Level of influence of parental involvement on the selected tangub city national high school students

LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS

A Research Paper Presented to theFaculty of the Teacher Education Department

Gov. Alfonso D. Tan CollegeMaloro, Tangub City

In Partial Fulfillment of the Requirements for the Degree of

BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

Vincent S. MontebonElton John B. EmbodoJackei Lou L. Abiso

October 2015

ACKNOWLEDGMENT

The researchers take this opportunity to express their heartfelt thanks and

gratitude to the people who have been instrumental in the completion of this study.

Foremost, to Almighty God Jesus Christ for providing His strength and wisdom to

the researchers despite of the challenges, hardships, and depressions;

To Mrs. Myrna T. Barbon, the school principal of Tangub City National High

School for permitting us to conduct the study;

To the panel members, Mrs. Marilou S. Galvez, Mr. Kenneth P. Perez, and Edna

E. Dela Siera for the untiring review, corrections, suggestions and for encouraging the

researchers to improve this study;

To Ms. Frances May T. Ordeniza, the research adviser, for her unending support,

patience, and efforts in giving directions in the preparations;

To Mrs. Rogielou P. Andam, our research editor and College Statistician for her

constant support, patience, and words of encouragement;

To Mr. Aljhon S. Bation, the research coordinator for the suggestions and

corrections;

To Mr. Alemar C. Mayordo our research instructor for the words of

encouragement;

To the TCNHS Grade 10 Students in Sports and Science Curricula, the

respondents, for giving their time in answering the questions. Thank you so much.

DEDICATION

This work is lovingly dedicated to

our parents:

Mr. and Mrs. Ulysses S. Montebon,

Mr. and Mrs. Ponciano L. Embodo,

Mr. and Mrs. Carmilo G. Abiso,

to our brothers and sisters,

and above all, to our Almighty Father.

ABSTRACT

This study determined the level of influence of parental involvement on the selected Tangub City National High School students. There were 65 respondents: 33 students from Sports Curriculum and 32 students from Science Curriculum. They were instructed to respond to the questionnaires which were given to them one by one where they ranked the ten parental involvement enumerated in the questionnaires according to their perception as to what level of influence of parental involvement towards their studies. The result of the study showed that the level of influence of parental involvement towards Sports curriculum was rated very high; the level of influence of parental involvement towards Science curriculum was rated as high; the levels of influence of parental involvement towards female and male students were also rated as very high. However, there was a significant difference on the level of influence of parental involvement between Sports and Science curricula and there was no significant difference on the level of influence of parental involvement between female and male students. Thus, it implies that Sports curriculum was strongly influenced by the parental involvement than that of the Science curriculum where both female and male students were strongly influenced by the parental involvement which level of influence were rated as very high.

TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………………….. i

APPROVAL SHEET ……………………………………………………………. ii

ACKNOWLEDGMENT………………………………………………………… iii

DEDICATION…………………………………………………………………… iv

ABSTRACT..…………………………………………………………………….. vii

TABLE OF CONTENTS ……………………………………………………….. vi

LIST OF TABLES………………………………………………………………. viii

LIST OF FIGURE ……………………………………………………………….. ix

LIST OF APPENDICES………………………………………………………… x

Chapter

1 THE PROBLEM AND ITS SCOPE

Background of the Study.................................................................... 1

Theoretical Background.................................................................... 2

Schematic Diagram............................................................................ 5

Statement of the Problem.................................................................. 6

Research Design................................................................................ 7

Research Respondents ...................................................................... 7

Research Setting ............................................................................... 7

Research Instrument ......................................................................... 7

Validation of Instrument ................................................................... 8

Data Gathering Procedure ................................................................ 8

Statistical Treatment ........................................................................ 9

Scope and Limitation ....................................................................... 11

Significance of the Study ................................................................. 11

Definition of Terms ........................................................................ 12

2 PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

Respondents’ Profile ....................................................................... 13

Level of Influence of Parental Involvement

towards the Sports Curriculum ....................................................... 14


towards the Science Curriculum .................................................... 16


towards the Female Students ........................................................ 18


towards the Male Students ........................................................... 20

Testing of Hypotheses ........................................................ 21

3 GENERALIZATION

Summaryof Findings .................................................................. 25

Conclusion .................................................................................... 27

Recommendations ........................................................................ 28

REFERENCES .......................................................................... 29

APPENDICES............................................................................. 30

CURRICULUM VITAE ............................................................ 35

LIST OF TABLES

Table Page

1

Respondents’ Profile ......................................................................... 13

towards the Sports Curriculum ......................................................... 14

towards the Science Curriculum ...................................................... 16

towards the Female Students ........................................................... 18

towards the Male Students .............................................................. 20





2

5

4

3

LIST OF FIGURE

Figure Page

1 Schematic Diagram of the Study .................................................................. 5

LISTS OF APPENDICES

Appendices Page

A Letter of Request ............................................................................. 31

B Research Questionnaire ................................................................. 32

C Respondents’ Responses ................................................................ 33

Chapter 1

THE PROBLEM AND ITS SCOPE

Background of the Study

Parents play a very vital role in the lives of their children. They are the first

educators to teach children on how to read and write. Parents are considered as role

models to every child; they should show positive attitude and behavior. All parents want

their children to become successful in their chosen field of endeavor. Hence, many

parents want to be involved with the formal education of their children because when

parents are involved in the process of imparting education to their children, definitely

children will have tendencies to excel in academic career and will become productive and

responsible members of the society as well. The academic achievement of students may

not only depend on the quality of school and of the teacher, rather on the extent of

parents’ involvement in the lives of their children.

According to Adewumi et. al (2012) parent has vital roles to play in the life of a

child. Parenting involvement is a catch-all term for many different activities including

home, good parenting, helping homework, talking to teachers, attending school functions,

and through taking part in school governance. When schools work together with families

to support learning, children tend to succeed not just in schools but throughout their lives.

He added that the most accurate prediction of students’ achievement in school is not the

income nor the social status, but the extent to which the students’ parent is able to create

a home environment that encourages learning and to express high expectations for their

children’s achievement and future careers.

Parental involvement in school has been linked with academic achievement.

Previous researchers stated that parental involvement has a powerful impact on the

children’s attainment. The impact of parental involvement arises from parental values

and educational aspirations and that these are exhibited continuously through parental

enthusiasm and positive parenting style. In this study, the researchers determined the

level of influence of parental involvement. This also determined if there exists a

significant difference between the levels of influence of parental involvement in terms of

sex and curriculum.

Tangub City National High School is a school that has a large number of student

population. Each year level consists of Science Curriculum, Regular Curriculum and

Sports Curriculum. This study investigated the level of influence of parental involvement

to the grade ten students in Sports and in Science section. This study further investigated

the significant difference of the level of influence of parental involvement between male

and female students, as well as the Sports and Science curriculum.

Theoretical Background

The level of parental involvement has an important implication for children’s

academic performance. Social Cognitive theory suggests that youth absorb messages

about appropriate behavior in their lives (Bandura, 1977) as cited by Chowa, G. N.,

Masa, R. D., & Tucker J. (2013). Based on this assumption, parents have the potential to

model positive attitude and behavior toward school. Moreover, researches in developed

countries such as United States have shown that parental involvement contributes to

youth academic success (Fan & Chen, 2001; Houltenville and Conway, 2008; Jeynes,

2003, 2007) as cited by Khan, R. M., and Chohan, B. I. (2010). In fact, children are more

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

work. Particularly, that is when parents are willing to assist children with their

homework, and are willing to hold them accountable for the completion of school

assignments. Youth who are not working hard at school may begin to perceive as

valuable when parents actively demonstrate that they value school through involvement.

As cited by Berthelsen D. and Walker S. (2008) when schools and families work

together, children will have higher achievement in school and will stay in school longer.

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

viewed as an important means to support better learning outcomes for children.

As mentioned by Khan, R. M., and Chohan, B. I., (2010) parents’ educational

aspiration for their children proved to be strongly related to students’ growth. Research

studies have found that parental educational level has a significant impact on child’s

learning, (Khan and Malik, 1999). Similarly, Schneider and Lee (1990) linked the

academic success of the East Asian students to the values and aspirations they share with

their parents, and to the home learning activities in which their parents involve with them.

In fact, all parents have desired to do something better for their children according to

their available resources.

Gonzalez-Pienda et al. (2002) stated that parental support criteria were developed

according to six dimensions that are strongly associated to students’ behavior at school

and the attitude towards learning. The six dimensions are (a) parents’ expectations about

their children’s achievement, (b) parents’ expectations about their children’s capacity to

achieve important goals, (c) parents’ behaviors that reveal interest in their children’s

school work, (d) parents’ degree of satisfaction or dissatisfaction with their children’s

level of school achievement, (e) parents’ level and type of help provided when their

children do homework, and (f) parents’ reinforcement behaviors of their children’s

achievements.

The influence of parents on children school achievement is well documented in

numerous studies. Chowa, G. N., Masa, R. D., and Tucker J., (2013) said that greater

parental involvement at early stage in children’s learning, positively affects the child’s

school performance including higher academic achievement. Harderves (1998) reviewed

that family whose children are doing well in school exhibit the following characters:

Establish a daily family routine by providing time and a quiet place to study with

the children and assigning responsibility for house hold chores.

Monitor out-of-school activities, for example setting limits on television

watching, reduce time of playing, monitor the groups of friends the pupils walk

with.

Encourage children’s development and progress in school; that is maintaining a

warm and supportive home, showing interest in children’s progress at school,

helping them with homework and discussing the value of a good education and

future career.

Figure 1. Schematic Diagram

Level of Influence of Parental

Involvement

Male

Female

Sports Curriculum

Science Curriculum

Statement of the Problem

This study sought to determine the level of influence of parental involvement on

the selected Tangub City National High School Students during the Academic Year

2014-2015.

Specifically, it sought answers to the following questions:

1. What is the profile of the respondents in terms of:

a. Curriculum;

b. Sex?

2. What is the level of influence of the parental involvement in terms of:

a. Curriculum b. Sex

i. Sports i. Male

ii. Science ii. Female

3. Is there a significant difference on the level of influence of parental

involvement between the male and female students?

4. Is there a significant difference on the level of influence of parental

involvement between Science and Sports Curricula?

Hypotheses:

The following was tested at 0.01 level of significance.

H01: There is no significant difference on the level of influence of parental

involvement between Sports and Science Curricula (μ1 = μ2).H02: There is no significant difference on the level of influence of parental

involvement between female and male students in both Curricula (μ1 = μ2).

Research Methodology

This section discusses the research design, research respondents, research setting,

research instrument, validation of instrument, data gathering procedure, and statistical

treatment of data to be used in the study.

Research Design. This study utilized the descriptive design, specifically, the

descriptive-comparative method. Comparative Method was used in

getting the difference of the level of influence of parental involvement in

terms of sex and curriculum.

Research Respondents. The respondents of this study were the students in grade

10 sports section under the Special Program in Sports Curriculum and the

grade 10 students under the Science Technology in Engineering and

Mathematics.

Research Setting. This study was conducted in Tangub City National High

School. This is located at Tangub City particularly in Barangay Mantic.

This school offers the following curricula: Regular Curriculum, Science

Technology in Engineering and Mathematics, Open High School

Curriculum, and Special Program in Sports Curriculum. Specifically, this

study focused on the Special Program in Sports Curriculum and Science

Technology in Engineering and Mathematics in grade ten level.

Research Instrument. The main tool which was used in this study is a

researcher-made questionnaire with ten statements about the parental

involvement which was anchored from the studies of Gonzalez-Pienda

(2002) and Harderves (1998).

It obtained the level of influence of parental involvement. Each statement

was given one set of four boxes. The four boxes were coded as follows:

Validation of Instrument. The questionnaire was first presented to the research

adviser for checking. Before the test was conducted to the respondents,

the researchers asked few students from Tangub City National High

School who are not respondents to answer the questions for the validity.

Data Gathering Procedure. The questionnaire in this study aimed to draw out

appropriate responses on the objectives. To ensure the validation of

responses, the researcher-made questionnaire was presented, analyzed, and

checked by the adviser.

A letter requesting permission to conduct a research was secured

and was given to the principal of Tangub City National High School.

With the use of Microsoft Excel, the gathered data from the

answered questionnaires were checked, classified, tabulated and analyzed

according to the research design and were performed for final presentation

to the experts of different fields of specialization.

4 ------ Very High

3 ------ High

2 ------ Moderate

1 ------ Low

Statistical Treatment

The gathered data were presented, analyzed, and interpreted using the following

statistical formulas:

1. Mean

a. Weighted Mean was used to get the average response of the respondents to

each indicator of parental involvement.

Weighted mean

Where f = frequency

w = weight

n = number of students

b. Arithmetic Mean was used to get the overall response of the respondents

towards the parental involvement.

Where = is the value of the weighted mean

n = number of statements

Range: The information below was used in referring to what level does each indicator of

parental involvement fall.

1.00 ≤ < 1.75 Low

1.75 ≤ < 2.50 Moderate

2.50 ≤ < 3.25 High

3.25 ≤ ≤ 4.00 Very High

2. The z-test was used to determine the significant difference on the level of

influence of parental involvement between Sports and Science Curricula.

z-test formula

where: is mean of the Sports Curriculum

is the mean of the Science Curriculum

is the variance of the Sports Curriculum

is the variance of the Science Curriculum

is the total number of the students in Sports Curriculum

is the total number of the students in Science Curriculum

3. The t-test was used to determine the significant difference on the level of

influence of parental involvement between female and male students

t- test formula

Where: is mean of the female students

is the mean of the male students

(x1 – x2)

(x1 – x2)

is the variance of the female students

is the variance of the male students

is the total number of the female students in both Curricula

is the total number of the male students in both Curricula

Scope and Limitation

This study was limited only to the grade 10 students in sports section under the

Special Program in Sports Curriculum and grade 10 students under the Science

Curriculum of Tangub City National High School during the A.Y 2014-2015.

Determining the level of influence of parental involvement to grade 10 sports

section under the Special Program in Sports Curriculum and the grade 10 students under

the Science Curriculum of Tangub City National High School were the focus of this

study with an assumption that parental involvement affects the Academic Performance of

the respondents. The information needed was gathered using the checklist style research-

made questionnaire. All information and conclusion that were drawn from this study

were obtained only from these particular groups of students.

Significance of the Study

The result of the study will be beneficial to the following:

School Administrator. The results of this study will serve as a standard datum to

improve programs for the school’s advancement.

Curriculum Planner. The results of this study will help the curriculum planner

evaluate the existing programs in terms of students’ needs and abilities

and make changes as required.

Guidance Counselor. This study will help the guidance counselor to initiate

programs in line with the needs and abilities of the students.

Students. The students will be aware on the level of influence of their parents’

involvement and can possibly inspire them to do better in school.

Parents. The results of this study will inform the parents on the level of influence

towards their children.

Definition of Terms

Curriculum. It is broadly defined as the totality of student experiences that occur

in the educative process. The term often refers especially to a planned

sequence of instruction or to a view of the student’s experiences in terms

of the educator’s or schools’ instructional goals.

Family. It is defined as a specific group of people that may be made up of

partners, children, parents, aunts, uncles, cousins and grandparents.

Influence. It is the power to have an important effect on someone or something.

That is, if someone influences someone else; he is changing a person or

thing in an indirect but important way.

Involvement. It is the enthusiasm that someone feels when he/she cares deeply

about something.

Parents. They are not only the ones who give birth but they teach their children

on how to become respectful, obedient, and knowledgeable about the

importance of one’s life.

Sex. It refers to the biological and physiological characteristics that define men

and women.

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the respondents’ profile and the computed averages in

tabular form. Every indicator of parental involvement that is presented in the

questionnaire has its respective computation in terms of getting the mean response of the

respondents. As to what level of influence does each indicator fall was based on the

criteria discussed in the first chapter. This chapter also presents the test of significant

difference on the level of influence of parental involvement between Sports and Science

Curricula as well as the significant difference on the level of influence of parental

involvement between female and male students.

Table 1

Respondents’ Profile

Curriculum Male Students Female Students TotalSports Curriculum 13 20 33

Science Curriculum 9 23 32Total 22 43 65

Table 1 shows the respondents’ profile based on their gender and curriculum

where they belong. The total number of respondents in sports curriculum was thirty-three

(33) which consisted of thirteen (13) male respondents and twenty (20) female

respondents. This showed that most of the respondents in sports curriculum were

females. In science curriculum, the total number of respondents was thirty-two (32)

which composed of nine (9) male respondents and twenty-three (23) female respondents.

This implied that majority of the respondents in science curriculum were females.

In general, the total number of respondents in both curricula was sixty-five (65)

which consisted of twenty-two (22) male respondents and forty-three (43) female

respondents. This showed that majority of the respondents in both curricula were

females.

Table 2

Level of Influence of Parental Involvement towards the Sports Curriculum

Parental Involvement Indicators

Sports Curriculum InterpretationWeighted Mean1. Establishing a daily family

routine 3.82 Very High

2. Monitoring out of school activities 3.48 Very High

3. Modelling the value of learning, self -discipline, and hard work

3.82 Very High

4. Expressing high realistic expectation for your achievement

3.48 Very High

5. Encouraging school development of the children

3.76 Very High

6. Encouraging discussion among family members 3.09 High

7. Monitoring on the learning progress of the children in school

3.48 Very High

8. Encouraging and nurturing the creativity of the children.

3.58 Very High

9. Modelling good behaviours and attitudes expected from the children

3.88 Very High

10. Checking-up constantly on the homework, activities and events of the children

3.18High

Mean 3.56 Very High

Table 2 shows that majority of levels of the indicators of parental involvement

were very high. Out of the ten (10) indicators of parental involvement eight (8) were

rated as very high and two (2) were rated as high. The indicator of parental involvement

which has the lowest mean of 3.09 but was rated as high was on encouraging discussion

among family members. The indicator of parental involvement with the highest mean

and rated as very high was on modeling good behaviors and attitudes expected from the

children.

In general, the mean of the indicators of the parental involvement was 3.56 which

means that the level of influence of parental involvement towards sports curriculum was

rated as very high. A study by McCarthy, Jones and Clark-Carter (2008) investigated

that the sources of enjoyment reported by youth sport participants found that positive

parental involvement was one of the most frequently reported results by young males and

females. This implies that when children in sports perceive parental involvement as

positive, they are more likely to enjoy their sporting experience. Furthermore, in terms of

child development, positive parental involvement can help develop important skills such

as self-esteem, motivation and social skills. These valuable skills learned from sport

have also been shown to transfer and facilitate development in other areas of life, such as

school and extra-curricular activities (Jones and Lavallee, 2009). This skill transfer is

more effective when the child has a greater self-awareness of their own life skills.

Therefore, parents can further assist skill development by encouraging their children to

think about what skills they are gaining from sport.

Table 3

Level of Influence of Parental Involvement towards the Science Curriculum


Science Curriculum InterpretationWeighted Mean1. Establishing a daily family

routine 3.13 High

2. Monitoring out of school activities 2.91 High


3.56 Very High

4. Expressing of high realistic expectation for your achievement

2.88 High


3.47 Very High



3.09 High


3.03 High


3.63 Very High

10. Checking-up constantly 2.81 High

on the homework, activities and events of the children

Mean 3.15 High

Table 3 shows that majority of the levels of the indicators of parental involvement

were rated as high. Among of the ten (10) indicators of parental involvement seven (7)

were rated as high and 3 (three) were rated as very high. Checking-up constantly on the

homework, activities and events of the children had the lowest weighted mean that was

2.81 and was rated as high. On modeling good behaviors and attitudes expected from the

children had highest weighted mean of 3.63 and was rated as very high.

In general, the mean of the indicators of parental involvement was 3.15 which

means that the level of influence of parental involvement towards Science curriculum

was rated high. According to the National Science Teachers Association (NSTA) that the

involvement of parents and other caregivers in their children’s learning is crucial to their

children’s interest and ability to learn science. Research shows that when parents play an

active role, their children achieve greater success as learners, regardless of

socioeconomic status, ethnic/racial background, or the parents’ own level of education

(PTA 1999; Henderson and Mapp 2002; Pate and Andrews 2006). Furthermore, the

more intense the parents are involved, the more confident and engaged their children are

as learners and the more beneficial the effects on their achievement (Cotton and

Wikelund 2001). Parents can encourage children to consider and pursue a science- or

technology-related career and to obtain the necessary knowledge and skills that will allow

them to succeed in such a career.

Table 4

Level of Influence of Parental Involvement towards the Female Students


Female Students InterpretationWeighted Mean

1. Establishing a daily family routine 3.53 Very High

2. Monitoring out of school activities 3.12 High


3.74 Very High


3.19 High


3.67 Very High



3.35 Very High


3.33 Very High


3.77 Very High

10. Checking-up constantly on 2.95 High

the homework, activities and events of the children

Mean 3.38 Very High

Table 4 shows that majority of the levels of indicators of parental involvement

were very high. Out of the ten indicators of parental involvement, six (6) were rated as

very high and four (4) were rated as high. Checking-up constantly on the homework,

activities and events of the children had the lowest weighted mean that was 2.95 and was

rated high. On modeling good behaviors and attitudes expected from the children had the

highest weighted mean that was 3.77 and was rated as very high.

In general, the mean of indicators of the parental involvement was 3.38 which

mean that the level of influence of parental involvement towards female students was

rated as very high. According to BUGS (Bringing Up Girls in Science) a program for

young girls and their parents at the university of North Texas, “the home environment is

among the most important influences on academic performance”.

Table 5

Level of Influence of Parental Involvement towards the Male Students


Male Students InterpretationWeighted Mean

1. Establishing a daily family routine 3.36 Very High

2. Monitoring out of school activities 3.36 Very High


3.59 Very High


3.09 High


3.50 Very High



3.18 High


3.27 Very High


3.73 Very High

10. Checking-up constantly on the homework, activities and events of the children

3.09 High

Mean 3.30 Very High

Table 5 shows that majority of the levels of the indicators of the parental

involvement were very high. Out of ten indicators of parental involvement, six (6) were

rated as very high and four (4) were rated as high. The indicator with the lowest

weighted mean of 2.82 was on encouraging discussion among family members and was

rated as high. On modelling good behaviours and attitudes expected from the children

was the indicator of parental involvement had the highest weighted mean that was 3.73

and was rated as very high.

In general, the mean of the ten (10) indicators of the parental involvement was

3.30 which means that the level of influence of parental involvement towards male

students was rated as very high. According to Hixson (2006) that involvement of parents

and families is often cited as one of the most important ways to improve public schools.

Parental involvement makes an enormous impact on the student’s attitude, attendance,

and academic achievement; it promotes better cooperation between parents and school. It

also allows parents and teachers to combine efforts to help succeed in school. In

addition, Keith (1998) found out that parental involvement influences the student’s grade

average and that the same influence holds gender, but not across ethnic group.

Furthermore, Paulson (1994) examined some college students regarding their parents’

responsiveness, school involvement interest, and commitment to achievement and

reported that both maternal and paternal support significantly predicted the achievement

of boys.

Testing of Hypotheses

This section presents the test of significant difference on the level of influence of

parental involvement between Sports and Science Curricula and the significant difference

on the levels of influence of parental involvement between female and male students.

A. Testing significant difference on the level of influence of parental

involvement between Sports and Science Curricula at 0.01 level of

significance.

Step 1. H0: There is no significant difference on the level of influence of parental

involvement between Sports and Science Curricula or μ1 = μ2.

Step 2. H1: There is a significant difference on the levels of influence of parental

involvement between Sports and Science Curricula or μ1 ≠ μ2.

Step 3. Level of significance (α) = 0.01

Step 4. Critical region: z < -2.58 or z > 2.58

Step 5. Computation:, , ,

, ,

(x1 – x2)

(x1 – x2)

Step 6. Decision: Reject the null hypothesis and conclude that there is a significant


Curricula at 0.01 level of significance.

B. Testing significant difference on the level of influence of parental

involvement between female and male students at 0.01 level of significance.

Step 1. Ho: There is no significant difference on the level of influence of parental

involvement between female and male students in both Curricula and μ1= μ2.

Step 2. H1: There is a significant difference on the levels of influence of parental

involvement between female and male students in either Curricula or μ1 ≠ μ2.

Step 3. Level of significance (α) = 0.01

Step 4. Critical region: t < -2.750 or t > 2.750

Step 5. Computation: , , , , ,

(x1 – x2)

(x1 – x2)

Step 6. Decision: We failed to reject the null hypothesis and conclude that there is no

significant difference between the levels of influence of parental involvement of female

and male students at 0.01 level of significance.

C. Discussion

In testing the hypotheses, the researchers used z-test for the first pair of

hypothesis and t-test for the second pair of hypothesis. After the test, the researchers

found out that there was a significant difference between the levels of influence of

parental involvement of Sports and Science Curricula. It indicated that the level of

influence of parental involvement in Sports Curriculum was not the same with the

level of influence of parental involvement in Science Curriculum. In the second pair

of hypothesis, the researchers revealed that there was no significant difference

between the levels of influence of parental involvement of female and male students.

Thus, it implied that the level of influence of parental involvement of female and

male students was the same.

Chapter 3

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

This study sought to determine the level of influence of parental involvement to

the selected Tangub City National High School Students and to determine the significant


Curricula as well as of female and male students. The respondents of the study were the

thirty-three students of grade 10 Sports Curriculum and the thirty-two students of grade

10 Science Curriculum.

In gathering the data, the researchers used a researcher-made questionnaire with

ten indicators of parental involvement. Each indicator of parental involvement was

ranked as 4 – very high, 3 – high, 2 – moderate, and 1 – low. From the results of the

gathered data, the research used statistical instruments such as (1) Weighted Mean – to

get the level of each family-related factor, (2) Arithmetic Mean – to get the level of the

overall family-related factors, (3) z – test – to determine the significant difference

between the level of influence of parental involvement of Sports and Science Curricula,

and (4) t – test –to determine the significant difference between the level of influence of

parental involvement of female and male students.

The following are the findings of the study:

1. Level of Influence of Parental Involvement in Sports Curriculum. Majority

of the levels of the indicators of parental involvement were very high. Checking-

up constantly on the homework, activities and events of the children had the

lowest mean that was 3.18 and was rated as high. On modeling good behaviors

and attitudes expected from the children had the highest weighted mean of 3.88

and was rated as very high. In general, the total mean of the indicators of the

parental involvement was 3.56 which mean that the level of influence of parental

involvement towards sports curriculum was rated as very high.

2. Level of Influence of Parental Involvement in Science Curriculum. Majority

of the levels of the indicators of parental involvement towards science curriculum

were high. Checking-up constantly on the homework, activities and events of the

children had the lowest weighted of 2.81 and was rated as high. On modelling

good behaviours and attitudes expected from the children had the highest

weighted mean of 3.63 and was rated as very high. In general, the grand mean of

the indicators of parental involvement was 3.15 which mean that level of

influence of parental involvement towards Science curriculum was rated as high.

3. Level of Influence of Parental Involvement of Female students. Majority of

the levels of the indicators of parental involvement towards female students were

rated as very high. Checking-up constantly on the homework, activities and

events of the children had the lowest weighted mean of 2.95 and was rated as

high. On modeling good behaviors and attitudes expected from the children had

the highest weighted mean of 3.77 and was rated as very high. In general, the

grand mean of indicators of the parental involvement was 3.38 which mean that

the level of influence of parental involvement towards female students was rated

as very high.

4. Level of Influence of Parental Involvement of Male students. Majority of the

levels of the indicators of the parental involvement were rated as very high. On

encouraging discussion among family members had the lowest weighted mean of

2.82 and was rated as high. On modeling good behaviors and attitudes expected

from the children had the highest weighted mean of 3.73 and was rated as very

high. In general, the total mean of indicators of the parental involvement was

3.30 which mean that the level of influence of parental involvement towards male

students was rated as very high.

5. Testing significant difference on the level of influence of parental

involvement between Sports and Science Curricula. The computed value of

the z – test is 3.726 which satisfied the critical region (z > 1.96). From this, the

decision was to reject the null hypothesis and conclude that there was significant

difference between the level of parental involvement of Sports and Science

Curriculum.

6. Testing significant difference on the level of influence of parental

involvement between female and male students. With the critical region t < -

2.042 or t > 2.042, this research found out that the computed t value which was

0.286 did not fall to any of the critical regions. That’s why the research failed to

reject the null hypothesis and conclude that there was no significant difference

between the level of parental involvement of female and male students.

Conclusion

After studying and analyzing the gathered data, the researchers found out that the

level of influence of parental involvement between sports and science curricula has a

significant difference. The level of influence of parental involvement towards sports

curriculum is stronger than that of the science curriculum. Moreover, there is no

significant difference on the level of influence of parental involvement between female

and male students. Thus, parental involvement strongly influenced both female and male

students.

Recommendations

This research was conducted to determine the level of influence of parental

involvement towards the selected Tangub City National High School students. The

researchers would like to address their recommendations to the following:

1. Students. They shall keep on listening and obeying to their parents, give much

time and value the involvement of their parents in their studies.

2. Parents. They shall always be attached with their children and they must be

positive thinkers that the development of their children in school may not only

depend on the quality of the school and of the teacher, rather on the extent of

their involvement in the lives of their children.

3. School. Each individual school shall create and subscribe to an individualized

mission statement regarding their approach to fostering and maintaining parental

involvement in their school.

4. Future Researchers. This study can be a great help to those students who will be

interested and will be willing to establish the connection of the level of influence

of parental involvement to academic performance.

REFERENCES

Adwumi, G., Olojo, J., and Falemu, A. (2012) Roles of Parent on the Academic Performance of Pupils in Elementary Schools. International Journal of Academic Research in Business and Social Sciences 2(1), 01 – 06.

Chowa, G., Masa, R., and Tucker, J. (2013) Parents Involvement in their Children’s Education. Children and Youth Services Review 35(21), 2020 - 2030.

Fan, X. and Chen, M. (2001) Parental Involvement and Students’ Academic Achievement. Educational Psychology Review 13(1), 1 – 22.

Hellstedt, J. (1990) Early Adolescent Perceptions of Parental Pressure in the Sports Environment. Journal of Sport Behavior 13(3), 135 – 144.

Hixson, J. (2006) Critical Issues Supporting Ways Parents and Families can becomes

involved in Schools. Canbridge: Harvard Family Research Project 3(12), 24 – 31.

McCarthy, D., Jones, M., and Clark-Carter, D. (2008) Understanding Enjoyment in Youth Sport: A Developmental Perspective. Psychology of Sports and Exercise 9(2), 142 – 156.

Paulson, S. (2001) Parenting Style and Parental Involvement: Relatives with Adolescent Achievement. Midwestern Educational Researcher 7(1), 6 – 11.

Rafiq, H., Khan, A., and Sohail, M. (2013) Parent Involvement and Academic Achievement: A Study on Secondary Shool Students of Lahore, Pakistan. Internal Journal of Humanities and Social Science 3(8), 1 - 15.

APPENDICES

Appendix A

Letter of Request

June 22, 2015

MYRNA T. BARBONSchool PrincipalTangub City National High SchoolMantic, Tangub City

Madam:

The undersigned are Fourth Year BSEd students of Gov. Alfonso D. Tan College who are currently conducting a thesis on, “LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS”. This study will investigate the level of influence of parental involvement of the grade 10 students under Sports and Science Curriculum.

In connection to this, we would like to humbly request your permission allowing us conduct this study to the students of Grade 10 Sports and Science Curricula students in your school.

We are hoping for your positive response on this matter.

Respectfully yours,

VINCENT S. MONTEBON

ELTON JOHN B. EMBODO

JACKIE LOU C. ABISO

Noted:

ALEMAR C. MAYORDO, BSEDResearch Instructor

LOVE H. FALLORAN, MSCRIMACA for Academics

Approved:

MYRNA T. BARBON, MAEdTCNHS School Principal

Appendix B

Questionnaire

The Level of Influence of Parental Involvement on the Selected Tangub City National High School Students

S.Y. 2014-2015

Sex Curriculum[ ] Male [ ] Science [ ] Female [ ] Sports

Directions: The following statements below are the situations that usually done by the parents in showing supports for their children’s studies. Rank the following statements according to the extent of their influence. Put a check mark on the box that corresponds to your answers. Refer your answers on the scale given below.

1 – Low 2 – Moderate 3 – High 4 – Very High

Parental Involvement 4 3 2 1

1. Establishing a daily family routine.2. Monitoring out of school activities.3. Modelling the value of learning, self discipline, and hard work.4. Expressing high but realistic expectation for your achievements.5. Encouraging school development of the children.6. Encouraging discussion among family members.7. Monitoring on the learning progress of the children in school.8. Encouraging and nurturing the creativity of the children.

9. Modelling good behaviours and attitudes expected from the children.10. Checking-up constantly on the homework, classroom activities and events of the children

Appendix C

Respondents’ Responses

A. Response of the 32 Students in Science Curriculum

Parental Involvement

4Very High

3High

2Moderate

1Low

1 10 17 4 12 8 15 7 23 18 14 0 04 5 19 7 15 19 9 4 06 11 11 10 07 13 9 10 08 9 15 8 09 21 10 1 010 9 10 11 2

B. Response of 33 Students in Sports Curriculum


4Very High

3High

2Moderate

1Low

1 27 6 0 02 21 8 3 13 28 4 1 04 20 10 2 15 27 4 2 06 12 14 5 27 19 12 1 18 22 8 3 09 29 4 0 010 12 17 2 2

C. Response of 22 Male Students in both Curricula


4Very High

3High

2Moderate

1Low

1 12 7 2 12 13 5 3 13 14 7 1 04 10 8 2 25 15 3 4 06 6 8 6 27 12 3 6 18 11 6 5 09 17 4 1 010 7 11 3 1

D. Response of 43 Female Students in both Curricula


4Very High

3High

2Moderate

1Low

1 25 16 2 02 16 18 7 23 32 11 0 0

4 15 21 7 05 31 10 2 06 17 17 9 07 20 18 5 08 20 17 6 09 33 10 0 010 14 16 10 3

CURRICULUM VITAE

Personal Data

Name : Vincent S. MontebonNickname : VinsDate of Birth : April 8, 1991Age : 24Place of Birth : Brgy. VII (Upper Polao),

Tangub City, Mis. Occ.Home Address : Brgy. VII (Upper Polao),

Tangub City, Mis. Occ.Citizenship : FilipinoSex : MaleCivil Status : SingleHeight : 5’7’’Weight : 60kgs.Religion : Roman Catholic

Educational Background

Tertiary : Bachelor of Secondary Education – Major in MathematicsGov. Alfonso D. Tan CollegeMaloro, Tangub City2015 - 2016

Secondary : Tangub City National High School Mantic, Tangub City 2007 – 2008

Elementary : Polao Elementary School

Brgy. VII (Upper Polao), Tangub City2003 - 2004

Organizations/Affiliations

2012 – 2016 : GADTC, Educators and Enthusiast Mathematics SocietyGov. Alfonso D. Tan College

2012 – 2016 : YES: Youth Empowerment: The SolutionGov. Alfonso D. Tan College

Seminars Attended

2014 : Student Teacher CongressCapitol University, CDO

2013 : Seminar-Workshop on New Concepts and Applications of Mathematics

New AVR, GADTC Campus

2013 : Seminar-Workshop on HOTSFunction Hall 2, Tangub City

:

Personal Data

Name : Elton John B. EmbodoNickname : Dan2x

Date of Birth : September 21, 1995Age : 20Place of Birth : Purok 6, Bag-ongArgao,

Molave, ZDSHome Address : Purok 5, Isidro D. Tan,

Tangub City, Mis. Occ.Citizenship : FilipinoSex : MaleCivil Status : SingleHeight : 5’3’’Weight : 55kgs.Religion : Pentecostal Church of God Asian Mission Incorporated



Secondary : Panagaan National High School

Panagaan, Mahayag, Zamboanga del Sur 2011-2012

Elementary : Bag-ong Argao Elementary SchoolBag-ong Argao, Molave, Zamboanga del Sur2007-2008


2012 – 2016 : GADTC, Educators and Enthusiast Mathematics SocietyGov. Alfonso D. Tan College


Seminars Attended





Personal Data

Name : Jackelou L. AbisoNickname : JackDate of Birth : February 8, 1995Age : 20Place of Birth : Purok 2, Migpange,

Bonifacio, Mis. Occ.Home Address : Purok 2, Migpange,

Bonifacio, Mis. Occ.Citizenship : FilipinoSex : FemaleCivil Status : SingleHeight : 5’3’’Weight : 42kgs.Religion : Roman Catholic



Secondary : Bagumbang National High SchoolMigpange, Bonifacio, Misamis Occidental

2011-2012

Elementary : Bagumbang Elementary SchoolMigpange, Bonifacio, Misamis Occidental2007 – 2008


2012 – 2016 : GADTC, Educators and Enthusiast Mathematics Society

Gov. Alfonso D. Tan College


Seminars Attended



