Dissertation Parents

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Parents play a vital role in the education of their children. Their

involvement and encouragement can help a child excel. Parents want their

children to succeed in school, but a parent's role in that success must not be

underestimated. In school as in life, consistent support from parents is crucial to

sustaining a student's confidence and sense of achievement. Parents play four

distinct roles in their child's education: cheerleader, friend, mentor, teacher and

enforcer.

Meanwhile, parent involvement at both the school and the home are

included. Parent involvement at home includes parenting practices and learning

activities at home. Parent involvement at school looks at voluntary school

involvement such as participation in parent-teacher meetings and talking with

parents of children in child’s class.

Moreover, parent involvement allows parents to monitor school and

classroom activities, and to coordinate their efforts with teachers. Teachers of

students with highly involved parents tend to give greater attention to those

students, and they tend to identify problems that might inhibit student learning at

earlier stages.

Parent involvement' is a hot topic in education, partly because many

parents are not involved enough. Research shows that when parents are more

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involved, their children generally do better in school. Involved parents enhance

what their children learn in the classroom. Involved parents also tend to be better

organized in daily life. Parent involvement also is beneficial for parents. Parents

who do something extra for their child, their child’s classroom, or their child’s

school have the satisfaction of seeing benefits and the thanks of smiling faces.

Involved parents invariably hear about problems early and are in the best

position to take action and to enact good solutions. Involved parents are also

frequently in touch with other parents, sharing useful information and working to

ensure that their children get a world-class education and a lifetime of good

school memories.

In Polomolok Central Elementary School, parents’ involvement is the

focused of the school. It encouraged parents to support their children in all school

activities since they are the frontlines of their children at home. Their children

appreciated their effort and presence.

Thus, this highly motivates the researcher to conduct a study to determine

the relationship between the Parents' involvements in school activities to their

children's academic performance.

Statement of the Problem

The study aims to determine the significant relationship between the

Parents' Involvement in School Activities and the Academic Performance in

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Makabayan among Grade Five pupils of Polomolok Central Elementary School,

S.Y. 2011-2012. Specifically, it seeks to answer the following questions:

1. What are the Profile of the parents involved in school in terms of:

1.1 Economic Status

1.2 Number of Children in the Family

1.3 Tribe

1.4 Religion

1.5 Gender

1.6 Educational Attainment

2. What is the extent of Parents' Involvement in school activities in terms of;

2.1 Amount spent in child studying period;

2.2 participation in school activities;

2.3 Adherence to school Policy?

3. What is the level of academic performance of grade five pupils in Makabayan

for the school year 2011-2012?

4. Is the profile of parents significantly associated with the academic performance

of the pupils?

5. Is there significant relationship that exists between the degree of Parents'

Involvement and pupils' academic performance?

Significance of the Study

One of the Department of Education (DepEd's) thrusts is to give education

for all, to attain quality education and quality outputs. With the partnership of the

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DepEd and Parents it produced a first ever special and unique education for

students that are fully aligned and relevant to them.

This study will be of help to the following:

To the teachers this study may help them recognize that there differences

in the way parents nurture and support their children. Hopefully, this study will

stimulate further insights to other researchers on the importance of knowing the

teachers and parents involvement in the education of the children.

The parents, this study helps them realized that they have the greatest

responsibilities over their children. Love and care in the family shall always be

cultivated to avoid their children to live astray or even to be one of those who live

on streets.

The administrators, this study enhances their skills in sharing their

talents, knowledge, time and effort in nurturing the parents and students to

become valuable and progressive citizen of the community, thus, this study

serves as a guide to design an effective program which supports to EFA 2015

goals that all children are in school.

Finally, to the researcher herself, this study will gives her confidence,

strength and deeper knowledge as well as specific skills in making specific and

valuable programs.

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Scope and Limitation of the Study

This study is confined to Parents and pupils of Polomolok Central

Elementary School s.y. 2011-2012. Specifically, this is limited to determine the

degree of relationship between parents' involvement in school activities and their

pupils' academic performance for this school year 2011-2012.

Further, this study is delimited to the school activities and mean scores of

the pupils' achievement test results in Makabayan. Thus, it also delimits on the

parents’ profile of the students, its involvement to the school activities and pupils’

academic performance.

Definition of Terms

For greater understanding of the study, the following terms are defined

operationally.

Academic Performance – refers to the mean scores obtained by the

Grade Five pupils in the Achievement tests in Makabayan.

Educational Attainment is the highest degree of education attained by

the parents who are the focus of this study which will be categorized into:

elementary, secondary and vocational level.

Economic Profile refers to the nature or occupation and daily wages of

the parents, their capacity to survive and the lifestyles they have. This is the

distribution, production and consumption of their services and or income.

Grade V Pupils refers to the respondent of the study conducted.

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Parents Involvement – Operationally defined as actively participating

parents to their children in their academic development by going to schools and

participating in open houses. Their profile is significantly measured by their

involvement in school activities.

Personality is operationally defines as the personal characteristics of the

parents.

Polomolok Central Elementary School refers to the local where the

study is conducted.

Religion is operationally defines as the faith or belief of the parents.

School Activities – Operationally defines as the different activities

conducted in Polomolok Central Elementary School like PTA meetings, Family

Day, Christmas Party and others.

Tribe refers to a family, race, or series of generations of the parents.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies that are

relevant to the development of the study.

Parents' Involvement

Research and reform efforts have both emphasized the role of parents in

holding schools accountable (by having the option of school choice or ―voting

with their feet‖) and in having parents themselves become more responsive

(parent involvement at the school and child level) in their children’s education.

However, school choice has been widely studied in recent years but usually

without the mention of parent involvement. Parent involvement variables are

treated either as unobservables or as fixed effects. Zimmer and Buddin (2003),

Hanushek, et al (2005), Sass (2004) and Bifulco and Ladd (2004) combine

parent involvement variables together with student characteristics as one fixed

effect at the student level. The first three studies assume that parent involvement

does not vary over time nor with respect to school-supplied inputs. Bifulco and

Ladd allow the overall student fixed effects (which includes parent involvement

and characteristics) to vary by year and grade.

Another example is the study by Hoxby and Rockoff (2005) on the impact

of charter schools on student achievement in Chicago. On top of instrumental

variables to address selection bias, they included covariates such as

race/ethnicity, free lunch, and proxies for ability. Parent involvement, which,

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unlike the covariates they included in their models, can change after the child has

transferred to a charter school and can bias their results, is not included. In any

case, these studies do not explicitly assess the effect of parent involvement on

achievement. None of these studies had any information on parental

involvement. The California, Texas, Florida, Chicago and North Carolina data

are all drawn from school records data that do not record any measure of

parental involvement or a variety of other family and student background factors

that are likely to affect student achievement. The authors did not discard

information about parental involvement—the information was not available in

these studies. The advantage of using school records data is the large volume of

records available at almost no cost, but the disadvantage is that the records are

not as complete as researchers would like. Instrumental variables, fixed-effects

and random-growth models help with some problems, but they are not a

panacea, especially since parent behavior can change once the child is in a

certain school type.

The parental involvement literature

A key factor behind student achievement other than parental school

choice is parent involvement. The literature is extensive in showing the

relationship between school programs, parent involvement in education and

children’s school performance. Parent involvement studies generally fall into

three categories (Henderson and Mapp, 2002): (1) studies on the impact of

family and community involvement on student 19 achievement; (2) studies on

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effective strategies to connect schools, families, and community; and (3) studies

on parent and community organizing efforts to improve schools.

Parent involvement and student achievement

There are several ways of measuring and understanding parent

involvement, as discussed by several authors who have developed various

frameworks for such (Chrispeels, 1992, 1996, as cited in Chrispeels & Rivero,

2001; Eccles & Harold, 1996; Epstein, 1992; Grolnick & Slowiaczek, 1994;

Hoover-Dempsey & Sandler, 1997). Epstein’s (1992) measure of parent

involvement is one of the most quoted in the literature, and has been adopted by

practitioners such as the National Parent Teacher Association (National PTA,

1998). The Harvard Education Letter (1997) summarized the six types of family-

school-community partnerships as follows, based on Epstein’s studies:

Parenting: Families must provide for the health and safety of children,

and maintain a home environment that encourages learning and good behavior

in school. Schools provide training and information to help families understand

their children’s development and how to support the changes they undergo.

Communicating: Schools must reach out to families with information

about school programs and student progress. This includes the traditional phone

calls, report cards, and parent conferences, as well as new information on topics

such as school choice and making the transition from elementary school to

higher grades.

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Volunteering: Parents can make significant contributions to the

environment and functions of a school. Schools can get the most out of this

process by creating flexible schedules, so more parents can participate, and by

working to match the talents and interests of parents to the needs of students,

teachers, and administrators.

Learning at home: With the guidance and support of teachers, family

members can supervise and assist their children at home with homework

assignments and other school-related activities.

Decision-making: Schools can give parents meaningful roles in the school

decision making process, and provide parents with training and information so

they can make the most of those opportunities. The opportunity should be open

to all segments of the community, not just people who have the most time and

energy to spend on school affairs.

Collaboration with the community: Schools can help families gain access

to support services offered by other agencies, such as healthcare, cultural

events, tutoring services, and after-school child-care programs. They also can

help families and community groups provide services to the community, such as

recycling programs and food pantries. Many researchers use some variation of

this framework. Ho and Willms (1996) studied the effects of parent involvement

on eighth-grade student achievement, using data from the National Education

Longitudinal Study (NELS) based on a sample of 24,599 students and their

parents and teachers. They identified 12 parent involvement variables from the

NELS that were compressed into four variables using principal components

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analysis. The four parent variables are: home discussions between parents and

child, communication between parents and school, home supervision, and school

participation by parents in volunteer activities and PTA meetings. They used

hierarchical linear modeling and controlled for family socio-economic status,

family structure, whether students were considered by their parents to have

learning or behavioral problems, and child gender and ethnicity. They first used

parent involvement factors as dependent variables to see how the other variables

affected parent behavior. Then they used reading and math standardized scores

as dependent variables. They found that the discussion of school-related

activities at home had the strongest relationship with academic achievement.

Parental participation at school had a moderate effect on reading achievement,

but a negligible effect on math achievement.

Ho and Willms admit that their study is potentially biased because they do

not include prior academic achievement due to data unavailability. There is,

however, another potential source of bias which they did not mention: school

type of child as well as school-level variables. Catsambis (1998), Shumow and

Miller (2001), Fan and Chen (1999) and Desimone (1999) found that parent

involvement with homework and parent-initiated contacts with school were

negatively related to student achievement. Parent involvement that is more

―reactionary‖ than pro-active tend to show a negative relationship with student

achievement. Catsambis studied 13,500 families whose children stayed in school

through 12th grade. She measured the connection of Epstein’s six types of

involvement with student achievement in high school. She controlled for

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race/ethnicity, education of parents, job, income, family size, whether parents

were at home or working, language at home and engagement at school.

On one hand, she found that parental behavior such as contacting the

school, encouraging teens to graduate from high school rather than go to college,

and supervising behavior were all associated with lower student achievement.

When she controlled for problem behavior, the effects disappeared. On the other

hand, she found positive correlations between student achievement when

parents express high expectations, discuss going to college, and help students

prepare for college. Shumow and Miller used data from a national study of

adolescents and looked at a subsample of 60 families to examine the impact of

parent involvement during the middle grades. They found that parents of

struggling students provide more help at home than parents of successful

students. This may be because parents tend to help more with homework when

students are not doing well in school. Fan and Chen found a similar pattern in

their meta-analysis of data from studies conducted over the past 10 years. These

studies suggest that parents are more involved, especially in terms of

supervision, as a reaction to their children not doing well in school. Similar to

other studies, Fan and Chen found that parent’s aspirations and expectations

have the strongest relationship with achievement.

Izzo et al (1999) did a three-year study of 1,200 urban New England

children from kindergarten through third grade and looked at the effects of parent

involvement on student achievement over time. They had four measures of

parent involvement and five measures of student achievement. However, the

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Izzo et al study has issues on measurement error and respondent bias in the

parent involvement variables, because of the way the parent involvement data

were collected. The study uses the Teacher-Parent Survey that asks teachers to

report on four aspects of parent school involvement: The first aspect is on the

number of contacts teachers had with each child’s parents during the year. The

second aspect is based on answers from two questions that were averaged into

a variable reflecting the quality of the teacher’s interactions with each child’s

parents. The third aspect is on answers that were averaged from two questions

into a variable reflecting teacher’s perceptions about whether parents

participated in school activities, and the final aspect is based on two questions

that were averaged into a variable reflecting teacher’s perceptions about whether

parents engaged in activities at home to enhance their child’s social and

academic development. Students were randomly selected from 341 classrooms

in 27 schools. Control variables included gender, grade level, family income and

education, and ethnicity. They found that engaging in home activities was the

strongest positive predictor for math and reading achievement. The variable they

used on parents’ educational activities at home, however, was a rather vague

yes/no binary variable. There was no explicit definition of the ―educational

activities at home‖ in the Izzo et al paper. And most importantly, the data on

parent involvement was based on teacher’s perceptions of involvement, not

actual parent involvement.

Gutman and Midgley (2000) studied African-American students from 62

families during the transition between grades 5 and 6. The dependent variable is

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the students’ grade point averages. They found that parent involvement as a

single variable (the definition includes talking to students about school, checking

homework, attending events and volunteering) did not appear to be related to

student achievement. The insignificant results, however, may be because the

components of parent variables used have a mix of negative and positive

correlations with student achievement which cancelled each other out.To test the

hypothesis that the relationships between particular types of parent involvement

and student achievement differ according to the student’s race/ethnicity and

family income level, Desimone (2000) used data from the National Education

Longitudinal Study of 1988. She found that some parent involvement variables

are more effective than others across different subgroups. Since she used cross-

sectional, nonexperimental data without longitudinal analysis (previous child

scores, for example were not included in the model because of unavailability for

8 th graders in her dataset), Desimone herself stated that causal relationships

cannot be estimated with any confidence. Desimone ran models (child scores as

dependent variable, parental involvement as key independent variables) for each

of the race/income subgroups. She looked at the resulting coefficients from the

models and compared them across sub-groups (for example, she looked at the

coefficient effects of parental volunteering on child scores across blacks, whites,

etc.)

Desimone found that school-level volunteering was a better predictor for

White and middle-income student achievement than for Asian, Black, Hispanic

and low-income students. Parent-Teacher Organization (PTO) involvement,

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however, was associated significantly with achievement for the latter group of

students. She also found that discussion with parents about school matters was

a significantly better predictor for Whites than for Asian, Blacks or Hispanics, and

for middle-income students compared with low-income students. Desimone

recognizes that prior research has documented a positive relationship between

achievement and high parental expectations. She found in her study that parental

discussion with students about post high school plans was associated with

achievement outcomes for White and middle income students, but not for low-

income, Black and Hispanic students. She also found that parental help with

homework was associated negatively with all measures of achievement, for

students from all races/ethnicities and income levels.

Lee and Bowen (2006) examined the effect of five types of parent

involvement on elementary student’s academic achievement by race/ethnicity,

poverty level and parent educational attainment. Their sample comprised of 415

third through fifth graders in a community in southeastern United States. The

data was assessed with t tests, chi-square statistics, and HLM. They found that

parents with different characteristics acted differently, and the types of

involvement shown by parents from dominant groups (white, non-at-risk groups)

had the strongest association with achievement. They found positive

associations between achievement and parent involvement at school, and

educational expectations had more than twice the effect of school involvement.

Homework help had a negative correlation with achievement. This study,

however, is only cross-sectional. The sample used is also limited, and the

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measure of achievement had reliability problems (scores were based on four

teacher-report measures). In sum, there seems to be a general positive

relationship between home and school involvement of parents on student

achievement, except for direct homework help which has a consistent negative

relationship with achievement across studies. However, the results of several

studies should be interpreted carefully given that they only look at the

correlations between variables; they are not causal. Moreover, the measure of

student achievement was usually not reliable, and the sample used limited any

inference to external validity. The importance of parent involvement in children’s

overall development is largely unquestioned. However, the impact of parent

involvement on children’s academic achievement is less certain. One reason for

this lack of certainty is that parent involvement can be defined in numerous ways.

Parent involvement defines as ―the active engagement of a parent with their child

outside of the school day in an activity which centers on enhancing academic

performance.‖

School type in the parent involvement literature

School type is also not considered by studies linking parent involvement

and student achievement. For example, studies by Ho and Willams (2001) look

at parent involvement and socio-economic status and their effect on student

achievement, but there was no mention of school choice. Desimone (2000), while

looking at parental involvement effects on student achievement within the sub-

groups of income and ethnicity, did not consider school type effects in her

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models. Catsambis (2000), Izzo et al (2001), Fan and Chen (1999) and Shumow

and Miller (2001) all did not include school choice effects into their models.

Linking School Activities to Parents' Involvement

Though studies are few and results tend to be mixed, there are studies

that posit that parents in private schools are more involved than those in public

assigned schools (Hausman and Goldring, 2000; Martinez et al., 1996; Wells,

1996). Hausman and Goldring found that parent’s reasons for school activities

(academic, convenience, discipline/safety and values) were generally effective in

predicting parent involvement than the parent background factor (such as

income). Moreover, those parents who chose schools for values reasons

reported greater levels of involvement at the school. Those who chose the

schools for reasons of convenience, on average, live much closer to the schools.

But this proximity did not result in a significant difference in level of involvement.

Other studies on the relationship between parent involvement and school

activities

Monitoring your child’s education is the cornerstone of parent involvement.

Every aspect of parent involvement is geared to providing the best schooling

possible for your child, and you can’t do this if you don’t know what’s going on.

Yet they know of no topic more difficult to cover than this one, for two reasons.

First, parents cannot be everywhere, and they will not know everything that

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happens to their child. Second, there is no clear consensus about what

constitutes a ―quality‖ education. There are many strongly held, divergent

opinions about the most important aspects of a child’s educational experience.

This is why school choice has become such an important topic. That said, there

are several useful ways that parents can gauge whether their young children are

receiving a high-quality education.

Schools are vital to the communities and the society. While parent

involvement directly helps their child, it also strengthens the school. Ideally, at

the end of each school year, parents should be able to look back and identify

specific things they have done to leave their child’s school a better place. Help

the school personnel feel appreciated. Every parent can provide thank-you notes,

cards for holidays, and individual or class presents (modest, but thoughtful ones

are best).

Some of the busiest parents make time to volunteer in their child’s

classroom or school. They can accompany children on a field trip, make phone

calls to share important information, come to the classroom and read to children,

or help with a special project. Teachers usually make requests to parents about

their needs, or ask the teacher how to make something happen. Sharing

information is valuable, and it means that more parents are able to cooperate to

strengthen their child’s school. Parents at some of the country’s premiere schools

are the most active in seeking improvement.

The traditional PTA (Parent Teacher Association) has been transformed

in many places. New names include Parent Teacher Organization or Parent

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Teacher Student Organization. Some groups have their own names. Some are

affiliated with The Newsletter for the Center for Development and Learning

Involvement cont’d. Many schools pride themselves in having 100 percent

parent participation. These groups organize and energize parent talent for

schools. They also fulfill an important role of challenging schools, seeking

information about what’s happening and why, expressing concern about changes

that are not optimal (at least on the surface), and lobbying with the school board

or state government about important matters. These organizations can be

inspirational, bringing in new ideas through a speaker series, a newsletter, or

creating a parent resource room at the school.

These associations often respond to parents’ schedules and preferences.

Some meet in the evening, others during the day. Some raise money, while

others concentrate on a wide range of activities. Most change over the years as

school needs and family needs change. Some parents just get parent

involvement down pat for the kindergarten class when they encounter a first-

grade teacher with very different rules and expectations. Then along comes a

second-grader who ups the ante or changes the parameters again.

On the other hand, early childhood professionals and teachers are an

important link in the home-school collaboration effort (Brand, 2006) and have the

opportunity to enhance children’s education by pursuing collaborative

relationships with parents. Teachers who believe in the importance of parent

involvement as a factor in enhancing children’s educational experiences are

more likely to act in ways that encourage parents to be involved (Hoover-

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Dempsey et al., 2002). Understanding teachers’ attitudes, as well as factors that

might impact their beliefs and attitudes, is important. Research on HS teachers

has found teacher background, qualifications, and experience to be related to

their attitudes and knowledge of early childhood development practices (U.S

Department of Health and Human Services, 2003); this may include practices

related to parent involvement. It has been posited that parents become involved

due to their view of the parental role, the school’s atmosphere in encouraging

parents participation, and self-efficacy (Hoover-Dempsey and Sandler, 2001). It

may be that low income-parents feel inefficacious and believe that they lack the

necessary skills to enhance their child’s learning, leading to low involvement in

their child’s schooling. Hoover-Dempsey and colleagues (2002) have noted that

efficacious parents regard their child’s learning and development as a shared

venture between parents and school.

Parental involvement can be seen to fall into three types: 1) Behavioral, 2)

Intellectual and 3) Personal. The research explores the effect of multi-

dimensional participation of parents and the resulting progress of children in their

studies when different parental resources were dedicated to them. Actively

participating parents help their children in their academic development by going

to schools and participating in open houses. By keenly observing the behavior of

their children they can rightly judge the kind of behavior or the allocation of

resources required by their children. Such caring parents can also motivate

teachers to become more attentive towards a particular student, thus maintaining

the cycle of parent-teacher involvement. Encourage Building up cognitive and

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perception abilities in a child are a major concern in the upbringing of the child.

The way the parents involve their children in cognitive learning is by exposing

them to different cognitively stimulating activities and materials such as books,

electronic media and current events at home. This helps the child to practice all

sorts of language comprehending skills at the school. The results show a

remarkably positive behavior at the school and with peers.

In an effort to describe parental involvement, many researchers use a

term ―Transition‖(Lombardi, Joan). ―Transition‖ is used to describe the time

period in which children move from home to school, from school to after school

activities, from one activity to another within a pre-school, or from pre-school to

kindergarten. The untiring endeavors of teachers in the phenomenon of transition

cannot be ignored. They prepared the children and their parents to face the

problems of adjusting to elementary school programs that had different

psychology, teaching styles and structure than the programs offered at the

kindergarten level. In the elementary level schools the teachers had to face

serious challenges in motivating the parents to take interest in their children’s

activities. The teachers adopted different methods to involve the parents in day-

to-day classroom and home activities. They used to send notes, invitation of

parent-teacher meetings, invitation of parental guidance sessions and training

sessions, continuously directing the parent’s attention towards their children.

Patricia Brown Clark suggests that it is very important to keep the line of

communication between teachers and parents open, so that the parents can

interact with the teachers and get up to date information of their children’s school

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activities. One way to involve parents is to schedule school events and arranging

classroom activities such as volunteering for libraries, acting as classroom aides

or efficiently organizing lunch breaks. The teachers also opt for making phone

calls at the children’s houses to keep in touch with the parents and getting to

know the extent to which they are contributing towards the welfare of their

children. Apart from the above activities, the teachers also assign home activities

for both the parents and their children so that the parents remain indulged in their

children and the children get to study at home. However, it was a bad and

disappointing experience for the teachers when many of the parents failed to

respond as expected. Many of the parents were so overwhelmed with their

official work that they could hardly take out some time for their beloved children.

Moreover, for some parents their schoolings were not positive and

character-boosting experiences, therefore they preferred to keep a distance from

their children’s school as well. This made it really difficult and at times impossible

for teachers to bring the parental involvement to the desired level. Nevertheless,

the activities of two teachers proved greatly fruitful in making parents involved in

their children. They were Carlos Valdez, an art teacher and 8th grade class

sponsor, and Mike Hogan, the school’s band director. They did it by involving

parents in music festivals and other school ceremonies. They proved to be great

examples for the future teachers As a result children who received adequate

parental concern were found to be much more confident in their academic

desires and achievements than those who could not get the right amount of

parental concern. The individual involvement of mothers and fathers also plays a

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vital role in the behavioral development of a child. Students from one-parent

household were observed to show less positive attitude towards schools and

studies as compared to students from two-parent households. One study aimed

at investigating parental concern showed that despite mothers’ sincere

endeavors, the role of fathers could not be ignored and both served as an

important foundation for the future progress of the child. This can be proved from

the following fact:

According to a recent report from the National Center for Educational

Statistics (2001), compared to their counterparts, children with involved fathers

are more likely to have participated in educational activities with their parents

(e.g., to have visited a museum or a historical site with their parents in the past

month), and are more likely to have access to multiple types of resources at

home as well (as measured by the proportion of parents who belong to

community or professional organizations, or regularly volunteer in the

community). (Flouri, E. And Buchanan, A, Pg.142).

Also, the parental involvement has been discussed and implemented in

terms of interventions or prevention programs, which are nothing but safety

measures taken to assure healthy and perfect upbringing of the child. The study

uses school-based and home-only intervention programs to find out the extent of

intellectual capabilities found in children from different family backgrounds. The

success of one school-based interventions can be proved from the following fact,

which was a part of ―Education Service Improvement Plan 2001-2005‖ of

Edinburgh:to come.

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Engaging families in the education of their children at home and at school

is increasingly viewed as an important means to support better learning

outcomes for children. When schools and families work together, children have

higher achievement in school and stay in school longer (Henderson & Mapp,

2002; Jeynes, 2005; Pomerantz, Moorman, & Litwack, 2007; Reynolds &

Clements, 2005). Although there has been considerable research on how

parents influence children's development, less is known about the specific ways

in which parents socialize their children in terms of school-related behaviors.

While extensive research indicates that there are important links between

parenting and children's academic and behavioral competence at school, there is

less research on "academic socialization", which is conceptualized as the variety

of parental beliefs and behaviors that influence children's school-related

development (Taylor, Clayton, & Rowley, 2004, p. 163).

Various definitions of parent involvement have been proposed. It can be

defined broadly as parental behavior with, or on behalf of children, at home or at

school, as well as the expectations that parents hold for children's future

education (Reynolds & Clements, 2005). Ho and Willms (2001) defined parent

involvement through four constructs--home discussion, home supervision, school

communication and school participation. Dimock, O'Donoghue, and Robb (2006)

proposed a range of dimensions that include: school choice (i.e., parents select

the education institutions and experiences for their children); involvement in

school governance and decision-making (i.e., parents participate in formal school

structures); involvement in teaching and learning activities in the classroom and

25

at home (e.g., parents volunteer in the classroom, converse with teachers

outside of formal meetings, help with homework and discuss school-related

issues with children); and communication between home and school (e.g.,

parents contact the school and receive communications from the school).

Socio-demographic characteristics of families and parental involvement

Variation in levels of parental involvement in children's learning at home

and at school is strongly influenced by family socio-economic status (SES)

(Boethel, 2003). Parents in families with lower SES often have fewer years of

education and, possibly, have had more negative experiences with schools. They

may feel unprepared to be involved. Parental involvement may also vary

because of differences in ethnic and cultural backgrounds between parents and

teachers (Desimone, 2001). Teachers are less likely to know the parents of

children who are culturally different from their own background and are more

likely to believe that these parents are less interested in their children's schooling

(Epstein & Dauber, 2001). Parents' language difficulties may also cause

difficulties in understanding participation opportunities. It is unfortunate that

parents with low SES and from different ethnic and cultural background than the

mainstream culture, whose children would most benefit from parental

involvement, are more likely to find it difficult to become and remain involved

(Lee & Bowen, 2006).

Parents with social and cultural backgrounds different from the dominant

social groups in the society may also have quite diverse expectations and

26

interpretations of what it means to be educationally helpful to their children. For

example, Vogels (2002; cited in Drissen, Smit, & Sleegers, 2005) distinguished

four groups of parents in research conducted in the Netherlands. The first group,

partners, were highly active in informal and formal engagement activities, from

volunteering to engagement in the formal governance of the school. These

parents were more likely to have a high SES. A second group was called

participants. They were highly involved in informal activities at the school and

had middle to high SES. The third group were delegators, who viewed teachers

as the appointed experts and therefore responsible for the education of their

children. The fourth group were the invisible parents, who were not engaged or

visible to the school. The invisible parents were primarily parents with a low SES.

Parental beliefs and the nature of parental involvement

A greater appreciation of the beliefs that underlie parents' decisions about

becoming involved in their children's education is needed (Taylor et al., 2004).

The way in which parents feel.When a parent gets involved in his child's

education, he positively influences his child's chances of success. Kids whose

parents are involved in their education tend to perform better than their peers

who have uninvolved parents. Some parents may not know how to get involved

in their child's education, but once they do, they can make a big difference.

Parents and school personnel need to work together to ensure positive parental

involvement for every child.

27

There are several types of parental involvement in education. Parents can

become involved in their child's education through simple steps such as asking

the child about her day or monitoring her homework assignments. Parents can

schedule conferences with the teacher or other school leaders to keep updated

about the child's progress and they can attend school functions like sporting

events and award ceremonies.

Another way for parents to stay involved in their child's education is to set

expectations for their child. If parents want their children to be successful in

school, they need to expect their children to perform at their best effort at all

times.

According to the Michigan Department of Education, the level of parental

involvement in education relies on three main factors. The first is the parents'

understanding of what is important or appropriate in terms of their involvement at

school. Some parents may believe that they need to monitor every aspect of their

child's education while others may believe that their role should be less

pronounced. The second factor is the parents' belief that they can have a positive

impact on their child's education. Some parents think their child will perform a

certain way in school regardless of their involvement, while others understand

that if they involve themselves in their child's education it will positively impact

their child's educational performance. The third factor is the degree to which the

parent feels the child and school want parental involvement. Some parents feel

their child wants them to stay away from their education or leave them alone;

28

other parents may not feel welcome at their child's school, keeping them from

being more involved in their child's education.

"When schools, families, and community groups work together to support

learning, children tend to do better in school, stay in school longer, and like

school more." That's the conclusion of a recent report from the Southwest

Educational Development Laboratory. The report, a synthesis of research on

parent involvement over the past decade, goes on to find that, regardless of

family income or background, "students with involved parents are more likely to:

Earn higher grades and test scores, and enroll in higher-level programs;

Be promoted, pass their classes, and earn credits;

Attend school regularly;

Have better social skills, show improved behavior, and adapt well to school;

and

Graduate and go on to postsecondary education" (Henderson & Mapp, 2002).

But if parents have a central role in influencing their children's progress in

school, research has shown that schools in turn have an important part to play in

determining levels of parent involvement (Epstein, 2001). Working to include

parents is particularly important as students grow older, and in schools with high

concentrations of poor and minority students (Rutherford et al., 2007).

In developing countries, the support of the local community including the

parents, the local government units, and the local industry, is an important

element in sustaining and maintaining the viability of improved learning

outcomes. In El Salvador, the success of the Educo program is attributed to

29

parental participation (Jimenez & Sawada, 2001). In the Compensatory

Education Program in Mexico, empowered parent associations have substantial

effect on attendance in school, home follow-up studies, and motivation (Gertler,

Patrinos & Rubio-Bodina, 2006).

In the Philippines, there is a problem of parents and professionals having

different expectations of special education programs as the former remains a

largely untapped source of educational assistance (Gaw, 2000; Dela Torre, 1995;

Rotor, 1998; Sandoval, 2001).

Studies show that the majority of parents want to be involved in their

children’s education, but many face barriers that prevent them from doing so.

And although educators identify parental involvement as a best practice, schools

often don’t have the resources or the time to reach out to families who may be

reluctant to participate. Afterschool can offer parents a comfortable, flexible

setting in which to engage with their children and become involved in their

education. Parents enjoy activities that offer a chance to socialize and discuss

concerns with other parents and staff. After school programs are also an

important forum for indentifying and providing resources and services that

strengthen families. Creating a program that reflects the ideas and desires of the

parents involved leads to program improvements, increased attendance, and

greater parental investment (Cotton, 2000).

Parents are always concerned about the education and the well being of

their children. They send them to good schools with good teachers to prepare

them for good jobs. But who is really responsible of the learning of the student?

30

The student himself, the schoolteachers, administrators or the parents? James

Coleman (2000), in the classic study of American schools noted that:

School brings little influence to bear on a child's learning that is independent of his background and general social context, and the inequalities imposed on children by their home, neighborhood and peer environment are carried along to become the inequalities with which they confront adult life at the end of school. (p. 325)

Supporting this idea, Jencks (2002) wrote that the school itself does not

appear to be able to operate independently of the child's immediate social

environment. In contrast, Heyneman (2006) and Bibby and Peil (2004) indicated

that family factors have a small or random relationship to student learning at least

in non industrialized societies. Their position implied that school authorities in

non industrialized nations play a very important role in preparing students for

academic success, and occupational attainment. The current position of many

educators is that the home and school play an independent and significant role

on student learning even though the impact may be different.

The integration of faith and learning is a deliberate and systematic process

of approaching the entire educational enterprise from a biblical perspective. Its

objective is to produce students who have internalized biblical values and a view

of knowledge, life, and destiny that is Christ-centered, service-oriented, and

kingdom-directed. Ellen White says that the efforts of the best teachers must

often bear little fruit, if fathers and mothers fail to act their part with faithfulness.

(Fundamentals of Education p. 69,70). She is supported by Gaebelein (2001)

31

who indicated that education is more than teachers and courses. Hence the

involvement of parents in this process is imperative to achieve this objective. The

purpose of this paper is to examine how the home and the school can work

together for the effectiveness of the integration of faith and learning in Adventist

secondary schools.

The role of the parents in their children's learning is not usually limited but

it is more visible when their children are day students, which is going to be

discussed in this paragraph.

Sigel (2008) provided a conceptual framework that includes social and

cultural concepts needed for studies of family background. In Sigel's suggested

model, referring to studies on environmental factors influencing children's

learning, the quality of mother-child interactions, can be seen as the primary

influence on children's development of academic competence, supplemented by

extended family network, school and church institutions, and cultural norms. "The teacher's work should supplement that of the parents, but is not to take its place." p. 283

Coleman (2008) also developed a theoretical strategy for looking at the

environmental variables that affect student learning. According to Coleman,

family background can be analytically separated into three components: financial

capital, human capital, and social capital.

Financial capital is measured by the family's wealth or income; it is the

source of physical resources that can aid achievement.

32

Human Capital is measured by parent's education and occupation. It provides the

potential for a cognitive environment for the child that aids learning (e.g., the

availability of a good home library, a good place to study).

Social capital refers to the interrelationships between people who live or work

together. It refers to relationships between parents and children, between

employers and employees, between teachers and students and between

students themselves, etc.

Coleman further broke down social capital into three components:

obligations, expectations, and trustworthiness of structure; information channels

and norms and effective sanctions.

As physical and human capital facilitate productive activity, social capital

does as well. For example, a group within which there is extensive

trustworthiness and trust is able to accomplish more than a comparable group

without trustworthiness and trust.

Information channels as social capital are the potential for the information

that inheres in relation and, as such, are important in providing a basis for action.

As Coleman said, information is costly; at a minimum, it requires attention, which

is always in scarce supply. In a home, children need parents' attention and a

husband and wife need each other's attention to communicate and share

information.

Concerning norms and effective sanctions, when a social norm exists and

is effective, it generally constitutes a form of social capital. Norms in a home or a

33

community that support and provide effective rewards for high achievement in

school, greatly facilitate the school's task.

If the human capital or financial capital possessed by a parent is employed

exclusively at work or elsewhere outside the home and is not complemented by

social capital embodied in family relations, it is irrelevant to the child's

educational growth that the parents have a good deal or small amount of human

or financial capital. For example, a child can belong to a family in which members

are well educated, wealthy, and generally capable, but for a variety of reasons

(such as divorce, alcohol abuse, more involvement in business activities, or

exclusive attention to self development), the resources of the adults are not

available to aid the psychological health and the social and educational

development of the children. The children are therefore likely to become low

achievers if other institutions such as schools and churches do not intervene.

FACTORS ASSOCIATED WITH LEARNING

According to Brophy (2008), schools that elicit strong achievement gains

show more of the following characteristics:

- Strong leadership (typically, but not necessarily supplied by the principal)

that produce consensus on goal priorities and commitment to instructional

excellence;

- A safe, orderly school climate;

- Positive teacher attitudes toward student and positive expectations

regarding the student's abilities to master the curriculum;

34

- An emphasis on instruction in allocating classroom time and assigning

tasks to students

- Careful and frequent monitoring of progress toward goals through

student testing and staff evaluation programs;

- Strong parent involvement programs;

-Consistent emphasis on the importance of academic achievement,

including praise and public recognition for students who excel academically.

Leone and Richards (2009) reported that increased study time was

associated with better academic performance.

Concerning parental involvement, they indicated that the homework done

with a parent or a family member present was associated with the highest

attention levels and better academic performance.

Concerning parental involvement on a high school level, Henderson

(2001) indicated that the effects of parent-involvement are particularly strong at

the early levels but significant benefits can be derived from involving parents in

the intermediate and high school years.

Strong family and/or strong dormitory leadership will be characterized by

trustworthiness between members of the family and a commitment to its cause.

According to Ellen White, parents will not criticize and censure the school

management, which encourages insubordination in the children, or justify their

children in their wrong-doing if they are involved in the training of their children

(Education p.284). She added that one of the greatest difficulties with which

35

teachers have had to contend, is the failure on the part of the parents to

cooperate in administering the discipline of the college (Testimonies vol. 5, p.89).

Helping students do their homework can be extended to help them appreciate

and study the word of God including giving bible studies to non-Adventist

students in school dormitories.

Coleman (2007) indicated that private school educators see themselves

as extensions of the family they serve. They have the continuity of values

between home and school which reinforces a child educational experience.

Ornstein and Levine (2009) indicated that the difference of punishment

between the home and the school makes it difficult for many low working-class

students to follow rules and procedures when sanctions are not consistent with

those imposed at home. According to their findings, one would say that, in a

boarding school, investment in social capital has a higher return to students

whose home social capital matches the one available at the school. In order to

be able to match home and school discipline, teachers and dormitory deans

should do their best to know the child's home background. Knowing his/her home

will solve many of the discipline problems with students.

Parenting style also is a powerful predictor of student achievement as

Dornbusch cited by Henderson (2001) found that authoritarian styles are

associated with low achievers, permissive styles with the next lowest achievers,

and authoritative (firm but open to discussion and negotiation) associated with

high achievers. This statement supports Ellen White when she says that:

36

"The teacher must be firm and decided, he should not be

too exacting or dictatorial ... the true object of reproof is

gained only when the wrongdoer himself is led to see his

fault, and his will is enlisted for its correction. None who

deal with the youth should be iron-hearted, but

affectionate, tender, pitiful, courteous, and companionable;

yet they should know that reproofs must be given, and that

even rebuke may have to be spoken to cut off some evil-

doing" (Education p.280 and Fundamentals of Education p.

456, 457).

Mickelson (2000) found that peer-group characteristics predict grades

and that the proportion of friends planning to go to College is a powerful predictor

of student GPA (grade point average). Walberg (2004) cited by Hanson and

Ginsburg (2008) found that parental concern and encouragement were twice as

predictive of high school academic learning as was family SES (Socio-economic

status). Diprete (2001) also cited by Hanson and Ginsburg (2008) found that

students who report that their parents monitor their school work and whose

parents almost always know where they are and what they are doing have been

found to behave better both in and out of school. Helping students or children

choose good friends who will not only help them get good grades but also lead

them to Jesus is one of the responsibilities of parents and/or dormitory deans.

Similarly, Fan and Chen (2001) examined multiple measures of parent

involvement. Using the methodology of meta-analysis (analyzing multiple

research studies), the researchers identified three constructs of parent

37

involvement: (1) communication, (2) supervision, and (3) parental expectations

and parenting style. Communication refers to parents' frequent and systematic

discussions with their children about schoolwork. Supervision includes monitoring

when students return home from school and what they do after school,

overseeing time spent on homework and the extent to which children watch

television. Parental expectations and parenting style were found to be the most

critical of the three. These include the manner and extent to which parents

communicate their academic aspirations to their children. Fan and Chen found

that high expectations of parents and student perceptions of those expectations

are associated with enhanced achievement.

As Fan and Chen (2001) found in their research, parenting styles, as a

critical measure of parent involvement, have been linked to student performance.

Authoritarian, permissive, and authoritative are three styles of parenting

(Baumrind, 1991). Authoritative, identified as the preferred style, includes

parental warmth, inductive discipline, no punitive punishment practices,

consistency in child rearing, and a clear communication of interest in the day-to-

day lives of children (Rosenau, 2001). According to Rosenau, the authoritative

parenting style has a strong correlation with student behavior and classroom

management.

Van Voorhis (2003) examined the effects of involving parents in interactive

homework assignments (family homework assignments rather than student-in-

isolation homework assignments) using the Interactive Homework program, a

38

spin-off of the Teachers Involving Parents in School (TIPS) program developed

at Johns Hopkins University. TIPS offers parents guidelines for collaborating with

their children on homework activities, as well as information about school

curricula (Epstein, Simon, & Salinas, 2001). In the evaluation study, in

comparison to students engaged in traditional homework assignments, students

who participated in the TIPS Interactive Homework program received better

scores on homework and on report cards, and parents were more involved with

homework.

According to Leah Davies (2002), since parent involvement relates

positively to student achievement, parents are encouraged to participate in their

children's education in a variety of ways both at home and in school. At home

they are asked to read with their child, provide a quiet place for homework,

supervise assignments, monitor television and internet use, and promote school

attendance. Schools request that parents attend teacher conferences, "open

houses" as well as academic, art, drama, and athletic events. Parents are invited

to volunteer in classrooms, serve on advisory committees, and support fund

raising for special projects. Yet, many parents do not participate.

Education and Parental Involvement in Secondary Schools

Parental involvement is a combination of commitment and active

participation on the part of the parent to the school and to the student. There are

many problems concerned with involvement. Many secondary schools simply do

not know how to deal with the nontraditional family and the areas of concern that

39

it represents. Parents feel unwelcomed at school, lack knowledge and education,

and may not feel that education is important. The number of solutions that can be

used to improve parental involvement are substantial. The most important of

these, however, is for the principal of the school to be totally committed. When

these solutions are implemented the effects are great, especially for the student.

Improved student achievement is the key objective.

"Parental involvement, in almost any form, produces measurable gains in

student achievement" (Dixon, 2002, p. 16). The concept of parental involvement

with the student and the school is a vital one and can produce great rewards for

all concerned. However, it has been found that schools do not always know what

the term parental involvement really means (Vandergrift & Greene, 2002).

According to Vandergrift and Greene, there are two key elements that work

together to make up the concept of parental involvement. One of these is a level

of commitment to parental support. This includes such things as encouraging the

student, being sympathetic, reassuring, and understanding. The other element

needed is a level of parental activity and participation, such as doing something

that is observable. "This combination of level of commitment and active

participation is what makes an involved parent" (Vandergrift & Greene, p. 57).

Parent involvement actually declines as students grow older, so that it is

less in secondary schools than in elementary (Stouffer, 2002). If parental

involvement is so beneficial, why isn't it being used to a greater extent than at

present? There are many reasons from the parent and also from the school for

40

this lack of involvement. One of the reasons concerns the lack of understanding

of nontraditional families on the part of the school system. The nontraditional

family is struggling to deal with many factors that affect every member of the

family. These can definitely affect the way that the family is able to be involved in

the student's education. More than likely, there is a shortage of time. There just

simply are not enough hours in the day to accomplish everything. If there has

been a divorce or death in the family, there probably has been a change in the

financial standing of the family. By the school not being sensitive to this change,

the student/family could be embarrassed. The verynature of the family structure

is in a state of change causing confusion and insecurity (Duncan, 2002; Lewis,

2002; Wanat, 2002). The parents may be doing the very best that they can.

"Schools must understand that lack of participation by parents does not

necessarily mean they are neglecting their responsibilities. They simply may not

have the time, resources, or know-how to help out" (Wanat, p. 47). Parents often

do not feel welcomed at school. They feel that what they may have to offer is

unimportant and unappreciated. Also, parents may not believe that they have any

knowledge that the school is interested in knowing. This is especially true when

the parent may not have a great deal of education (Dixon, 2002; Vandergrift &

Greene, 2002). It is also possible that the parent does not have a great deal of

interest in the school or his child's education. The parent may not feel that

education is important (Vandergrift & Greene).

41

Another reason for lack of involvement is embarrassment. The parents

may be illiterate or unable to speak English. This could make communication

difficult if not impossible. Another source of embarrassment is memories of the

parent's failure in school. The parent would not have much desire to return to a

place that only served to remind him of his own failures (Brink & Chandler, 2003;

Smith, 2001).

There are many things that can be done to improve parental involvement

at the secondary level, but the success of any program will be tied directly to the

support and encouragement of the principal (Lewis, 2002). "Principals are key

contributors to helping parents and other educators understand each other"

(Duncan, 2002, p. 13). "Ultimate responsibility for creating harmony between the

school and the home rests with the principal" (Campbell, 2002, p. 3). By the

school being more aware of the circumstances of nontraditional families, better

communications can be established. One thing that the school can do is to let the

parents handle parenting responsibilities and the school handle the educational

responsibilities. Also, by working with the parents more, the school will have a

better idea of what the parents can and cannot do. More realistic expectations for

out-of-school projects is an example of this (Wanat, 2002).

Single parents often do not have the time, money, or knowledge to help

children with projects. For example, many mothers do not have equipment or skill

to plan science fair experiments or construct woodworking projects, and fathers

42

may not be able to help design and sew costumes for the school play (Wanat,

2002, p. 46).

Another important item is communication. More communication between

the school and home are needed, but specific types of communication are

important. Two-way informal exchanges between teacher/parent are much more

effective than one-way communication from the teacher (Wanat). Also, friendly

contact should be established with parents early in the year before something

has happened that makes it necessary for the teacher to contact the parent

(Wherry, 2002).

There are many ways that a school can improve communications. One

way is for the school to sponsor a parent/student fund raising. Parents and

students working side-by-side gives them a chance to talk, and hopefully the

teachers and schools will also be included in this important exchange. Also,

parent/teacher organizations can be an avenue to reach parents. Parents who

attend parent/teacher meetings are able to get to know their child's teachers

better. Another avenue sometimes overlooked is inviting parents to volunteer. By

doing this, the school is letting them know that they are wanted, needed, and

welcomed at the school. Many parents are more than willing to share their

knowledge of occupations, foreign travel, special skills and hobbies. They just

want to be asked. Alumni events have been shown to be an excellent way to

improve parent/community involvement and a way to raise needed money.

43

Former students may appreciate the opportunity to return something to

their school. One popular program is parent classes, which can help parents with

parenting ideas/problems, homework/tutoring strategies, drug education, and

improving communications skills. These classes can help the parent, student,

and school. Invitational events can encourage people to get involved with the

school that might not otherwise.

Grandparent day is one such invitational event that has met with success

(Loucks, 2002; Stouffer, 2002; Wherry, 2002). An open house program at school

can bring in parents, and it is very important to greet these visiting parents face-

to-face as quickly as possible. Also, greeting visitors with a sign in their own

language can make a big impression. Find out the languages spoken by students

and parents and put up a sign with all languages on it. Another way to help

parents feel genuinely wanted and welcomed is to establish parent advisory

groups.

People like to know that their input is valued. Also, the school could set up

a parent center in the school stocked with resources to help parents. This is one

way the school can say we care. In addition, the school could recognize what

parents are doing to help the students and praise them for their efforts. People

like to know that someone takes the time to notice and appreciate what they

were doing (Wherry, 2002).

One very important way that parents can become involved in their

student's work is through the use of computers. This is a new world opening up

44

for a lot of students as well as their parents. They can learn about this exciting

world together. One thing that is necessary is to make sure the programs used

are at the correct grade level and that there is a lot of variety (Rickelman & Henk,

2001).

There are several things that have been suggested for populations that

are at-risk. These populations have a great number of uneducated people, drug

addicts, alcoholics, and child abusers. The ideas already presented may not work

for this sector of the population, and they may need special consideration. The

first thing the school can do is to meet the parents where they are by assessing

the parent's needs and providing programs to meet those needs. Having a

workshop on Good Parenting Skills in English simply will not work when offered

in a district in which Spanish is the main language spoken. The school will need

to make a greater effort to get to know the parents individually. Someone from

the school may actually have to go door-to-door to make the invitation as

personal as possible so that the parents will feel welcomed. Also, the school

should "offer a broad range of activities to encourage support and participation,

including nonthreatening, low-commitment opportunities" (Vandergrift & Greene,

2002, p. 59). Making the parents feel as comfortable as possible is an important

step.

Results from the Arizona At-Risk Pilot Project suggest that the most

effective means to involve parents are ones that (1) establish a personal rapport

between someone from the school and the parent and (2) do not initially require

45

high levels of commitment or participation (Vandergrift & Greene, 2002, p. 59).

When parents, students, and the school work together, it is possible to

accomplish great things at the secondary level. Everyone reaps the benefits!

"When both parents and teachers work together, communicate and build a family

and school partnership, parents, teachers and children benefit from the outcome"

(Gelfer, 2001, p. 167). The main benefit of parental involvement is the improved

achievement of the student.

According to Loucks (2002), "Research shows that parents' involvement in

the school results in improved student achievement" (p. 19). There it is in a

nutshell: if the parent shows concern, it will translate into greater achievement on

the part of the student. The more that the parent becomes involved with the

teacher, school curriculum, and administration, the better the parent feels about

the school. The parent will have an increased sense of pride in the school and

the community. The more the parent learns about the way the school functions,

the more the parent will understand the educational process and educational

decisions. The parents and the school become allies and are able to be of mutual

benefit when it comes to dealing with difficult students and situations. The

parents are also more supportive of the school with financial support as well as

support of bond issues and other leeway levies (Stouffe, 2002). The more the

parent becomes involved and learns about the school, the more the parent can

help the student. The parents are able to "increase their understanding of child

development in areas of physical, social, emotional and cognitive development"

(Gelfer, 2001, p. 164). This helps to provide a bond between home experiences

46

and the educational program. When the parents understand how the child

develops, they are better able to provide a more positive and exciting home

environment. The parents may even want to learn more and possibly attend the

parent classes provided by the school. This type of situation can produce a

positive spiral of success for the parent, school, and student (Gelfer, 2001).

The important person is the student. Anything that the parent can do to

help the student improve is worth doing. "Emphasis should be on effective ways

of helping children, families, and schools work together to provide students with

the opportunity to put their best efforts forward" (Duncan, 2002, p. 13).

It is very clear that parental involvement is beneficial. It can definitely

benefit the student in question, but it can also benefit the teachers, the school,

the parents themselves, and the community, as well as other children in the

family. Everything possible should be done by the school system to encourage

the parents to become involved. This is especially true of the principal of the

school. He or she is the driving force of the school, and it is his or her leadership

that will guide the teachers in the direction of emphasizing the importance of

parental involvement.

There has been extensive research done on this subject. However, new

ways for increasing parental involvement can always be discovered. Additional

research and information in this area can do nothing but help all concerned.

47

Related Studies

Zellman, et al. (2006) investigates the factors associated with high and low

reading achievement in twenty elementary schools with a high proportion of poor

minority students. Several elements associated with achievement gains were

identified, including high levels of contact between parents and school staff.

Becher, (2004) reviews research on parent involvement and presents

extensive information on the elements of successful parent involvement

programs. Identifies research findings regarding the role of the family in

determining children's abilities and achievement, the effects of parent education

programs on student outcomes, parental practices which promote reading

success, and the role and potential of parent involvement in enhancing school-

family relations.

Coleman and Hoffer, (2007) compares the reading and math achievement

of lowincome black and Hispanic students in Catholic high schools with the

achievement of such students in public high schools. Attributes the superior

performance of Catholic school students to the greater involvement of families

and communities in these schools.

Collins, et al. (2002) describes 28 parent involvement programs in large

American cities and identifies elements which appear responsible for their

success. Positive results of involving parents in their children's schooling include

improved achievement, reduced absenteeism, improved behavior, and restored

confidence among parents in their children's schooling.

48

Cotton and Savard, (2002) reviews 18 studies on the effects of parent

involvement in instruction on the achievement, attitudes, and behavior of

elementary and secondary students. Found such involvement beneficial,

especially when parents receive orientation and training for helping their children.

Dornbusch and Ritter, (2008) reports the results of a survey concerning

the relationship between parent involvement and student achievement in six San

Francisco Bay Area high schools. Students whose parents attended school

events and engaged in contacts with teachers had higher achievement than

those whose parents were minimally involved or uninvolved.

Fehrmann, and Reiners, T. M. (2007) examines the effects of parental

influence on time spent by high school students doing homework and time spent

watching television. The sample consisted of 28,051 high school seniors from the

High School and Beyond longitudinal study. Data from the HSB questionnaire

were analyzed. Increased parent involvement was positively related to students'

time spent on homework and on their grades.

Gillman, R. M.; Schooley, D. E.; and Novak (2007) compares three

Michigan elementary school districts involved in state-funded programs to

improve reading achievement. The two districts with minimal parent involvement

had higher achievement than schools without such involvement, and the district

with intensive parent involvement showed the largest achievement gains.

Goodson, B. D., and Hess, (2005) examines evaluations of 29 preschool

programs to determine relationships between different approaches to parent

49

training and later student achievement. All approaches were associated with

gains in children's IQ scores and achievement and with improvements in parents'

teaching behaviors.

Henderson, A. (2007) reviews 49 studies of parent involvement in

children's learning at home, in the instructional program at school, and in

supporting the school in general. Concludes that all forms of parent involvement

have positive effects on student achievement.

Herman, J. L., and Yeh, (2003) investigates the effects of parent

involvement on the achievement of second and third graders in 250 California

elementary schools. Children of involved parents showed significantly higher

achievement than other students.

Leler, H. (2003) reviews 48 studies of educational programs with

significant parent involvement components. Forms of parent involvement strongly

associated with achievement gains included parents helping their children at

home after training, tutoring students, and helping in classrooms.

Mucha, (2007) examines the effects of mathematics homework games

involving parent participation on the mathematics achievement and attitudes of

second graders. Posttests indicated positive effects of the home activities on

achievement and attitudes (toward math, toward self and toward other game

players).

Sattes, (2005) reviews literature on parent involvement in the education of

students at all levels. The review cites research indicating beneficial effects of

50

parent involvement on student achievement, attendance, motivation, and

behavior. Offers research-based guidelines for engaging parent involvement in

schools.

Moles, (2007) reviews research on the effects of different kinds of parent

involvement on student outcomes. Achievement and affective benefits

(attendance, behavior, attitudes) are associated with: parents serving as paid

classroom aides, parents working as volunteers, home-school communications,

phone contacts, home visits, parent-teacher conferences, homework assistance,

home tutoring, and home educational environment. Research is inconclusive

about the effects on student achievement of parent involvement in decision

making.

Waxman,(2000) investigates the effects on student achievement of parent

support of learning activities. Parents of students in grades 1-6 in 41 classes in

Chicago agreed to cooperate with teachers in supporting their children's learning

activities. Children of involved parents made significantly greater academic gains

than children of noninvolved parents.

Swick, (2003) offers outcomes of a study of the relationships among

education, home support, neighborhood support, and children's achievement.

Questionnaires completed by the parents of 362 first graders were analyzed in

relation to children's achievement test scores. The children of actively supportive

parents scored highest, followed by the children of passively involved parents,

and then the children of noninvolved parents.

51

Willis, (2007) cites attributes among elementary schools selected as

exemplary through the Elementary School Recognition Program in 1985-86.

Elements cited relate to the schools' connections with parents and community

members. Studies the effects of providing individualized in school instruction to

developmentally delayed kindergarten children and the effects of providing such

instruction plus parent-delivered home activities. Children whose parents

conducted activities with them at home significantly outperformed those receiving

only in-school instruction.

O'Leary, (2002) identifies a continuum for parent involvement extending

from passive, marginally involved, to active and deeply involved. Categories

identified on the continuum include: Reporting Progress, Special Events, Parent

Education, and Parents Teaching.

Williams, (2007) reports the results of a survey of parents and educators

in six southern states on parent involvement. Respondents provided views on

parent involvement in general, in decision making, parent involvement roles, and

parent involvement activities.

Clarke-Stewart, (2003) looks at the literature on parent education (training

parents to support their children's learning) in order to confirm or challenge

several assumptions about the value of parent education programs. Claims that

while parent education appears to benefit students, many questions remain

unanswered--e.g., which kinds of programs work best.

52

Comer, (2008) discusses parent involvement in the context of social

changes in the past 40 years. Discusses projects undertaken in New Haven,

Connecticut elementary schools, in which parent involvement activities were

largely responsible for dramatic improvements in student achievement. Students

in these schools were 99 percent black and from low-income families.

Phi Delta Kappan 67(2006) describes the changing relationships between

schools and communities and discusses the critical role of parent involvement in

education. Presents detail on parent involvement programs in New Haven,

Connecticut elementary schools--programs which resulted in the schools' moving

from being extremely low achieving to universally high achieving.

Reviews the successes of the SDP over the period 1969-1984. Focuses

on the program's major elements, which include (1) the mental health team,

which coordinates the other three, (2) the school governance and management

body, (3) the parent involvement program, and (4) the curriculum and staff

development program.

Edge, (2004) describes parent involvement models and provides detail on

Project ENRICH in the state of Kentucky, which includes parent involvement in

decision making. Offers guidelines for developing parent involvement programs.

Epstein, (2005) presents findings from research on the effects of parent

involvement programs on student attitude, achievement, and other outcomes.

Findings from the author's own research efforts are highlighted. The article

includes a discussion of the role of school and home computers in students'

53

education. Provides results of extensive surveys on parent involvement in the

state of Maryland. Surveyed were 3,700 first, third, and fifth grade teachers and

principals in 600 elementary schools, and 1,200 parents. Recommendations are

offered to school administrators based on findings.

Gordon, (2009) describes four models of parent-school-community

relations and cites research on the long-term effects of parent involvement. The

parent impact model is associated with positive changes in student achievement.

Ross, (2007) presents survey results on home-school relationships and

addresses such topics as barriers to greater home school contact, levels of

desired and actual contact, and ways to establish stronger home-school linkages.

Ooms, (2006) provides a listing of basic principles for effective family-

school relationships and a discussion of the changing nature of parent

involvement as children move through the different grade levels.

Keith, T. Z., et al. (2006) reports the findings of a study on the relationship

of several variables to student achievement. Parent involvement was found to

affect achievement indirectly through parents' influence on the time students

spend on homework.

Tangri, (2008) reports the results of interviews conducted with junior high

school language arts and mathematics teachers and with 60 parents regarding

barriers to effective parent involvement. Lack of planning and lack of mutual

understanding between teachers and parents appeared to be the greater barriers

to collaboration.

54

Moles, (2002) reviews research on parent involvement and provides

findings regarding the effects of parent involvement on achievement and

attitudes, presents information on the forms parent involvement takes, identifies

barriers to home-school collaboration, and presents effective teacher practices

for engaging participation. Research overwhelmingly supports parent

involvement in instruction. Cites research on the effects of parent involvement,

describes the different forms parent involvement may take, and offers guidelines

for engaging parent participation in different aspects of schooling.

Revicki, (2001) examines the relationship among various home

background variables and student outcomes, using data from two Parent

Education Follow Through Programs on 321 second graders. Active parent

involvement was related to increases in the achievement performance and self-

concepts of participating children. Offers, in loose-leaf format, an array of parent

involvement resources, including information on training programs, parent

involvement programs, networks, organizations, literature, training aids, and

other resources. While some of the material relates to parent involvement

activities and resources in the Southwest region, much of it is applicable to any

area.

Swap, (2007) provides in-depth, research-based information on ways to

engage and maintain meaningful parent involvement in children's learning and

school governance. Provides sample materials and activities for improving

parentschool communications.

55

Tennies, (2006) investigates the effects of implementing a parent

involvement activity on achievement and other outcomes of students in grades 6-

12. A control group and two groups with different levels of parent involvement

were compared. Children of involved parents had higher GPAs than controls.

There were no significant differences on other variables.

Bausell, (2007) presents results of a study in which 195 parents taught

their first graders word recognition skills at home, using materials provided by the

school. These students significantly outperformed controls. The article also

presents findings from 20 studies on home tutoring. Home tutoring program

formats included: (1) professionally supervised tutoring, (2) professionally

administered training, (3) televised instruction, and (4) materials only (like the

format of the study). All formats were found to be useful, with the materials only

format viewed as having the widest feasibility.

Yap, (2007) compares the reading achievement scores and reading

attitudes of elementary students whose parents worked with them in a parent

involvement program to the scores of nonparticipants. Results somewhat favored

experimental children. Control children and parents were found to have engaged

in activities very similar to those of experimental families.

Conceptual Framework

According to Anderson and Minke (2007), evidence has shown that

educators and parents define involvement in different ways. Some parents

consider their involvement are not as more of a community-centric view, while

56

teachers consider involvement mainly as a parental presence at the school.

Because the definition of parental involvement is not recognized, it can lead to

miscommunication where teachers blame parents for the child’s difficulties, which

leads to some parents feeling unappreciated.

When people try to understand the reasons behind a parent’s involvement

choices, it should be taken into consideration that lower resource families may

react differently from families that have greater resources (Anderson, Minke.

2007). The majority of parents that are involved in children’s education are

mothers. Parent involvement decreases as their children grow older. Children

who come from lower income families have parents who are less likely to be

involved than those who have families who may be wealthier and more educated

parents. Other variables of less parent involvement include single parenthood

(Mattingly, Prislin, McKenzie, 2002). Middle-class parents are considered to have

more flexible schedules over working-class parents, allowing the middle-class

parents to participate more at their child’s school (Anderson, Minke, 2007).

A number of studies show parent involvement is connected to higher

academic success and better attendance. In addition, it also provides more

positive student and parent attitudes directed toward education (Mattingly, et.al.

2002). According to Epstein (2008), there have been confirmed studies that when

the parents are more involved, students show an increase in grades in English

and math, in addition to an improvement in their reading and writing skills.

According to a survey done with secondary school teachers, ninety-seven

percent said the biggest challenge they face is working with parents. Schools are

57

developing decision-making activities to encourage parents to voice in their

opinions and help develop mission statements. The parents can also help to

develop policies of the schools that can have an effect on students and families

in a positive way.

School principals can improve their schools by sharing the leadership and

develop teamwork to help improve programs of their schools, families, and

community partnerships. Schools are working with different parts of their

communities such as senior citizen groups, churches and other religious

organizations, government agencies and other associations to help improve

school programs and student development. This helps the students and parents

to become more involved in community service or in other projects to help give

back to their communities. Examples of this include cultural events, health

services, after-school activities, and part-time jobs (Epstein, 2008).

In order to support life-long learning, families are strongly encouraged to

develop their own knowledge and skills. According to the National Coalition for

Parent Involvement in Education (NCPIE) , life-long learning can include

opportunities to work with schools and help students to learn about job training,

continuing their education after high school, child development and parenting

education. Schools can also help by providing cultural education for both staff

and parents. This helps to give both teachers and parents a better understanding

of cultural and community values and practices that are common to students and

families.

58

This study is anchored on the concept that in child development, the child

often faces different changes, and these changes may influence the development

of such individual. Although, there are still strongholds on the belief that the best

care for children especially during the developmental stages is maternal, there is

still no denying the fact that the current economic and social movement continue

to make this difficult for the family units to provide. As with every change that

directly affects the family and a child's well-being, the acceptance of child-care,

as an alternative to parental care is gradual and tenacious. Thus, parental

involvement as an accelerating and motivating factor in the children’s education

is a worldwide-accepted fact (UNICEF, 2007).

In this study, the parents' involvement in school activities is considered the

independent variable for he/she embodies the child's development. The

dependent variable is the academic performance of students.

The dependent variable of this study is academic achievement of the

students, as measured by the Achievement Test results. These are modeled as a

function of a student's level of the performance measured. Specifically, the

dependent variable will be the Makabayan scores of pupils from Grade V.

This study has independent variable the parent's involvement.

Figure 1 shows the conceptual paradigm of the study.

59

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Figure 1. Conceptual Framework of the study

Hypothesis of the Study

The null hypothesis is tested at the 0.05 level of significance.

1. The degree of parents' profile is not significantly related to the academic

performance of the pupils.

2. The degree of parents' involvement is not significantly related to the

academic performance of the pupils.

Parents'

Involvement

In

School

Activities

Academic

Performance of

Pupils

60

CHAPTER III

Methodology

This Chapter presents the research design and the respondents of the

study. It discusses the data gathering instruments and their validation, the data

gathering procedures, and the statistical treatment for data analysis.

Research Design

This study used the descriptive research design since this sought the

significant relationship between Parents’ Involvement and school academic

performance based on the achievement test results among the grade five pupils

in Makabayan.

The schematic diagram was presented in Figure 2. As in this study, I was

its desire to determine the significant relationship between Parents’ Involvement

and school academic performance based on the achievement test results of the

first-fourth year student in Mathematics. This study employed a combination of

descriptive design which was descriptive-survey and correlation studies.

61

Figure 2. Research Design

Parents’ Involvement

Locale of the Study

Questionnaires

Respondents

*Parents

*pupils

Profile

*Economic Status

*Family Populace

*Educational Attainment

*Personality

*Tribe

*Religion

Academic Performance of the

Pupils

In Makabayan

Research Instruments

Data Processing And

Statistical Treatment

62

Locale of the Study

The study was conducted at Polomolok Central Elementary School

(PCES), Polomolok West District, Division of South Cotabato.

Respondents of the Study

The respondents of the study were the Grade V pupils of Polomolok

Central Elementary School S.Y. 2011-2012. They were chosen as respondents

because there were 641 enrolled in this school year 2011-2012.

Random sampling was done by lottery. Twelve (12) pupils were taken

from each section. The names of pupils were written on a piece of paper that was

placed to the box.

Fifty one (51) parents are chosen as parent-respondent through purposive

sampling. The total number of student-respondent was obtained using the

Slovin’s formula.

The total number of pupils and parent-respondent assessed the significant

relationship of parents’ involvement in school activities to the academic

performance of pupils in Makabayan.

63

Research Instruments and their Validation

The researcher developed questionnaires on the parent’s involvement in

Education which was subject for validation. Besides, another instrument used in

this study was the Achievement Test Result of the Grade V pupils in Makabayan.

Data Gathering Procedure

A. Preparation of Survey Questionnaire

A survey questionnaire was formulated for the parents to determine their

involvement in the education of their children. Permission from the principal

was requested by the researcher to administer the questionnaire to grade five

pupils of Polomolok Central Elementary School.

B. Validation of the Materials

The researcher looked into the achievement test results in Mathematics.

Survey questionnaire was formulated for the parents to determine the extent of

the parents’ involvement in school activities and their children's academic

performance. It was composed of two (2) parts. Part 1 determines the profile of

the parents and their involvement to education. Part 2 determines the academic

performance of the grade five pupils in Makabayan. The researcher distributed,

collected and tabulated the survey form from the respondents.

Validation for the results on its significance relationship the

questionnaires were established by looking at the profile of the parents. Before

64

gathering the data, the researcher seeks permission from the Principal of the

schools to get the grades of the pupils in Makabayan.

When the request was granted, the researcher then gathered all needed

data for statistical analysis.

Statistical Instrument

In interpreting and analyzing the data, the frequency distribution, the

weighted mean, the test for the comparison of the means and correlation

analysis were used to determine the results of the study.

1. To determine the parents' profile frequency counts and weighted mean were

used.

2. To determine the extent of Parent’s Involvement to school activities, weighted

mean was used. Below is the descriptive rating scale as a basis for the

interpretation.

65

Interval Description Verbal Interpretation

4.20 – 5.00 Always Provision and condition

are very effective

3.40 – 4.19 Often Provision and condition

are much effective

2.60 – 3.39 Sometimes Provision and condition

are moderately effective

1.80 – 2.59 Seldom Provision and condition

are less effective

1.00 – 1.79 Never Provision and condition

are least effective

3. To evaluate the significant relationship that exists between the degree of

Parents' Involvement and students' academic performance the following scale

were used:

Academic Performance in Makabayan

Grade Interval

Description

95 - 100

Superior

90 - 94

Above Average

85 - 89

Average

80 - 84

Below Average

75 - 79

Fair

66

The Pearson Product moment Coefficient Correlation was used to find out

the significant relationship between Academic Performance and the Parents

involvement in School Activities.

To determine the degree of relationship between Academic Performance

and Parents involvement in School Activities, the descriptive rating below was

used:

Range Description

+/-0.90-+//0.99 Very strong to perfect relation

+/-0.60-+//0.89 Strong relation

+/-0.30-+//0.59 Moderate relation

+/-0.10-+//0.29 Weak relation

+/-0.01-+//0.09 Very weak relation All tests of

significance were set at 0.05 level.

67

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

This chapter presents the various findings of the study and the analysis of

the results.

Table 1 Profile of the Respondents Parents According to Sex

_________________________________________________________

Gender Frequency Percents

_________________________________________________________

1 Male 18 45

2 Female 22 55

________________________________________________________

Total 40 100

________________________________________________________

Table 1 presents the profile of the respondents according to Sex. It is

based on the number of pupil-respondents who were involved in the study. It is

the summary of male and female parents who were chosen to answer the survey

personal data information.

Majority of the parents respondents were female comprising 55%, likewise

45% were male to compose a total of 40 respondents

68

Table 2 Profile of the Respondents Parents According to Number of

Children in the Family.

_________________________________________________

Indicators Frequency Percents

_________________________________________________

1 7 and above 19 47.5

2 3 -. 6 19 47.5

3 1 -. 2 2 5

_________________________________________________

Total 40 100

_________________________________________________

On the table, it could be inferred that the parent-respondent profile

according to number of children in the family. It is shown in the table that among

the forty (40) parent-respondent 19 of them have 7 and above siblings in the

family, 19 also have 3 to 6 children both with 47.5 percents and 5 parents have 1

to 2 siblings with 5 percents which completes the 100 percents in the grand total.

Table revealed that there are more parents having a number of siblings

ranging from 3 and 7 above. This implies that a lot of parents have a lot of

children in the family. With this number of siblings in the family, parents may

affect their participation in school activities particularly in coming in and out of the

school environment that need special time to consider in order to involve

themselves in school activities.

69

Table 3 Profile of the Respondents Parents According to Annual Income

_________________________________________________

Annual Income Frequency Percents

_________________________________________________

1 301 T and Above 1 2.5

2 201T - 300T 2 5

3 101T - 200T 6 15

4 Below 100T 31 77.5 _________________________________________________

Total 40 100

_________________________________________________

As inflected in the table, the lowest annual income of the parent-

respondent is 100T below, it has also the most numbered annual income receive

by parent-respondent. Moreover, 6 parents earned 101T-200T, 2 parents earn

201T-300T and only one earns 301T and above.

The results revealed that most of the parents are earning below the

minimum wage. It also implies that the annual income they have could not suffice

to support their family needs with that number of siblings they have in the family.

70

Table 4 Profile of the Respondents Parents According to Educational

Attainment.

_________________________________________________

Education Frequency Percents

_________________________________________________

1 Elementary Level 9 22.5

2 High School Level 24 60

3 College 7 17.5

_________________________________________________

Total 40 100

_________________________________________________

Table 4 presents the parent-respondent educational attainment. It could

be gleaned on the table that 24 of the respondents from this data, it reflects the

60% of the total respondent- population are high school graduate,. Nine (9) of

them were elementary level with 22.5 percent and 7 were college with 17.5

percents which completes the grand total of 40. This level of educational

attainment of the parents may affect their participation and understanding of the

school activities to which they represents their children.

71

Table 5 Profile of the Respondents Parents According to Parents’

Occupation

_________________________________________________

Occupation Frequency Percents

_________________________________________________

1 Employed 19 47.5

2 Self employed 21 52.5

_________________________________________________

Total 40 100

____________________________________________

On the parent-respondent profile on occupation, the table presents 47.5

percents of the total respondent of the study who are employed. These are the

19 parents- respondents. Twenty (21) of them are self-employed.

It explained further that most of the parent-respondent are self-employed

that means they have more time that would spent in business since self

employed individual would mean time is gold and business transaction comes in

a very special occasion. The business activities to which the self employed

individual is a means that would affect the parents participation in school

activities.

72

Table 6. Summary of Respondents Rating of Parents' Involvement in

school activities in Polomolok Central Elementary School on

participation in child education.

Item/s Mean Description

01. Parents are interested to know their

child’s teacher. 3.80 Effective

02. Parents encourage their child to

education. 4.42 Very Effective

03. Parents are involved in their child’s

classroom activities. 3.65 Effective

04. Parents are supportive to their child’s

academic progress and extra –

curricular activities.

3.62 Effective

05. Parents checked their child’s regular

attendance in school.

3.97 Effective

Section Mean 3.89 Effective

Table 6 shows the rating of Parent’s Involvement in school activities in

Polomolok Central Elementary School on participation in child education. On the

table, parents are supportive to their child’s academic progress and extra-

curricular activities has the lowest mean of 3.62 describe as Effective while

parents participation on child’s education, specifically on item 5 ― parents

encourage their child to education which has the highest mean of 3.97 described

as very effective.

Further the table revealed that parents participation on their child’s

education is satisfactory as shown in the overall mean of 3.89 described as

―effective‖. As reflected here, the result demonstrated that parents play an

73

important role in the education of their children. Their presence mean a lot in the

education of their children.

Table 7 Summary of Respondents Rating of Parents' Involvement in

school activities in Polomolok Central Elementary School on

Classroom Activities.

Item/s Mean Description

01

.

Parents attend school PTA meetings and assemblies.

3.82 Effective

02

.

Parents participate on family day, school sports

activities and parent-contest category. 3.33 Effective

03

.

Parents supervise son/daughters during school

programs. 3.32 Effective

04

.

Parents facilitate their son/daughters homework and

classroom task thru constant reminders. 3.65 Effective

05

.

Parents follow-up/monitor son/daughters attendance

in school. 3.67 Effective

Section Mean 3.55 Effective

On the parents involvement in school classroom activities it divulge that

parents attend school PTA meetings and assemblies as reflected on the item #1

with mean rating of 3.82 described as ―effective‖ while the four other

components are also described as effective.

The mean of 3.67 shows effective result to pupils classroom activities as

their parents monitor/ follow up their school attendance.

Thus, the table verified that it has the overall mean of 3.55 and describe

as Effective. This result connotes that parents follow-up and frequently monitors

their children school activities and do a lot in the school performance of their

children. However, there is a need for the parents to supervise their children in

74

every school activities that the school conducted as it is indicated in the mean of

3.32, the lowest component in table7.

Table 8 Summary of Respondents Rating of Parents' Involvement in

school activities in Polomolok Central Elementary School on

Pupils’ Study Time.

_________________________________________________________________________________

Item/s Mean Description

_________________________________________________________________________________

1 Spending time to follow up your children's study 3.65 Effective

time at home?

2 Spend time in tutoring your child with materials 3.42 Effective

and instructions provided by teachers?

3 Spend time to talk with your/ children about 3.85 Effective

school in a daily basis?

4 Spend time reading together with children at 2.82 Fairly Effective

Home to help improve their reading skills?

5 Visit the school and observe your child 2.82 Fairly Effective

during classroom activities?

6 Assist your children in classroom activities 3.4 Fairly Effective

When needed?

7 Listening or lecturing your children about the 3.42 Effective

Importance of education?

8 Give time to communicate with teacher on a 2.8 Fairly Effective

regular basis to see how the child progress.

9 Spend time in appreciating your child 3.42 Effective

10 Give time to provide materials to help your 3.87 Effective

child/children project done?

11 Give and supply motivational aids and offer 3.12 Fairly Effective

suggestion to encourage children's learning?

12 Give time to your children in homework, class 3.6 Effective

project and assignments.

13 Assist your child/children on their assignment 3.4 Fairly Effective

Given by teacher to be done at home?

_________________________________________________________________________________

Section Mean 3.35 Effective _________________________________________________________________________________

75

Table 8 shows parents’ involvement in school activities in Polomolok

Central Elementary School on Pupils’ Study Time. As indicated , the respondents

rating on Parents’ involvement in the study time of grade five pupils indicates

that the studying period of their children at home is being supervise by parents as

evidenced by the items #1, #2, #3 and #4 with a mean rating ranges from 2.82 –

3.65 describe as ―effective‖ spent in by parents involving the study time of their

children at home. This follows that parents gives quality time devoting on their

children performance in school.

It is an innate characteristics of the parents that they give lectures,

assistance and other information relevant to the learning and study time of their

children in support of their studies to get a better opportunities in the near future.

The parent participation in children study time habit is corroborated by items #7,

#8, #9, #10 ,#11 and #12 with mean rating ranges from 2.80 – 3.87 describe as

―effective‖ spent by parents with their children in study period, this follows that

more learning and discussion is taking place for more heads is better than one.

When it comes to school environment, the parents involvement towards

their children learning behavior in school, parents spent minimal participation for

they know where to intervene in the school affairs particularly in classroom

instruction and setting. This is evidenced by less time spent of parents visitation

on school when it comes to pupils academic performance giving the teachers the

lee way for their children formal education in school. This follows that for every

periodical examinations, the school has program where it discusses the progress

76

of their children in school through consultation and deliberate matters arising

from children performance.

The section mean rating of 3.35 indicates that parents involvement in their

children study time contains a better working relation among parents and children

that resulted to mean a closer family affairs whose main objectives relies on the

schooling of the children.

Also In Table 8, it is fairly effective on giving time to communicate with

teachers on regular basis to see how the child is progressing since it the lowest

mean of 2.80. On the other hand, it is effective to give time to provide materials

to help the children done their project for it got the highest mean of 3.87.

The result inferred that parents’ involvement on pupil’s study time is

important. These could be reflected on the data presented by the table. Thus,

parents are the sole partner of the school in developing and enhancing the

children’s attitude towards study time.

77

Table 9 Summary of Respondents Rating of Parents' Involvement in

school activities in Polomolok Central Elementary School on

Adherence to School Policy

Item/s Mean Description

01. Parents abide with school rules and regulations. 3.87 Effective

02. Parents obey school/classroom policy. 3.33 Effective

03. Parents understand and accept pupil-grade policy 4.12 Effective

04. Parents support school policy and programs 3.72 Effective

05. Parents adopts school policy/programs’ innovation. 3.85 Effective

Section Mean 3.87 Effective

Parents’ Involvement in school activities in adherence to school policy

presents the effectiveness of every component posted on the table. In fact, it is

effective that parents understands and accept pupil-grade policy which is being

reflected in the 4.12, while four other components in relation to school policy

receives the means of ( 3.72, 3.85, 3.87 and 3.33) described as ―effective‖

respectively.

As the table revealed it has the overall mean of 3.87 describe as Effective

which proved that parents abide the school policy and that it leads to an effective

outcome in the learning process of their children.

78

Table 10. Frequency Distribution of the Academic Performance in

Makabayan of Grade Six Pupils in Polomolok Elementary School

in Polomolok Central District for the School for SY 2011 - 2012

Grade Interval Frequency Percent Description

95 - 100 Superior

90 - 94 Above Average

85 - 89 42 45.00 Average

80 - 84 82 48.81 Below Average

75 - 79 44 26.19 Fair

Total 168 100 %

Mean = 81.94 Below Average

Table 10 manifested the results in the parents’ involvement in the learning

activities of the grade five pupils. It has an over-all mean performance rating of

81.94. As reflected in the foregoing tables, the pupils’ academic performance has

a significance to what the profile of their parents have.

Although this manifestation is below average it is an evidence that

parents’ involvement is important in the learning activities of their children, in fact,

even slow learner- pupils performed well in classroom activities if they feel the

presence, support and encouragement of their pupils.

Though it has a mean rating that is below average level of academic

performance, the result as reflected in the over-all mean it doesn’t mean that the

parents are not doing their job as the first teacher at home, it is fair since the

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respondents came from the 14 sections in grade five which are randomly

selected to be part of the study.

Table 11 . Test of Significant Relationship between Parents Involvement in

school activities and Pupils Academic Performance in

Makabayan.

Indicators r Degree of

Relation Interpretation

Participation in child Education 0.058 Very Weak Ns

Amount spent in child studying

period

0.325 Moderate Ns

Participation in school activities 0.243 Weak Ns

Adherence to school Policy 0.154 Weak Ns

cv = 0.39274 (2-tailed) n = 40 * = significant at .05 alpha

Table 11 shows the test of significant relationship between parents

involvement in school activities and pupils academic performance in

Makabayan.

Based on the table, it shows that the test there is significant relationship

between parents involvement in school activities and academic performance in

Makabayan. On the table, Participation in child Education got an r value of

0.058 describe as very weak degree of relation. Amount spent in child studying

period got an r value of 0.3254 with a moderate degree of relation. Participation

in school activities got an r value of 0.2435 with weak degree of relation.

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Adherence to School Policy got an r value of 0.154 with a weak degree of

relation.

It could be noted here that parents involvement in school activities varies

on the section, level of intelligence of the children, since these children are

chosen randomly from the fourteen (14) sections in Grade five. Their Makabayan

grade is the evidence to support that parents involvement does a lot in the

academic performance of a child.

It implies further that the parents involvement in school activities and

academic performance in Makabayan has significant difference since the t-

computed values are greater than the tabular values at 0.05 level of significance.

The null hypothesis is rejected.

Table 12 Test of Comparison of Means on the Academic Performance of

Grade 5 Pupils in Makabayan according to sex

_____________________________________________________________

Variables n Mean Std Mean Diff t-value

_____________________________________________________________

1 Male 18 79.37 0.54 0.60 0.826

2 Female 22 79.97 0.47

____________________________________________________________

P > .05 Ns = Not Significant

____________________________________________________________

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With regards to comparison of academic performance of grade five

according to sex, the t computed value is lesser than the tabular value (0.826).

This means that sex has no significant difference in the academic performance of

the pupils.

The result is supported in the study of Velasco (2003), where she stressed

that although male is group is lesser than female , sex do not dominates the

results. It is revealed further that sex of parents did not significantly affect their

children academic performance in Makabayan.

Table 13 Test of Comparison of Means on the Academic Performance of

Grade 5 Pupils in Makabayan according to Number of children in

the Family.

_________________________________________________________

Variables Mean N F-ratio Prob.

_________________________________________________________

1 7 and above 78.68 19 1.617 0.904

2

3 -. 6 79.56 19

3

1 -. 2 80.25 2

_________________________________________________________

P > .05 ns = Not Significant

_________________________________________________________

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In the table the F-ratio and probability imply that there is no significant

difference between academic performance of grade five pupils in Makabayan

and number of children in the family since the computed value is lesser than the

tabular value.

It could be gleaned on the table that even with more children in the

family, this follows that it does not affect the academic performance of the

children in school.

Table 14 Test of Comparison of Means on the Academic Performance of

Grade 5 Pupils in Makabayan to Parents Educational Qualifications

_______________________________________________________

Variables Mean N F-ratio Prob.

______________________________________________________

Elementary Level 77.31 9 10.62* 0.014

High School Level 78.36 24

College 81.07 7

_______________________________________________________

P < .05 * = Significant

_______________________________________________________

Table 14 shows the comparison of means on the academic performance

of grade five pupils in Makabayan to parents educational qualifications.

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The above table presents the significant results of parents’ educational

qualifications to the academic performance of grade five pupils in Makabayan,

the f-ratio of 10.62 and its probability 0.014 shows that the tabular value at 0.05

level of significance is lesser than the computed value ( p<.05).

This implies that there was a significant difference on the performance of

the grade five pupils in Makabayan, that even though parents educational

qualifications were of elementary level still it helps the children’s to perform well.

However, parents with higher educational level give more meaning in the

academic performance of their children since understanding of school works is

being given much attention by those professionals or those with highest

educational level for their children to work hard and give credence in their name.

Table 15 Test of Comparison of Means on the Academic Performance of

Grade 5 Pupils in Makabayan according to Parents Occupation

___________________________________________________________

Variables N Mean Std Mean Diff t-value

___________________________________________________________

1 Employed 19 78.79 0.54 2.23 4.813*

2 Self employed 21 82.08 1.47 ___________________________________________________________

P < .05 * = Significant

Table 15 presented the parents occupation and academic performance of

grade five pupils in Makabayan, it could be gleaned in the table that there is

84

significant difference between the two components. Parents occupation has a

significant effect in the academic performance of the pupils. This meant that their

grades and parents occupation has a t computed value of 4.813 which is greater

than the tabular value at 0.05 level of significance. For the occupation has

something to do with how they guide their children towards a better future.

Table 16 Test of Comparison of Means on the Academic Performance of

Grade 5 Pupils in Makabayan to Parents Annual Income

_________________________________________________________

Variables Mean N F-ratio Prob.

_________________________________________________________

1 301 T and Above 81.12 1 6.72* 0.0317

2 201T - 300T 80.36 2 3 101T - 200T 79.07 6 4 Below 100T 77.05 31

_________________________________________________________

P < .05 * = Significant

__________________________________________________________

Table 16 shows the mean comparison of academic performance of the

grade five pupils in Makabayan and the parents annual income.

This table divulge the annual income of parent-respondent and its

significant difference to the academic performance of the grade five pupils in

Makabayan. The table presents the f-ratio 6.72 which implies that annual income

whether 100T or 301T earnings gives difference in the academic performance of

the pupils in Makabayan.

85

The foregoing data reveals that the null hypothesis posted in this study is

rejected since the computed values were greater than the tabular values at 0.05

level of significance. The significant difference in the parents income would mean

that in all activities, the parents with higher income can sustain the needs of their

children social and economic endeavor fort hem to let their children work hard to

attain their goals in education.

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CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter discusses the findings, conclusions and recommendations.

Summary

This study aimed to determined the Parents’ Involvement in school

activities and academic performance in Makabayan of Grade five pupils of

Polomolok Central Elementary School, Polomolok West Disrtict.

Specifically, it sought to find out the significant difference of the Parents’

Involvement in school activities and academic performance in Makabayan of

Grade five pupils of Polomolok Central Elementary School, Polomolok West

Disrtict. Descriptive research design was utilized to get the results of the study.

The instrument used to gather the data was the survey questionnaires

results which was answered by the Grade five parents of Polomolok Central

Elementary School, Polomolok West Disrtict. The forty (40) grade Five students

of Polomolok Central Elementary School, Polomolok West District and their

parents were the respondents of the study. The inquiry was conducted during the

school year 2011-2012.

There were two instruments use to gather the data the survey

questionnaire and academic performance in Makabayan were used to treat the

significant difference of the two variables at 0.05 confidence level.

87

Summary of Findings

Based on the data gathered and analyzed, the following findings were

drawn:

1. The profile of the respondents according to Sex are 18 male comprising

the 45 percents of the parent population of the respondent and 22 female with 55

percents, in the number of children, 19 of them have 7 and above siblings in the

family, 19 also have 3 to 6 children both with 47.5 percents and 5 parents have 1

to 2 siblings with 5 percents which completes the 100 percents in the grand total.

For the annual income of the parent-respondent 100T below, is the most

numbered annual income receive by parent-respondent. 6 parents earned 101T-

200T, 2 parents earn 201T-300T and only one earns 301T and above. Table 4

presents the parent-respondent educational attainment, it reflects the 60

percents of the respondent- population. Nine (9) of them were elementary level

with 22.5 percent and 7 were college with 17.5 percents which completes the

grand total of 40 and 100 percents and lastly on the parent-respondent profile on

occupation 47.5 (19) percents of the total respondent of the study are employed

and twenty (21) of them are self-employed

2. On the parents involvement in school on participation in child education, on

classroom activities and school policy were effective, and on pupils’ study time is

effective.

3. The level of academic performance of grade five pupils in Makabayan was

below average.

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Conclusions

In view of the findings of the study, the researcher concluded that

1. There is a significant difference in Parents Involvement in school activities and

academic performance of grade five pupils in Makabayan.

2. The academic performance of the grade five pupils in Makabayan has a

significant relation with the parents’ annual income, occupation, and educational

qualifications.

Recommendations

Findings showed with the conclusions made that the parents involvement

in school activities could influence and effective in improving the academic

performance of the grade five pupils therefore, it is highly recommended that

parents must be active in school activities to encourage pupils academic

performance. There must be sufficient budget for parents involvement of school

activities to support and prolong the program for the parents and pupils which will

lead to better performance of the school. More programs must be implemented

to increase parents involvement in school activities and academic performance

of the pupils. Parents must support the different school activities that enhance

pupils’ academic performance. Local government as well as barangay as

leading stakeholders of the school must have an organized plan for the parents’

involvement in the school activities. They are fore runners in the development

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and progress of the school. From them the school could extend more programs

that will uplift its academic performance academically and non academically.

In as much as results is concern, similar study be conducted in the school to

produce highly competitive pupils. With the resources present in the school,

programmed instruction is highly recommended especially to below average, fair

and most all superior pupils.

90

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SURVEY QUESTIONNAIRE

Part I. Please answer all the questions religiously. The contents of this questionnaire are

absolutely confidential. The identity of the respondent will not be disclosed under any

circumstances.

I. RESPONDENT’S INFORMATION:

Name: ________________________________________________ ( Optional )

Age _______________ Gender: Female _______ Male _______

Tribe: _____________ Religion: ___________________

Number of the Family Members: ____ ____

Others (please specify) _______

Parents’ Occupation: ____ Self –employed ___Employee

Others (Please Specify)___________

Parents’ Highest Educational Attainment

___ Elementary Level ____ Secondary Level ______Short term

______Others (Please Specify)

Family Income: Monthly _____________

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Part II. Questionnaire on Parents’ Involvement in Education

Direction: Read the Following statement/phrases and choose from the given

options by marking each box with a check (/) on to what extent does a parent

exhibit his/her involvement using the following rating scale.

Numerical Descriptive

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never

Items Rated

Levels of Involvement

1. Parents Involvement with their child’s education.

a. Parents are interested to know their child’s teacher.

5 4 3 2 1

b. Parents encourage their child to education.

5 4 3 2 1

c. Parents are involved in their child’s classroom activities.

5 4 3 2 1

d. Parents are supportive to their child’s academic progress and extra – curricular activities.

5 4 3 2 1

e. Parents checked their child’s regular attendance in school.

5 4 3 2 1

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2. Parent’s involvement on Pupils study time

a. Spending time to follow up your children's study time at home.

5 4 3 2 1

b. Spend time in tutoring my child with materials and instructions provided by teachers.

5 4 3 2 1

c. Spend time to talk with my children about school in a daily basis.

5 4 3 2 1

d. Spend time reading together with children at home to help improve their reading skills.

5 4 3 2 1

e. Visit the school and observe your child/children during classroom activities.

5 4 3 2 1

f. Assist my children in classroom activities when needed.

5 4 3 2 1

g. Listening or lecturing my children about the Importance of education.

5 4 3 2 1

h. Give time to communicate with teacher on a regular basis to see how the child is progressing.

5 4 3 2 1

i. Spend time in giving appreciation with my children's accomplishments in school.

5 4 3 2 1

j. Give time to provide materials to help my child/children project done.

5 4 3 2 1

k. Give and supply motivational aids and offer suggestion to encourage my children's learning.

5 4 3 2 1

l. Give time to your children in homework, class project and assignments.

5 4 3 2 1

m. Assist my child/children on their assignment given by teacher to be done at home.

5 4 3 2 1

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3. Parents adherence to school/classroom policy

a. Parents abide with school rules and regulations.

5 4 3 2 1

b. Parents obey school/classroom policy.

5 4 3 2 1

c. Parents understand and accept pupil-grade policy

5 4 3 2 1

d. Parents support school policy and programs

5 4 3 2 1

e. Parents adopts school policy/programs’ innovation.

5 4 3 2 1