1

Chapter 1
INTRODUCTION
Situation Analysis
When parents become involved, children do better in school, and they go to
better school. (Anne T. Henderson) Parental involvement in schooling is a powerful
force, and that parents are a childs first and most enduring educator, and their
influence cannot be overestimated.
Traditionally parental involvement has been defined as engaging parents in
school-based activities and events related to their childs education (Epstein,
2001).However, a more comprehensive view of parental involvement envisaged in this
study goes beyond just parent activities in school settings but in subject- oriented
participations. This comprehensive view of parental involvement is grounded in the
understanding that childrens success in mathematics is influenced by multiple
contexts (e.g., home, school, and community) in a dynamic and bidirectional manner
(Vukovic, Roberts & Wright, 2013).
Parental involvement is defined as the level of participation that a parent has in
the childs education and school. Many parents are tremendously involved, often
volunteering to help in their childs classroom activities, communicating well with their
childs teachers, assisting with homework, and understanding their childs individual
academic strengths and weaknesses. Unfortunately, there are also many parents who
are not directly involved with their childs education. Many schools have programs

2
aimed at increasing parental involvement such as games and sports, home activities,
and assorted opportunities for volunteers. The variables which will be addressed in
this study are; home environment, parent involvement, parent- school communication
at. A parent is the child's first and most important teacher in life and he or she is
expected to play an active role in the child's journey because it is believed a parent and
child should grow together and have a rewarding experience. This follows subsequently
by school life where academic performance is expected to be high. The parent is
supposed to be supportive to the child in all aspects which include socially, physically,
mentally and also emotionally (Epstein, 2001). Studies have indicated that children
whose parents and/or other significant adults share in their formal education tend to
do better in school. Some benefits that have been identified that measure parental
involvement in education include; higher grades and test scores, long term academic
achievement, positive attitudes and behaviors and more successful programs (Epstein,
2001).
Parenting involvement is one factor that has been consistently related to a
childs increased academic performance. While this relationship between parent
involvement and a childs academic performance is well establish, studies have yet to
examine how parent involvement increases a childs academic performance. Parental
involvement have been of great important in shaping the performance of children in
schools worldwide. This is because academic performance is usually as a result of
motivation that children get from the people they interact with in their initial stages of
life.

3
Theoretical Framework
This study explores the multidimensional nature of parental involvement and
its ramifications within the context of Epsteins conceptual model and cultural capital
theory. This theory explains that parental involvement based on how parentchild
interactions affect students' schooling and motivation. Behavioral involvement refers to
parents' public actions representing their interest in their child's education, such as
attending an open house or volunteering at the school. It further explains that
personal involvement includes parentchild interactions that communicate positive
attitudes

about

school

and

the

importance

of

education

to

the

child.

Cognitive/intellectual involvement refers to behaviors that promote children's skill

development and knowledge, such as reading books and going to museums. Parental
involvement broadly include activities such as helping with homework, discussing
school events or courses, volunteering at school and coming to participate in schools
events. Parental involvement is a function of a parent's beliefs about parental roles and
responsibilities. A parent can help the children succeed in school and the
opportunities for involvement should be provided by the school or the teacher.
The Epstein's Framework overlapping spheres of influence to explain the shared
responsibilities of home, school, and community for childrens learning and
development. The framework contains six important factors with regard to parental
involvement. The six factors are parenting, communicating, volunteering, learning at
home, decision-making and collaborating with the community. Parenting pertains to
helping all families to understand the development of both the child and the

4
adolescent.

The basic obligations of parents include responsibilities of families to

ensure children's health and safety; to the parenting and child-rearing skills needed to
prepare children for school; to the continual need to supervise, discipline, and guide
children at each age level; and to the need to build positive home conditions that
support school learning and behavior appropriate for each grade level. It also helps
establishing a supportive home environment for children as students. Communicating
involves designing and establishing two-way communication channels between school
and home that are effective and reliable. Communication channels between the
mathematics teacher and parents about the childrens progress must be in place so
that the learner benefits from the support from the two parties. Learning at home
pertains to providing ideas and information to parents about how they can best assist
their children with homework and curricular related decisions and activities. Parent
involvement in learning activities at home among others refers to parent-initiated
activities or child-initiated requests for help, and ideas or instructions from teachers
for parents to monitor or assist their own children at home on learning activities that
are coordinated with the children's classwork. The framework helps educators develop
more comprehensive programs of school and family partnerships. Volunteering it
improves recruitment, training, work, and schedules to involve families as volunteers
and audiences at school or in other locations to support students and school
programs. Decision making it includes families as participants in school decisions,
governance, and advocacy through PTA/PTO, school councils, committees, action
teams, and other parent organizations. Collaborating with community it coordinates

5
resources and services for students, families, and the school with businesses,
agencies, and other groups, and provide services to the community.
Epsteins parental involvement framework is by far the most referenced, tested, and
widely-accepted conceptual model of parental involvement (Fishel, 2007).
Cultural capital theory, developed by Bourdieu, and applied to elementary
schools by Lee and Bowens, provides a theory for predicting how parents are involved
in childrens elementary education. Specifically, it predicts that parents with greater
cultural capital will be more involved, and that involvement will be more efficacious in
helping their children succeed. Parental involvement in the childrens education has
become widely recognized as a predictor of positive academic outcomes (Barwegen and
Joyce, 2004). Parental involvement is a valuable tool for increasing the likelihood of
improving childhood academic success and a construct amenable to influence by
Home visitation
Home Environment
intervention (Christenson and Nicholas 2005).

Quarterly meeting

Set study
rooms /areas
Set home rules
Paradigm of the Study

Control TV
program watching
This section covers the input process output model on the parental involvement

Parental
Involvement
on academic
performance of Grade 1 learners. These models include; home
Reading
environment, parent involvement and
parenttogether
school communication.
with children
INPUT

Homework
PROCESS
checking

Parent- School
communication
Texting/
telephoning
Parent- teacher

OUTPUT

STATEMENT OF THE PROBLEM

1. How does the home environment influence academic performance of Grade 1
learners.
2. What is the label of the parents in academic matters in order to enhance
achievement of the child?

3. To what extent does parent-school communication influence academic

performance of grade 1 earners?
DEFINITION OF TERMS
For better understanding of the study the following terms are operationally.
Academic- relating to education.
Academic achievement - refers to a student's success in meeting short- or long-term
goals in education.
Communication - Home to school communication regarding childrens Academic
Development and other academically relevant information.
Impact- have a strong effect on someone or something.
Home environment - Refers to space and its surrounding where Grade 1 Children
lives with the parent or guardian for example at home.
Learning - the acquisition of knowledge or skills through experience, study, or by
being taught.
Parental involvement - refers to the amount of participation a parent has when it
comes to schooling and her child's life. Some schools foster healthy parental
involvement through events and volunteer opportunities, but sometimes it's up to the
parents to involve themselves with their children's education.

CHAPTER II

8
METHODOLOGY
Introduction

This chapter describes the methodology that was followed in carrying out the
study. This includes research design, research instruments, and procedures of
collecting data and data analysis.

Research Design

The study used a descriptive design. The design is considered suitable for the
study as it involves gathering data from Grade 1 learners together with their Parents.
More still, descriptive studies are concerned with gathering facts rather than
manipulation of variables. In this regard, the descriptive design was considered
appropriate as a means of achieving the main objective of the study which was to
establish the influence of parental involvement on academic performance of Grade 1
learners.
Research Instruments
In this study, the following research instruments were used; Interview
schedules, questionnaires and procedures of data collection.
Interview schedules for children and parents
Face to face oral interviews were used for parents and children. Parents were
required to answer questions in order to determine the level of parental involvement on
academic performance of the children. Interview schedules for children checked the

9
role of parental involvement on academic performance of preschool children. Open
ended questions were used.

Procedures of Data Collection

The study was conducted at the Sacred Heart Learning Center. Namonitan,
Sto.Tomas, La Union.
First step was to obtain an introduction from the Principal which was presented
to grant permission to carry out the study. Face to face oral interviews were set for
parents and children. The researcher read and interpreted the questions to the
respondents and then the responses were noted down.
Analysis of Data
The result of the questionnaires from the parents and the children were
analyzed to obtain the accurate data for analysis. Descriptive statistics (frequencies
and percentages) was used for close ended questions.
Problem 1, 2 and 3 was answered through the use of simple frequency count
and percentages. Corresponding interpretation was made to shed more meaning on
the findings of the study.

10

CHAPTER III
FINDINGS AND DISCUSSIONS
Table1.Parents Responses on Home Environment.
FREQUENCY
WITH STUDY ROOM SET
14

NO STUDY ROOM SET

GRAND TOTAL

16

PERCENT
87.5%

12.5%

100%

Findings in home study environment from parents presented on the table

shows that 14 (87.5%) of parents had set study rooms for their Grade I Children
while 2 (12.5%) indicated that they had not provided the study rooms for their
Grade I Children to use when their homework.
Table 2.Grade I Children Responses on Home Rules.
FREQUENCY
WITH HOME RULES
13

PERCENT
81.25%

11
NO HOME RULES

GRAND TOTAL

16

18.75%

100%

The table indicate the number of home which had home rules and those which
did not have did not have. Majority 13 (81.25%) of Grade I learners indicated
that their parents had set home rules while 3 (18.75%) indicated that their
parents had not done so. The result reveals that most parents provide a
controlled home environment.

Table 3.Time Spent Watching TV by Grade I Children

FREQUENCY
10 60 mins.
8

PERCENT
50%

1 2 hrs.

43.75%

3 hrs. and above

6.25%

TOTAL

16

100%

Majority 8 (50%) of Grade I Children took between ten minutes to one hour
watching television and followed by 7 (43.75%) who indicated that they watched
TV programs between one hour to two hours, followed by 1 (6.25%) who
indicated that they took three hours. The results revealed that most of the
Grade I Children watched television and majority took a maximum of one hour.
Watching TV impacts positively on academic performance of Grade I Children.

12
However, watching TV by Grade I Children should be controlled to allow time for
study.
Table 4.Grade I Children Responses on Whether They Read Together With Their
Parents
FREQUENCY
PERCENT
Reading Together
14
87.5%

Not Reading Together

12.5%

TOTAL

16

100%

This table indicate whether parents read together with their children. Majority
14 (87.5%) of the Grade I Children indicated that they read together with their
parents while 2 (12.5%) indicated that they did not.

Table 5.Take Home Assignments for Grade I Children

FREQUENCY
With Homework
13

PERCENT
81.25%

No Homework

18.75%

TOTAL

16

100%

This table show whether the Grade I Children were given homework. Majority
13 (81.25%) of the Grade I Children indicated that they were given homework

13
while 3 (18.75%) indicated they were not given any assignment to take home.
This means that majority of Grade I Children returned home with assignments.
The results show that those who did better had the opportunity to practice
more on the academic work and this enhanced their academic performance.
Further the researcher investigated whether parents helped Grade I Children to
do their homework. The findings are presented above.

Table 6.Parents Involvement in Grade I Children Home Assignments

FREQUENCY
PERCENT
With Parent Involvement
12
75%
No Parent Involvement

25%

TOTAL

16

100%

The table shows whether parents participate in assisting their Grade I Children
in their homework influenced their academic performance. Majority 12 (75%) of
the parents indicated that they were involved in assisting their children in their
homework while 4 (25%) indicated they were not. The results revealed that
Grade I Children who were assisted by their parents in their homework.

Table 7.Grade I Children Responses on Parent School Communication

FREQUENCY
PERCENT
With Parent School
16
100%
Communication
No Parent School
Communication

0%

TOTAL

16

100%

14

The table indicate that 16 (100%) of the Grade I Children that there was
communication between teachers and parents while other 0 (0%) indicated that
there was no communication between teachers and parents. The results
revealed that Grade I Children were aware that communication existed between
the teachers and the parents.
Table 8.Responses on Parental Supervision
FREQUENCY
With Supervision
12

PERCENT
75%

No Supervision

25%

TOTAL

16

100%

Majority 12 (75%) of the Grade I Children indicated they were supervised by the
parents while doing their homework and the other 4 (25%) are not supervised.
The results revealed that children who were supervised by their parents
performed better than those who were not supervised. Parental supervision on
childs homework shows a positive outcome with academic achievement.

Table 9.Parents Responses on Influence of Parents School Communication

FREQUENCY
PERCENT
With Influence
16
100%

15
No Influence

0%

TOTAL

16

100%

The table indicates that 16 (100%) that parents school communication had
influence on Grade I academic performance while 0 (0%) indicated that there
was no influence. The results revealed that parent school communication had
a great role to play on academic performance of a Grade I Child and it should be
made rich so as to facilitate smooth learning of the child.
Table 10.Responses whether Parents read Math and Played computer games
together with their children.

Yes

FREQUENCY
14

PERCENT
87.5%

No

12.5%

TOTAL

16

100%

The results show that majority 14(87.5% ) of Grade 1 children indicated that
they read math and played computer games and played that read maths and
played computer games with their parents while 2(12.5 %) indicated that they
did not. The results reveal that the most parents read and played computer
games together with their grade 1 children hence children developed sharp
minds that enhanced their academic performances.

Table 11.Responses on Parents Teacher Communication

16

Face to Face

FREQUENCY
13

PERCENT
81.25%

Through Phone

18.75%

Not Applicable

0%

TOTAL

16

100%

The table shows that 13 (81.25%) of parents communicated with the teacher
face to face with their children. The other 3 (18.75%) indicated that he/she
communicates through phone. The results revealed that school communication
practice are so fundamental in involving families in the education process.
Teacher preparation and professional development programs on communication
should

be

offered

because

they

actively

promote

the

development

of

communication skills for teachers.

Table 12.Responses on Parental Supervision
FREQUENCY
With Supervision
12

PERCENT
75%

No Supervision

25%

TOTAL

16

100%

Majority 12 (75%) of the Grade I Children indicated they were supervised by the
parents while doing their homework and the other 4 (25%) are not supervised.
The results revealed that children who were supervised by their parents

17
performed better than those who were not supervised. Parental supervision on
childs homework shows a positive outcome with academic achievement.
Table 13.Grade I Children Report
Strongly Agree

FREQUENCY
14

PERCENT
87.5%

Agree

12.5%

Disagree

0%

Strongly Disagree

0%

Neutral

0%

TOTAL

16

100%

Majority 14 (87.5%) of the parents strongly agreed that they received

information on academic performance of their Grade I Children through report
cards while 2 (12.5%) agreed. The results revealed that academic performance
of Grade I Children is communicated to the parents through report cards or
report books. This means that written method of communication is the formal
method and the parents and teacher depend on written documents to
communicate academic performance of their children. Once a parent looks at
the performance of the child he or she may decide to call or write to the teacher.
Teacher strive to establish partnerships with parents to support student
learning. Strong communication is fundamental to this partnerships and to
building a sense of communication between home and school. In this changing
times, teachers must continue to develop and expand their skills in order to
maximize effective communication with parents.

18

CHAPTER IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY
The study used a descriptive design. The design is considered suitable for the
study as it involves gathering data from Grade 1 learners together with their Parents.
More still, descriptive studies are concerned with gathering facts rather than
manipulation of variables. In this regard, the descriptive design was considered
appropriate as a means of achieving the main objective of the study which was to
establish the influence of parental involvement on academic performance of Grade 1
learners.
Findings in home study environment from parents presented on the table no.1
shows that 14 (87.5%) of parents had set study rooms for their Grade I Children while
2 (12.5%) indicated that they had not provided the study rooms for their Grade I
Children to use when their homework. The table 2 indicate the number of home which
had home rules and those which did not have did not have. Majority 13 (81.25%) of
Grade I learners indicated that their parents had set home rules while 3 (18.75%)
indicated that their parents had not done so. The result reveals that most parents

19
provide a controlled home environment. The table 3 shows that majority 8 (50%) of
Grade I Children took between ten minutes to one hour watching television and
followed by 7 (43.75%) who indicated that they watched TV programs between one
hour to two hours, followed by 1 (6.25%) who indicated that they took three hours. The
results revealed that most of the Grade I Children watched television and majority took
a maximum of one hour. Watching TV impacts positively on academic performance of
Grade I Children. However, watching TV by Grade I Children should be controlled to
allow time for study. The table 4 indicates whether parents read together with their
children. Majority 14 (87.5%) of the Grade I Children indicated that they read together
with their parents while 2 (12.5%) indicated that they did not. The table 5 shows
whether the Grade I Children were given homework. Majority 13 (81.25%) of the Grade
I Children indicated that they were given homework while 3 (18.75%) indicated they
were not given any assignment to take home. This means that majority of Grade I
Children returned home with assignments. The results show that those who did better
had the opportunity to practice more on the academic work and this enhanced their
academic performance. Further the researcher investigated whether parents helped
Grade I Children to do their homework. The findings are presented above. The table
shows whether parents participate in assisting their Grade I Children in their
homework influenced their academic performance. Majority 12 (75%) of the parents
indicated that they were involved in assisting their children in their homework while 4
(25%) indicated they were not. The results revealed that Grade I Children who were
assisted by their parents in their homework. The table 7 indicates that 16 (100%) of

20
the Grade I Children that there was communication between teachers and parents
while other 0 (0%) indicated that there was no communication between teachers and
parents. The results revealed that Grade I Children were aware that communication
existed between the teachers and the parents. The table 8, majority 12 (75%) of the
Grade I Children indicated they were supervised by the parents while doing their
homework and the other 4 (25%) are not supervised. The results revealed that children
who were supervised by their parents performed better than those who were not
supervised. Parental supervision on childs homework shows a positive outcome with
academic achievement. The table 9 indicates that 16 (100%) that parents school
communication had influence on Grade I academic performance while 0 (0%) indicated
that there was no influence. The results revealed that parent school communication
had a great role to play on academic performance of a Grade I Child and it should be
made rich so as to facilitate smooth learning of the child. The table 10 shows that
majority 14(87.5% ) of Grade 1 children indicated that they read math and played
computer games and played that read math and played computer games with their
parents while 2(12.5 %) indicated that they did not. The results reveal that the most
parents read and played computer games together with their grade 1 children hence
children developed sharp minds that enhanced their academic performances. The
table 11 shows that 13 (81.25%) of parents communicated with the teacher face to
face with their children. The other 3 (18.75%) indicated that he/she communicates
through phone. The results revealed that school communication practice are so
fundamental in involving families in the education process. Teacher preparation and

21
professional development programs on communication should be offered because they
actively promote the development of communication skills for teachers. The table 12,
majority 12 (75%) of the Grade I Children indicated they were supervised by the
parents while doing their homework and the other 4 (25%) are not supervised. The
results revealed that children who were supervised by their parents performed better
than those who were not supervised. Parental supervision on childs homework shows
a positive outcome with academic achievement. The table 13, majority 14 (87.5%) of
the parents strongly agreed that they received information on academic performance
of their Grade I Children through report cards while 2 (12.5%) agreed. The results
revealed that academic performance of Grade I Children is communicated to the
parents through report cards or report books. This means that written method of
communication is the formal method and the parents and teacher depend on written
documents to communicate academic performance of their children. Once a parent
looks at the performance of the child he or she may decide to call or write to the
teacher. Teacher strive to establish partnerships with parents to support student
learning. Strong communication is fundamental to this partnerships and to building a
sense of communication between home and school. In this changing times, teachers
must continue to develop and expand their skills in order to maximize effective
communication with parents.
CONCLUSION
One of the reasons cited for influence of Parental involvement on the academic
performance of Grade I learners was the home environment. The use of study room is

22
found to be the most effective venue for homework to be done as it is created as
conducive home environment. When studying in the table room, Grade I Children were
tempted to watch television longer than they should and this causes negative effects
on study habits. Controlling the time of the children in watching TV was found
necessary since it has positive effects especially in language development and listening
skills were highly developed.
The study established that, parents school communication was one of the
major parental involvement practices critical in establishing strong relationships
between teachers and parents. Most respondents indicated communication was
influential on learners academic performance. This forms a vital role to the
development of team work. Parent school communication have a great role to play on
academic performance of Grade I and should be encouraged to facilitate smooth
learning of the learners. Communication between the teachers and parents enhanced
their relationship hence it will develop team work which promotes the academic
performance of the Grade I children.
The study established various forms of parental participation in educational
activities at home which were found to have an influence on the academic performance
of Grade I children. Parental Supervision and guidance in doing their childs
homework and in reading together, playing math and computer games are some of the
important activities that the parents should be involved so that they can help, guide
and correct their childs work and this also improve their childs academic
performance. When parents are involved in the childs school and educational

23
activities, children acquire or gain high grades and standardized tests. This results
improved the behavior of children at home and in the school, better social skills and
adaptation to school hence improved academic performance.

RECOMMENDATION
The following recommendations are based on the conclusion of the study.
1. Parents should have a study room set that provides conducive home
environment for their children in doing their homework.
2. Parents should set their own home rules to govern their childrens home
study behavior, example: time to bed and time in watching TV. This will
enable the children to develop a good and proper study habits at home.
3. Teachers should establish effective partnerships with parents to support
learners academic development. This enhances academic performance due
to the attention and feedbacks given to the children from either party in the
childs support.

REFERENCES

24
Retrieved on October 23, 2016 from
https://www.google.com.ph/#q=meaning+of+parental+involvement
Retrieved on October 23, 2016 from
https://www.google.com.ph/#q=meaning+of+impact
Retrieved on October 23, 2016 from
https://www.ucy.ac.cy/nursery/documents/ThemaVdomadas/DCSFParental_Involvement_1.pdf
Retrieved on October 23, 2016 from
https://www.google.com.ph/#q=meaning+of+academic
Retrieved on October 23, 2016 from
https://www.reference.com/education/definition-academic-achievementd765166a90871dcd
Retrieved on October 23, 2016 from
https://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_Involvem
ent(2).pdf
Retrieved on October 23, 2016 from
http://routledgesoc.com/category/profile-tags/cultural-capital
Retrieved on October 23, 2016 from
http://www.nea.org/tools/17360.htm
Dauber, Susan L. Epstein & Joyce L. (1993). Parents' Attitudes and Practices of
Involvement in inner city elementary and middle schools." In families and schools in a
pluralistic society, ed. Nancy F. Chavkin. Albany: State University of New York Press.
Epstein, J.L. (1995). School/family/community partnerships: Caring for the children.
Phi delta kappa Page: 701712. Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas,
K. C., Jansorn, N. R., & Van Voorhis, F. L. (2001).
Southwest Educational Development Laboratory -SEDL (2002). New wave of evidence
report on child in school. Page 44
Rain, L, William, K, (2011). Parental involvement and students' academic achievement:
A meta-analysis. Educational Psychology Review, 13, 112.
Rutherford, Simon, B. S., & Salinas, K. C. (1997). Involving parents in homework in
the middle grades (Rep. No. 18). Bloomington, IN: Phi Delta Kappa Center for
Evaluation, Development, and Research.
Barwegen and Joyce L. (2004). Academic success in young children. New York state
university press. USA.

25

APPENDICES
INTERVIEW SCHEDULE FOR CHILDREN
To be read to the children by the investigator

1.
2.
3.
4.
5.

Do you like doing assignment? a.) (yes) b. (no)

If no why?
Does your teacher give you work to take home? a.) (YES) b. (NO)
Have you failed to do any at one time?
What was the reason?
a.) Mom and Dad was not at home ( ) b.) Mom and Dad refused to assist me
c. others.

6. Do your parents attend any school activities like sport day, academic day,clinic
days or parents meeting?
a.) (yes) b. (no)
7. if yes which one?
a. Parents Meeting b. Sports Day

c. Academic Day

d. Music Day

8. Does your teacher send you to your teacher? a.) ( ) b. ( )

9. Which means does he or she use ? a . Written ( ) b. Verbal
10. What time do you arrive home from school ?
11. What do you do after you ariive?
12. Where do you do your home work?
13. How much time time do you watch T.V?
14. Are there rules at home?
15. Do your parents help you in your homework? a.) ( ) yes b. ( ) no
16. Do they surprise you? a.) ( ) yes b. ( ) no
17. Do you read together?

26
18. Do you go educational tour e.g. to the museum etc. a.) ( ) yes b. ( ) no
19. Do you talk about school?
20. If No, What do you talk about
21. Do they provide game toys? a.) ( ) yes b. ( ) no
22. Do you play the reading or math games together? a.) ( ) yes b.) ( ) no
PARENTS INTERVIEW SCHEDULE
SECTION A

1. What is your occupation? a) civil servant ( ) business person ( ) c) self ( )

others
2. Highest level of education
a. Primary ( ) b. Secondary c. ( ) d. university ( ) others

SECTION B
3. What time do your children from school? a. Very early( ) b. early ( ) c. late ( ) d.
very late
4. What time do you come from work? a) Very early ( ) b) early b) late ( ) very late
5.

Do your children come with homework from school? a) Yes

( ) b) no If yes

who supervises them.

6. When you are not available who helps them?
7. Do you set study rules at home to children? a) Yes
8. Have you set a study room at home? a) Yes

( ) b) no

( ) b) no

9. Do you control when and what children watch in television? a) Yes

( ) b) no

27
10.Do you reward your children when they do well in school? a) Yes
If yes, do they put more effort? a) Yes

( ) b) no

( )

11.Please tick one. Agree= 1, strongly agree = 2, disagree = 3, strongly disagree 4,

neutral =5
Its my job to explain tough assignments to my child. 1. ( ) 2. ( ) 3) ( ) 4) ( ) 5) ( )
Its my duty to make sure my child understands his or her assignments 1. ( ) 2. ( )
3.( ) 4.( )5.
I make sure that my childs homework gets done. 1) ( ) 2) ( ) 3) ( ) 4) ( ) 5) ( )
I talk to my child about what he or she is learning. 1) ( ) 2) ( ) 3) ( ) 4) ( ) 5) ( )
I do take my child to the library, community events, or similar places. 1) ( ) 2) ( ) 3)
( ) 4) ( ) 5)
A students motivation to do well in school depends on the parents. 1) ( ) 2) ( ) 3)
( ) 4) ( ) 5) ( )
My efforts to help my child learn are successful. 1) ( ) 2) ( ) 3) ( ) 4) ( ) 5) ( )
I expected the school to notify me if my child had a problem. 1) ( ) 2) ( ) 3) ( ) 4) ( )
5) ( )
I assume my child is doing all right when I dont hear anything from the school. 1)
( ) 2) ( ) 3) ( ) 4) ( ) 5) ( )
I get most of my information about my childs progress from report cards
1) ( ) 2) ( ) 3) ( ) 4) ( ) 5) ( )
My childs learning is mainly up to the teacher and my children. 1) ( ) 2) ( ) 3) ( )
4) ( ) 5) ( )

28
Your childs teacher asks you to help your child study for an upcoming math test.
1

( ) 2) ( ) 3) ( ) 4) ( ) 5) ( )

How do you communicate with the teacher?

a) Face to face ( ) b) through phone call ( ) c) others
Do you visit the school to find out about the farewell of your child?
a) Yes

( ) b) no ( )

If yes, how often? Not often ( ) All the time ( )

Do you have any responsibility in school? a)Yes ( ) No ( )
If yes, which one
School committee official ( ) class representative ( ) any other
Do you attend functions organized by the school such as sports day, prayers day?
Do parents read together with their children? a) Yes ( ) No ( )
Do they provide educational games? a) Yes ( ) No ( )
Do they play the games together? a) Yes ( ) No ( )
Do they talk about school? a) Yes ( ) No ( )

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Letter of Request to the Principal

Don Mariano Marcos Memorial State University

South La Union Campus
COLLEGE OF GRADUATE STUDIES
Agoo, La Union
October 17, 2016
The Principal
Sacred Heart Learning Center
Namonitan, Sto.Tomas, La Union
Madame:

30
I am presently conducting my research study entitled The Impact of Parental
Involvement on the Academic Performance of grade 1 pupils as a requirement for my
Master of Arts in Educational Management at DMMMSU.

I would like to ask your approval and support to conduct my interview among
your children in Grade 1 class. The interview session will be on October 21, 2016.

Your support and cooperation will be highly appreciated.

Very truly yours,

LEAH D. ESTOESTA
Researcher

Approved by:
Dr. Constancia F. Dacanay
Principal