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PARENTAL INVOLVEMENT AND ACHIEVEMENT OF COLLEGESTUDENTS IN MINDANAO STATE UNIVERSITY
MAIGO SCHOOL OF ARTS AND TRADES
An Undergraduate Thesis ProposalPresented to the FacultyMindanao State University
Maigo School of Arts and TradesMaigo, Lanao del Norte
In Partial Fulfillmentof the Requirements
for the CourseEd 198
(Methods of Research)
byJennifer D. AsmaNoraya A. AmpasoAslimah M. BantogNorlyn B. BayaoJovelyn D. Malon
Chapter 1
THE PROBLEM
Background of the Study
Students have two main educators in their lives
their parents and their teachers. Parents are the
prime educators until the child attends the primary
school. Even though the parents still have the major
influence on their children’s learning throughout the
school years and beyond, but still the school is given
a big part on educating the children. Home and school
both perform crucial roles in students’ education.
Parental involvement is an essential factor in
the development of the foundation in children’s
education. In spite of this, many parents do not appear
to be getting involved in their student’s education.
This lack of involvement may have a negative impact on
students’ achievement in and out of the classroom and
ultimately affect their continuing educational
development and success (Wanke, 2008).
Lareau as cited by Shearer (2006) stated some of
the barriers to parents becoming fully involved in
their student’s learning include the following:(1) lack
of child care, (2) inflexible work schedules, (3) lack
of income and transportation to participate in school
programs and events, (4) lack of confidence to interact
in a culture and/or language different from their own,
(5) parental shame of their own educational failure,
(6) lack of written literacy skills, (7) insufficient
information on home-school collaboration, (8) different
expectations of the school role, (9) discomfort in
higher-class settings, and (10) fear that they are not
educated enough to be of help in the classroom or to
their own children. These barriers might affect the
parents differently in accordance to parents’ personal
and cultural background and characteristics.
There is a big difference between students whose
parents are actively involved in their school
activities than those parents who are not. In this case
researchers intend to study one of the dimensions of
parental involvement which is parenting because it is
the most important and challenging job to parents for
the students to acquire the abilities to become
responsible enough in order for the students achieve
greater in school.
Conceptual Framework
This study is anchored in the concept of Epstein
(2002). She developed six types of parental involvement
frameworks to help educators develop more comprehensive
programs for school, family and community partnerships.
Although this framework may be used by schools as a
guide, it is important to note that each school must
choose practices that will help achieve its goals and
meet the needs of its students and families. The six
types of parental involvement framework include
parenting, communicating, volunteering, learning at
home, decision making and collaborating with the
community. The researchers concern only to parenting.
According to a study done by Henderson and Mapp
(2002) stated that the most accurate predictor of a
students’ achievement in school is not income or social
status, but the extent to which that students’ family
are able to: 1. Create a home environment that
encourages learning; 2. Express high (but not
unrealistic) expectations for their student’s
achievement and future careers; 3. Become involved in
their student’s education at school and in the
community. The evidence is consistent, positive and
convincing: families have a major influence on their
students’ achievement in school and through life.
Learning in school is measured by the students’
achievement in terms of grade point average or by
grades that a student earns for a period of learning.
The independent variable of the study is the
parental involvement. On the other hand, the dependent
variable is the achievement of college students in
terms of their grade point of average.
Figure 1
Schematic Presentation of the Study
Statement of the Problem
This study is aimed to measure the Parental
Involvement and Achievement of College Students School
Year 2014-2015.
Specifically, this study will endeavor to answer
the following questions:
1. What is the level of parents’ involvement in terms
of parenting?
2. What is the students’ achievement?
3. Is there a significant relationship between parental
involvement and students’ achievement?
Hypothesis
Ho1: There is no significant relationship
between parental involvement and students’ achievement.
Significance of the Study
The results of the study are beneficial to the
following people:
School Administrators. The findings of this
study may serve as their basis in deciding what
programs and policies would be changed and implemented
in terms of parental involvement: parenting and
students’ achievement.
Teachers. Knowledge and information of this
study may enable the teachers to observe the dynamic of
their own classroom, while investigating how to develop
parental involvement in their students’ education or
may include parents’ involvement in the class.
Parents. Knowledge and information obtain of
this study may be of help to the parents. They would
be enlighten that their role in the student’s education
may improve components in school such as daily
attendance, cognitive and social skills or achievement,
behavior and attitude, confidence and motivation.
Students. This study may enrich their
understanding that involvement of their parents will
enrich their achievement and abilities in school.
Also, their parents’ involvement will push them to
achieve more.
Future Researchers. The finding and result of
the study may serve as their input and foundations for
further and more depth investigation in the future
issues and concerns about parental involvement:
parenting and students’ achievement.
Scope and Limitations of the Study
This study will focus on the parental
involvement and achievement of college students. The
subjects of this study are the college students of
Mindanao State University - Maigo School of Arts and
Trades, Maigo, Lanao del Norte. The variables are
limited only to parental involvement and achievement of
college students.
The type of involvement focus only in parenting.
The achievement of college students will be measure
through their grade point average.
The study covers randomly selected college
students of Mindanao State University - Maigo School of
Arts and Trades during the school year 2014-2015. The
researchers use the unrestricted random sampling since
they found the population large. The data-gathering
instrument will be employed is the questionnaire. Then
validity and reliability of the results of the study
will depend upon the honesty of the respondents in
answering the questionnaire.
Definition of Terms
To facilitate understanding of some concepts
that will be use in this study, the following terms are
defined conceptually/operationally.
Parental Involvement. It is defined as an activity
encompassing a wide range of behaviors, ranging from
discussing school with students to attend parent-
teacher conferences (Feuerstein, 2000).
Achievement. In this study, it refers to the grade
point average of the students earned for a period of
learning.
Parenting. This category includes the basic
responsibilities of families – such as providing
housing, health care, nutrition, clothing, and safety,
and creating home conditions that support student’s
learning (e.g., purchasing necessary books and other
school supply, providing a place to study, etc.).
Parenting also implies that parents are warm and
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents information and other
related literature, articles and unpublished thesis
related to the area of investigation to serve as
framework and in understanding the nature of this
study.
Related Literature
For years, the impact of parental involvement on
education has been studied, and while there are
difference among some researchers, most conclude
parental involvement plays a pivotal role in the
education of students (Wright, 2009). Parents are
considered as one of the stakeholders in an educational
institution. In most schools the parent association is
organized. This organization is provided by law. In
most cases, parent associations have strengthened the
school curriculum by giving support to various
activities and assisting in the accomplishment of the
school’s curriculum. In some cases, the organization
includes the teachers, so it is called Parent Teacher
Association (PTA) or the other community members are
also included, thus it is called Parent Teacher
Community Association or PTCA (Bilbao, et al., 2008).
Epstein (2002) developed six types of parental
involvement frameworks to help educators develop more
comprehensive programs for school, family and community
partnerships. Although this framework may be used by
schools as a guide, it is important to note that each
school must choose practices that will help achieve its
goals and meet the needs of its students and families.
The six types of parental involvement framework include
parenting, communicating, volunteering, learning at
home, decision making and collaborating with the
community. Community involves as a whole, not
necessarily just parents. This encourages schools to
identify and integrate resources and services from
within the community to improve student learning by
strengthening school programs and family practices.
According to a study done by Henderson and Mapp
(2002) stated that the most accurate predictor of a
students’ achievement in school is not income or social
status, but the extent to which that students’ family
are able to: 1. Create a home environment that
encourages learning; 2. Express high (but not
unrealistic) expectations for their children’s
achievement and future careers; 3. Become involved in
their children’s education at school and in the
community.
According to Allen and Daly (2002) parental
involvement is a valuable component of any pupil’s
education. It is a well-established fact that parental
involvement is linked to pupil’s success at school.
Jesse (2009) noted that parental involvement has
two independent components: parents as supporters and
parents as active partners. This approach of parental
involvement would be insufficient if schools make use
of only one of these components. Parents can be
active, yet not supportive of the education process and
vice versa. He further indicated that parental
involvement should take many forms. For example,
parental involvement can be reading to children,
volunteering at school, collaborating on decision
making committees and advocating for children.
Bandura as cited by Papalia et al (2001) stated
that parents can affect their children’s schooling:
acting as advocates for their children and impressing
teachers with the seriousness of the family’s
educational goals.
As opined by Grey and Bee (2009)”Parents who
encourage school success set higher standards for the
child’s achievement and homework completion and have
higher aspirations for their child which in turns
contributes to school success”.
Parental involvement is absolutely essential to
student achievement in school and in life. The
overwhelming studies and research indicate that there
are positive academic outcomes stemming from parental
involvement with benefits beginning in early childhood
throughout adolescence and beyond (Patrikakou, et al.,
2005).
Related Studies
The study of Maano and Requiso of 2011 entitled
“Home motivation, social values and academic
performance of the secondary students in Mindanao State
University-Maigo School of Arts and Trades” revealed an
important perception in home motivation provided by the
parents to their children as satisfactory to truly
motivate their children in their quest for education.
Furthermore, the students possess good values as they
interact with their classmates and peers. However, the
students are socially very good towards their teachers,
and school administrators and staff. Moreover, worth
mentioning were the secondary students good
performance.
In the study of Bayao and Macalisang of 2012
entitled “Congruence of Parents and Students Perception
on the Parent’s Role and Involvement: Its influence on
students’ Academic Performance”. The authors stated
that the following conclusions based on the findings of
the study. 1.) Most frequent age are 18 and 20 with a
GPA of 2.01-2.25 and dominated by females. Parents are
secondary and college level with a monthly income of
less than 10,000. 2.) Among the six dimensions of
parental role and involvement only four (parenting,
communicating, learning at home and collaborating with
the community) are congruent in the responses of
students and parents. 3.) The role and involvement
utilized and practiced by the parents’ focuses on
advising, assisting and facilitating, providing and
extending care, participating, and sportsmanship and
consulting. 4.) There is a little correlation of
parents’ role and involvement and student academic
performance. 5.) There is a significant relationship
on confronting profile and extend of parents’ role and
involvement.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design,
research setting, research respondents, research
instrument and its validation, the data gathering
procedure and the statistical treatment of data.
Research Design
This research study will use the descriptive
method of research using the questionnaire as the main
data-gathering tool.
Descriptive method of research is helpful in
providing facts and essential knowledge about the
nature of the objects and persons.
In addition, this technique is appropriate in
finding out whether the objects of any class vary among
themselves. Thus, in this study, the researchers will
utilize the descriptive-survey technique.
Research Setting
The locale of the study is the Mindanao State
University - Maigo School of Arts and Trades located at
Maigo, Lanao del Norte. Aside from its proximity and
accessibility, the researchers chose the said locale
because it appears to be an appropriate setting for the
purpose of the study.
Research Respondents
The respondents of this study are the 220
randomly selected college students in MSU-MSAT, school
year 2014-2015. The number of students is taken from
1,335 total population of college students but the
researchers excluded the On-the-Job training students
making the total population 1,024 students and using
the sample-size formula, the researchers got the 220
students for their respondents. To determine the
sample-size, the researchers will use the unrestricted
random sampling by means of lottery technique so that
every possible respondent will have an equal chance to
be included in the sample.
Formula:
Ss= NV+ [Se 2 x(1-p)] NSe+ [V2 x P (1-p)]
Where:
Ss = sample size
N = total number of population
V = standard value of 2.58
Se = sampling error 0.01
P = largest possible proportion 0.05
Research Instrument The instrument will be use is an adopted
questionnaire by Bayao and Macalisang (2012). It has 30
items but the researchers concerned only to one
dimension which is parenting, and excluded the other
items. There are 8 items only. The college students
respondents will be ask to evaluate how do their
parents’ supported them in school by rating each item
(questionnaire item) in the following responses.
Response Category
Weight Continuum Responses Interpretation Code
4.20 – 5.0 Always Excellent A
3.40 – 4.19 Often Very Good O
2.60 – 3.29 Sometimes Good S
1.80 – 2.59 Rarely Satisfactory R
1.00 – 1.79 Never Needs Improvement N
The statements are arranged randomly to avoid
bias in each of the parental involvement: parenting
activities.
Validation of Research Instrument
For validation purposes, the questionnaire will
be refer to the researchers Thesis Adviser for
comments, suggestions and corrections. After every
correction has incorporated, the instrument will be
submitted to the chairman of the Thesis committee for
final correction. After it will be checked, final
revision will be made; it will be distributed to 220
selected college students of Mindanao State University
Maigo School of Arts and Trades.
Data Gathering Procedure
The collection of data for this study will be
started from a letter asking for permission from the
office of the Department Head to allow the distribution
of the questionnaire to the respondents.
After it will be granted, the researchers will
be fielded the questionnaires so that they could
explain to the respondents the purpose of the study.
After the questionnaire will be answered, it
will be retrieved from the respondents, the researchers
will be consolidated the data ready for statistical
treatment and analysis.
Statistical Treatment of Data
In analyzing and interpreting the data, the
following statistical techniques are use:
Frequency and Percentage Distribution. These
will be employed to determine the distribution of the
respondents’ responses in each category, and percentage
will be utilized to determine the respondents’ answers
out of the total number of answers.
Formula:
P = fN x100%
Where:
P= Percentage
f= Frequency
N= Number of Respondents/ total number of cases
100= Constant
Average-Weighted Mean. This will used to analyze
and interpret the numerical responses.
Formula:
= ∑fx∑N
Where:
AWV= average-weighted value
f= frequency
= responses
N= number of respondents
= summation∑
Chi-Square. This statistical treatment is will
be use to determine the significance of the
relationship between the parental involvement and the
grade points average of the grade five pupils.
Formula:
X²= (O-E)²∑ E Where:
X²= Chi-square
O= Observed frequency
E= Expected frequency
= Summation∑
BIBLIOGRAPHY
Books
Bilbao, Purita P., Ed. D., Lucido, Paz I., Ph. D., Iringan, Tomasa C., Ph. D., and Javier, Rodrigo B., Ph. D., (2008). Curriculum Development. Quezon City: Adriana Printing Co., Inc.
Calmorin, Laurentina P. and Calmorin, Melchor A. (1999). Methods of Research and Thesis Writing. Quezon City: Rex Printing Company Incorporated.
Doench, Meredith (2007). “How to Talk to Your Child’s Teacher” Health and Home. Manila: Philippine Publishing House.
Epstein, J.L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
Grey, C. and Bee, H. (2009). The growing Child: An Applied Approach. Second Edition. New York: Addison-Wesley Longman Incorporated.
Papalia, Diane E., Olds, Sally W., Fieldman, Ruth D. (2002). Human Development Eight Edition. 1221 Avenue of the Americas, New York, NY 10020: The McGraw-Hill Companies, Inc.
Patrikakou, E. N., Weissberg, R.P., Redding, S., and Walberg, H.J., (Eds.). (2005). School-Family Partnerships: Fostering Children’s School Success. New York: Teacher College Press.
Publications
Allen, S.M and Dally, K (2002). The Effects of father involvement: A summary of research evidence. The FII-ONews, Vol.1, 1-11.
Carter, S. (2002). The impact of parent/family involvement on student outcomes: An annotated bibliography of research from the past decade. Eugene, OR: CADRE
Feuerstein, A. (2000). School characteristics and parent involvement: Influences on participation in schools. The Journal of Educational Research, 94(1), 29.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
Shearer, Karen Ann 2006. “Parental Involvement: Teachers’ and Parents’ Voices”. M.A University of Central Florida
Unpublished Theses
Bayao, Aliah D. and Macalisang, Jocelyn O.(2012).
Congruence of Parents and Students Perception on the Parents’ Role and Involvement: Its Influence on Students’ Academic Performance. Undergraduate Thesis, MSU-IIT, Iligan City. November 9, 2012.
Maano, Babelyn G. and Requiso, Marielyn C. (2011). Home Motivation, Social Values and Academic Performance of the Secondary Students in Mindanao State University Maigo School of Arts and Trades. Undergraduate Thesis, MSU- MSAT Maigo, Lanao del Norte. February 18, 2011.
Rubin, Eugene Fel G. and Catandijan, Melbe G. (2012). Home Factors and Values Among Bachelor of Elementary Education Students of Mindanao State University – Maigo School of Arts and Trades. Undergraduate Thesis, MSU-MSAT Maigo, Lanao del Norte. December 2012.
Wright, Tim (2009). Parental and Teacher Perceptions of Effective Parental Involvement. Dissertation, Liberty University. May 2009.
Wanke, Ashey Ann (2008). Parental Involvement in Children’s Education. Master’s Thesis, The Statte University of New York, Potsdam, New York. January 14, 2008.
Shearer, Karen Ann 2011. “Parental Involvement: Teachers’ and Parents’ Voices”. M.A University of Central Florida
Webliography
Jesse, Dan (2009). Increasing Involvement: A key to
Student Achievement. Retrieved June 30, 2014, From http.//www.mcrel.org/PDF/Noteworthy/ LearnersLearningSchooling/danj.asp.
Lunts, E. (2003). Parent Involvement in children’s Education: Connecting Family and School by Using Telecommunication Technologies. Retrieved July 08, 2014, from http://www.ncsu.edu/meridian /win2003/involvement/3.html
QUESTIONNAIRE
ON
PARENTAL INVOLVEMENT AND ACHIEVEMENT OF COLLEGE STUDENTS IN MINDANAO STATE UNIVERSITY
MAIGO SCHOOL OF ARTS AND TRADES
PARENTAL INVOLVEMENT: PARENTING ACTIVITIES
Directions: Please check the items under its correspondingcode of parenting qualities of actions endowed by your
parent(s or guardian(s). Codes are listed below to guide youas to the occurrence of the activity.
A - Always
O - Often
S - Sometimes
R - Rarely
N – Never
Statements Responses
A. Parenting A O S R N1. My parents monitor my homework.2. My parents ensure that I have an excellent attendance in school.3. My parents identified a regular time and place in our home for me todo my homework. 4. My parents monitor my televisionhabits.5. My parents discussed to me the importance of a good education.6. My parents attend PTA, Back-to-School Night or any other school activities.7. My parents support and reinforce school’s discipline plan.8. My parents support my learning byproviding nutritious meals ad adequate time for sleep.