls in the 85-89 grade bracket, suggesting that most students perform well in

their academics.

Extent of Family Involvement on the Academic Performance of the Students

The second problem of the study was to determine the extent of the family

involvement on the academic performance of the students in terms of emotional

support, academic guidance and setting expectations.

To answer this, we need to determine the extent of family involvement in

academic performance by analyzing three key factors: emotional support, academic

guidance, and setting expectations. Using multiple regression analysis, we first identify

academic performance as the dependent variable (Y) and the three types of family

involvement as independent variables (X1, X2, X3). Next, we compute the necessary
 20

summations, including the sum of each variable, their squares, and their product with

academic performance. These values allow us to calculate the regression coefficients

(b0, b1, b2, and b3) using statistical formulas or software.

Table 2.1
Computing the Mean
N=50

The data presented in Table 2.1 highlights the extent of family involvement in

providing emotional support and its impact on students' academic performance.

Responses were categorized into three levels: Highly Involved (HI), Moderately Involved

(MI), and Not Involved (NI), with a total of 50 responses per question, summing to 500

overall. The computed mean score of 2.106 indicates that, on average, families provide

a moderate level of emotional support to students. This suggests that while some

families are highly involved in offering emotional encouragement, others show minimal

involvement, leading to an overall rating slightly above moderate but not reaching a high
 21

level of involvement. The findings emphasize the need to encourage greater family

participation in providing emotional support, as increased involvement could positively

influence students' academic performance.

Table 2.2
Computing the Mean
N=50

The table presents data on the extent of family involvement in providing

academic guidance to students and its impact on their academic performance.

Responses were categorized into Highly Involved (HI), Moderately Involved (MI), and

Not Involved (NI), with a total of 50 responses per question and an overall total of 500

responses. The computed mean score of 2.076 indicates that, on average, families

provide a moderate level of academic guidance to students. This suggests that while

some families are actively engaged in supporting their children's academic endeavors,
 22

others have minimal involvement, resulting in an overall score that is slightly above

moderate but not reaching high involvement. The findings highlight the importance of

strengthening family participation in academic guidance to further enhance students'

learning experiences and academic success.

Table 2.3
Computing the Mean
Mean=2

The table presents data on the extent of family involvement in setting

expectations for students and its impact on their academic performance. The responses

are categorized into Highly Involved (HI), Moderately Involved (MI), and Not Involved

(NI), with a total of 50 responses per question and an overall total of 500 responses.

The computed mean score of 2.000 indicates that, on average, families provide a

moderate level of involvement in setting expectations for their children’s academic

performance. This suggests that while some families actively set clear academic

expectations, others are less engaged, balancing the overall result at exactly moderate
 23

involvement. The findings highlight the importance of reinforcing family participation in

setting clear academic goals and expectations, as this can play a crucial role in

motivating students and shaping their academic success.

Table 3.1
Computing the Pearson Correlation
r=0.88725

Emotional GWA
RESPONDENT XY X2 Y2
Support (X) (Y)

1 2 82 164 4 6724
2 3 95 285 9 9025
3 1.6 82 131.2 2.56 6724
4 2.3 87 200.1 5.29 7569
5 1.7 82 139.4 2.89 6724
6 1.2 82 98.4 1.44 6724
7 1.9 82 155.8 3.61 6724
8 2.6 95 247 6.76 9025
9 1.6 82 131.2 2.56 6724
10 1.6 82 131.2 2.56 6724
11 2.3 87 200.1 5.29 7569
12 1.4 82 114.8 1.96 6724
13 2.7 95 256.5 7.29 9025
14 2.4 87 208.8 5.76 7569
15 2.4 87 208.8 5.76 7569
16 2.5 95 237.5 6.25 9025
17 2.3 87 200.1 5.29 7569
18 2.2 87 191.4 4.84 7569
19 2.1 87 182.7 4.41 7569
20 2.1 87 182.7 4.41 7569
21 3 95 285 9 9025
22 2.9 95 275.5 8.41 9025
23 1.1 82 90.2 1.21 6724
24 2.7 95 256.5 7.29 9025
25 1.1 82 90.2 1.21 6724
26 2.2 87 191.4 4.84 7569
27 2.8 95 266 7.84 9025
28 2.6 95 247 6.76 9025
 24

29 1.4 82 114.8 1.96 6724

30 2.6 95 247 6.76 9025
31 2 87 174 4 7569
32 2.5 87 217.5 6.25 7569
33 1.4 82 114.8 1.96 6724
34 1.7 87 147.9 2.89 7569
35 2.5 95 237.5 6.25 9025
36 1.9 82 155.8 3.61 6724
37 2.9 95 275.5 8.41 9025
38 2.1 87 182.7 4.41 7569
39 1.2 82 98.4 1.44 6724
40 1.9 87 165.3 3.61 7569
41 2.3 95 218.5 5.29 9025
42 1.7 87 147.9 2.89 7569
43 1.2 82 98.4 1.44 6724
44 2.6 95 247 6.76 9025
45 3 95 285 9 9025
46 1.7 82 139.4 2.89 6724
47 2.1 87 182.7 4.41 7569
48 2.4 87 208.8 5.76 7569
49 1.3 82 106.6 1.69 6724
50 2.9 95 275.5 8.41 9025
TOTAL 105.6 4393 9409.5 238.58 387381

Table 3.1 presents the computation for Pearson correlation (r) between

Emotional Support (X) and General Weighted Average (GWA) (Y). It includes individual

values for Emotional Support and GWA, along with calculated values such as the

product of X and Y (XY), the square of X (X²), and the square of Y (Y²). At the bottom of

the table, the total values for each column are provided, which are essential for

computing the correlation coefficient. The Pearson correlation formula used is:
 25

where N = 50, \sum XY = 9409.5, \sum X = 105.6, \sum Y = 4393, \sum X^2 = 238.58,

and \sum Y^2 = 387381. After solving, the computed correlation coefficient is r =

0.88725, which indicates a strong positive relationship between Emotional Support and

GWA. This suggests that students who receive higher emotional support tend to have

better academic performance.

Table 3.2
Computing the Pearson Correlation
r=0.7598

Academic
GWA
RESPONDENT Guidance XY X2 Y2
(X)
(Y)

1 1.7 82 139.4 2.89 6724

2 2.7 95 256.5 7.29 9025
3 1.5 82 123 2.25 6724
4 2.5 87 217.5 6.25 7569
5 1.8 82 147.6 3.24 6724
6 1.3 82 106.6 1.69 6724
7 2 82 164 4 6724
8 2.5 95 237.5 6.25 9025
9 1.7 82 139.4 2.89 6724
10 2.1 82 172.2 4.41 6724
11 1.9 87 165.3 3.61 7569
12 1 82 82 1 6724
13 2.1 95 199.5 4.41 9025
14 2.4 87 208.8 5.76 7569
15 2.5 87 217.5 6.25 7569
16 2.8 95 266 7.84 9025
17 2 87 174 4 7569
18 1.9 87 165.3 3.61 7569
19 2.2 87 191.4 4.84 7569
20 2 87 174 4 7569
21 3 95 285 9 9025
22 2.7 95 256.5 7.29 9025
23 1.5 82 123 2.25 6724
24 2.3 95 218.5 5.29 9025
25 1.4 82 114.8 1.96 6724
 26

26 2 87 174 4 7569
27 3 95 285 9 9025
28 2.5 95 237.5 6.25 9025
29 1.5 82 123 2.25 6724
30 2.8 95 266 7.84 9025
31 1.4 87 121.8 1.96 7569
32 2.6 87 226.2 6.76 7569
33 1.7 82 139.4 2.89 6724
34 1.6 87 139.2 2.56 7569
35 2.5 95 237.5 6.25 9025
36 1.6 82 131.2 2.56 6724
37 2.8 95 266 7.84 9025
38 2.1 87 182.7 4.41 7569
39 2.1 82 172.2 4.41 6724
40 1.2 87 104.4 1.44 7569
41 2 95 190 4 9025
42 1.5 87 130.5 2.25 7569
43 1.2 82 98.4 1.44 6724
44 2.6 95 247 6.76 9025
45 2.8 95 266 7.84 9025
46 2 82 164 4 6724
47 2.4 87 208.8 5.76 7569
48 2.3 87 200.1 5.29 7569
49 1.7 82 139.4 2.89 6724
50 2.4 95 228 5.76 9025
TOTAL 103.8 4393 9223.6 228.68 387381

Table 3.2 presents the computation of the Pearson correlation coefficient (r =

0.7598) to determine the relationship between academic guidance and students’

general weighted average (GWA). The data consists of multiple respondents, each with

a recorded academic guidance score (X) and corresponding GWA (Y). To compute the

correlation, several statistical values were derived, including the product of X and Y

(XY), the squared values of X (X²), and the squared values of Y (Y²). The totals of these

values were then used to apply the Pearson correlation formula. The result of r = 0.7598
 27

indicates a strong positive correlation, suggesting that higher academic guidance is

associated with higher student performance in terms of GWA.

Table 3.3
Computing the Pearson Correlation
r=0.6128

Setting
GWA
RESPONDENT Expectations XY X2 Y2
(X) (Y)

1 2.1 82 172.2 4.41 6724

2 2.7 95 256.5 7.29 9025
3 1.5 82 123 2.25 6724
4 2.8 87 243.6 7.84 7569
5 1.9 82 155.8 3.61 6724
6 1.5 82 123 2.25 6724
7 2.1 82 172.2 4.41 6724
8 2.1 95 199.5 4.41 9025
9 2.5 82 205 6.25 6724
10 2.6 82 213.2 6.76 6724
11 2.3 87 200.1 5.29 7569
12 1.2 82 98.4 1.44 6724
13 3 95 285 9 9025
14 2.7 87 234.9 7.29 7569
15 2.7 87 234.9 7.29 7569
16 2.4 95 228 5.76 9025
17 2.3 87 200.1 5.29 7569
18 2.1 87 182.7 4.41 7569
19 1.9 87 165.3 3.61 7569
20 2.1 87 182.7 4.41 7569
21 3 95 285 9 9025
22 2.9 95 275.5 8.41 9025
23 1.7 82 139.4 2.89 6724
24 2.3 95 218.5 5.29 9025
25 1.8 82 147.6 3.24 6724
26 2 87 174 4 7569
27 3 95 285 9 9025
28 2.3 95 218.5 5.29 9025
29 2 82 164 4 6724
30 2.8 95 266 7.84 9025
31 2.4 87 208.8 5.76 7569
 28

32 2 87 174 4 7569
33 1.2 82 98.4 1.44 6724
34 1.8 87 156.6 3.24 7569
35 2.3 95 218.5 5.29 9025
36 2.1 82 172.2 4.41 6724
37 2.8 95 266 7.84 9025
38 2.3 87 200.1 5.29 7569
39 2.3 82 188.6 5.29 6724
40 1.3 87 113.1 1.69 7569
41 2.3 95 218.5 5.29 9025
42 1.5 87 130.5 2.25 7569
43 1.4 82 114.8 1.96 6724
44 2.3 95 218.5 5.29 9025
45 2.3 95 218.5 5.29 9025
46 2.1 82 172.2 4.41 6724
47 2 87 174 4 7569
48 2.3 87 200.1 5.29 7569
49 1.7 82 139.4 2.89 6724
50 2.6 95 247 6.76 9025
TOTAL 109.3 4393 9679.4 249.91 387381

Table 3.3 presents the computation of the Pearson correlation coefficient (r =

0.6128) between “Setting Expectations” (X) and General Weighted Average (GWA) (Y).

It includes data from 50 respondents, showing their scores for setting expectations,

GWA, and calculated values for XY, X², and Y². The total values for these columns are

also provided at the bottom of the table. The correlation coefficient of 0.6128 indicates a

moderate positive relationship between setting expectations and academic

performance, suggesting that students who have higher expectations tend to achieve

better grades. However, the strength of the relationship is not very strong, implying that

other factors may also significantly influence GWA.

Significant Effect of family involvement on Academic Performance among

Students
 29

To answer Statement of the Problem (SOP) Number 3, is there a significant

effect of family involvement on academic performance of the students we used

regression analysis. Regression analysis allows to quantify how much each factor

contributes to academic performance and identify the most influential predictor.

By performing a multiple regression analysis, the regression equation can be

formulated as:

where \beta_0 is the intercept, \beta_1, \beta_2, and \beta_3 are the coefficients

representing the impact of each independent variable, and \epsilon is the error term.

Regression analysis determine which of the three factors has the greatest impact

on academic performance and whether their influence is statistically significant. This

approach provides a data-driven answer to problem number 3, allowing for informed

conclusions and recommendations.

Table 4
Performing Regression
R-squared = 0.792
Adjusted R-Squared = 0.779
F-Statistic = 58.51 with a p-value<0.0001

Emotional Academic Setting

RESPONDEN Academic
Support Guidance Expectations
T (X2) (X3) Performance
(X1)
1 2 1.7 2.1 82
2 3 2.7 2.7 95
3 1.6 1.5 1.5 82
4 2.3 2.5 2.8 87
5 1.7 1.8 1.9 82
6 1.2 1.3 1.5 82
7 1.9 2 2.1 82
8 2.6 2.5 2.1 95
 30

9 1.6 1.7 2.5 82

10 1.6 2.1 2.6 82
11 2.3 1.9 2.3 87
12 1.4 1 1.2 82
13 2.7 2.1 3 95
14 2.4 2.4 2.7 87
15 2.4 2.5 2.7 87
16 2.5 2.8 2.4 95
17 2.3 2 2.3 87
18 2.2 1.9 2.1 87
19 2.1 2.2 1.9 87
20 2.1 2 2.1 87
21 3 3 3 95
22 2.9 2.7 2.9 95
23 1.1 1.5 1.7 82
24 2.7 2.3 2.3 95
25 1.1 1.4 1.8 82
26 2.2 2 2 87
27 2.8 3 3 95
28 2.6 2.5 2.3 95
29 1.4 1.5 2 82
30 2.6 2.8 2.8 95
31 2 1.4 2.4 87
32 2.5 2.6 2 87
33 1.4 1.7 1.2 82
34 1.7 1.6 1.8 87
35 2.5 2.5 2.3 95
36 1.9 1.6 2.1 82
37 2.9 2.8 2.8 95
38 2.1 2.1 2.3 87
39 1.2 2.1 2.3 82
40 1.9 1.2 1.3 87
41 2.3 2 2.3 95
42 1.7 1.5 1.5 87
43 1.2 1.2 1.4 82
44 2.6 2.6 2.3 95
45 3 2.8 2.3 95
46 1.7 2 2.1 82
47 2.1 2.4 2 87
48 2.4 2.3 2.3 87
49 1.3 1.7 1.7 82
 31

50 2.9 2.4 2.6 95

Table 4 includes data from multiple respondents, measuring three independent

variables—Emotional Support (X1), Academic Guidance (X2), and Setting Expectations

(X3)—and their relationship with the dependent variable, Academic Performance. To

interpret the impact of these factors on academic performance, multiple regression

analysis can be applied.

The regression resulted to R-squared value of 0.792, indicating that

approximately 79.2% of the variance in Academic Performance is explained by the

three independent variables.

Among the predictors, Emotional Support (X1) has a statistically significant

positive impact on Academic Performance (β = 8.3242, p < 0.001), suggesting that

higher emotional support leads to better academic outcomes. However, Academic

Guidance (X2) (β = 1.1324, p = 0.431) and Setting Expectations (X3) (β = -1.2209, p =

0.329) do not show statistically significant effects, implying that their impact on

academic performance is minimal or inconsistent.

Individual Predictor Analysis:

Emotional Support (X1):

Coefficient = 8.3242, p-value = 0.000 (statistically significant).

This suggests that for every 1-unit increase in Emotional Support, Academic

Performance increases by 8.32 points on average.

Academic Guidance (X2):

 32

Coefficient = 1.1324, p-value = 0.431 (not statistically significant).

This means Academic Guidance does not have a strong effect on Academic

Performance in this model.

Setting Expectations (X3):

Coefficient = -1.2209, p-value = 0.329 (not statistically significant).

This suggests that Setting Expectations has a slightly negative but not significant

effect on Academic Performance.

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions formulated and

the recommendations made after a thorough analysis and interpretations derived from

the data gathered.

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Summary

The findings of this study examined the relationship between family involvement

and students’ academic achievement, testing the hypothesis that there is no significant

effect of family involvement on academic performance. Based on the statistical analyses

conducted, including Pearson correlation and multiple regression, the results indicated a

significant positive relationship between various aspects of family involvement—such as

academic guidance, setting expectations, and emotional support—and students’

general weighted average (GWA).

For problem 1, the correlation analysis revealed that emotional support had a

strong positive association with academic achievement, suggesting that students who

receive higher emotional encouragement from their families tend to perform better in

school. Similarly, problem 2 showed that academic guidance from family members was

significantly linked to students’ performance, reinforcing the idea that parental

involvement in monitoring and assisting with schoolwork positively influences academic

success. Problem number 3, which utilized regression analysis, demonstrated that

multiple aspects of family involvement collectively contribute to students’ GWA,

confirming that family engagement plays a crucial role in shaping academic outcomes.

Given these findings, the null hypothesis stating that there is no significant effect

of family involvement on academic achievement is rejected. The study provides strong

evidence that family involvement, in various forms, significantly influences students’

 34

academic success, highlighting the importance of fostering a supportive home

environment for better educational outcomes.

Conclusions

This study highlights the significant impact of Emotional Support, Academic

Guidance, and Setting Expectations on students’ academic performance. Among these

factors, Emotional Support emerges as the most influential, showing the strongest

correlation with General Weighted Average (GWA) and being the only significant

predictor in the multiple regression model. This finding suggests that while Academic

Guidance and Setting Expectations contribute to student success, they do not play as

crucial a role as Emotional Support. The regression analysis further confirms that

Emotional Support has the greatest effect on academic outcomes, explaining a

substantial portion of the variance in students’ performance. Therefore, fostering a

supportive and encouraging environment both at home and in school can greatly

enhance students’ academic success. Educators, parents, and policymakers should

prioritize emotional well-being alongside academic interventions to create a more

effective and holistic approach to student achievement.

Recommendations

In the light of the findings and conclusion, the researcher posed these

recommendations:

1. Enhance Emotional Support Programs – Schools should implement structured emotional

support programs, such as mentorship initiatives, peer counseling, and mental health
 35

workshops, to provide students with a strong support system that fosters their academic

success.

2. Strengthen Academic Guidance Services – Educational institutions should

enhance academic guidance by providing personalized coaching, study skills training,

and career counseling to help students make informed academic choices and improve

their performance.

3. Encourage Parental Involvement – Parents should be actively engaged in

their children’s education by offering emotional support, setting clear academic

expectations, and creating a positive learning environment at home to reinforce school

efforts.

4. Teacher Training on Student Well-being – Teachers should receive

training on recognizing students’ emotional and psychological needs, allowing them to

provide support beyond academics and foster a more nurturing learning environment.

5. Develop Holistic Student Support Policies – Schools and policymakers

should integrate emotional, academic, and expectation-setting strategies into their

educational policies to ensure a comprehensive approach to student development,

leading to improved academic outcomes.