Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Family is the basic unit of the society where children

had their first step of education. In the family, children

learn the basic values of living and even ABC’s as well as

basic arithmetic just like Dr. Jose P. Rizal, who was taught

by his mother as his first teacher. Hence, parents are

considered as the first teachers of their children.

Parents are the ones who open the learning consciousness

of a child as they answered the questions out of the child’s

curiosity. They are also the foundation of the child’s

behavior. As the child asks questions like “Why is there day

and night”, it’s the parents who first explain to them.

Children at the age of two already starts asking sensitive

questions, so parents should be clever enough to discuss with

them the relevance of these and those since these explanation

and ideas will affect their way of thinking and outlook

towards life. Through this, the parents can also teach values

to their children.
 2

In the study of Chemagosi (2012), she revealed that many

parents are not serious with attending school meetings which

is 47%, which made them unaware of their children's academic

progress and thus results to poor academic performance.

Parents who always attend the school meetings, get involved

in the assignments or homework and school activities of their

children are found to have improved the academic performance

of their children. For Tuazon (2016), the schools’ observance

of parental involvement practices ensures positive results to

the students. The students can greatly benefit from the

parents who always monitor them in terms of academic

achievement, self-awareness, better attitudes, and improved

personal qualities. According to Tuazon, parents will also

acquire sufficient skills in creating a learning environment

for their children, establish commendable relations with the

school and other families, and develop self-confidence as

well.

Parental monitoring or involvement is very important to

ensure the success of each child since parent’s involvement

has been defined and measured in multiple ways, including

activities that parents engage in at home and at school and

positive attitudes parents have towards their child's

education, school, and teacher (Epstein, 1996).

 3

School is not the only institution responsible for a

learner to be successful in his endeavor and academic venture.

Education starts within the family. It is only enhanced and

developed through an institution of learning which is the

school. Therefore, parents and teachers of the school will

collaboratively work for the success of the child, (Deloso

2013). It is the obligation of the parents to do monitoring

and follow-up to their children in all school activities

especially their academic performance. As parents, they are

obliged to make sure that what a child learns from school

will not be negated at home instead it will be applied,

meaning parents must check their children in terms of what

they have learned in school and motivate them to practice

what they learned either in values or in academics. It is why

associations such as Federation of Parents Guardians Teachers

Association (FPGTA) is created for parents and teachers to

discuss issues on school concerns and, especially for the

welfare of the students. Academic performance of the students

is the concern of the parents and it is important to enhance

the academic performance of schools, particularly in Bohol

Wisdom School.

Anchored on the foregoing, it shows that in the holistic

development of the child’s education during the elementary

 4

and secondary level, parents’ guidance and monitoring to

their children are very vital for them to choose the best

career in the future. In view of this necessity, the

researcher decided to conduct the study entitled “Parental

Monitoring and Academic Performance and Behavior of the

Students in Bohol Wisdom School”. Hence, the result of this

study serves as foundation of organizing FPGTA program of

activities that will lead the students to enhance the academic

performance and behavior, it will be implemented in the

institution. Based on the results, a more effective and

organized BWS FPGTA program will be put in place for the

succeeding school years.

Literature Background

There are several factors that may affect the learners’

academic performance. One of these is the parental monitoring

to the learners’ activities. Parental monitoring is essential

in education because it is always believed that it can glean

better result in the academic performance of their children.

Hence this study is anchored on Epstein (2011) Theory of

Partnership Model, Lee Vygotsky’s (1978-1980) and Socio-

 5

Theory of Partnership Model Presidential Decree Number

603
Explains the relationship
between schools, families, The Child and Welfare Code
and communities as of the Philippines
overlapping spheres of  The Child is one of
influence that share a the most important
concern about the success assets of the nation.
------
of the child.
1987 Philippine
Constitution
Epstein, (2011)
 The organic
fundamental law of the
Human Learning Theory state.

Social Interaction plays a Republic Act 7610.

fundamental role in the
 Special Protection of
development of cognition.
Children against
Vygotsky, (1979) Abuse, Exploitation,
and Discrimination Act

Bohol Wisdom School

Parents and Students 2018-2019

Students’ Academic
Parental Monitoring Performance and
Behavior

Action Plan

Figure 1. Theoretical and Conceptual Framework

 6

Cultural Theory of Human Learning. Legal bases include the

Presidential Decree No. 603, The Child and Welfare Code of

the Philippines, 1987 Philippine Constitution, and Republic

Act 7610.

Epstein Theory of Partnership Model explains the

relationship between schools, families, and communities as

one of the overlapping spheres of influence that share a

concern about the success of the child. The model has been

influential in shaping social policy regarding parent

involvement in education. The model has two main components.

The first depicts the partnership of schools, families,

communities as overlapping spheres. The spheres represent the

schools, families, and communities. Each has a stake and

influence in the education of a child. The second component

of the Partnership Model illustrates the interpersonal

relationships and patterns of influence that are most

important in a child’s education.

For Epstein, good parenting helps develop a child’s

cognitive ability in school wherein there should be two-way

communication, family-school, in which parents support the

child’s learning at home while teachers do in school. It is

also vital in this theory that the parent collaborates with

 7

the school as one of the main stakeholders, thus it explains

why Parents-Teachers Association is necessary in the

establishment of any educational institution which in one way

or another should have a great participation in school’s

decision making especially when it concerns to the students’

holistic development.

Moreover, Vygotsky’s Human Learning Theory describes

learning as a social process and the origination of human

intelligence in society or culture. The major theme of

Vygotsky’s theoretical framework is that social interaction

plays a fundamental role in the development of cognition.

Vygotsky believed everything is learned on two levels.

First, through interaction with others, and then integrated

into the individual’s mental structure. Second aspect of

Vygotsky’s theory is the idea that the potential for cognitive

development is limited to a "zone of proximal development"

(ZPD). This "zone" is the area of exploration for which the

student is cognitively prepared, but requires help and social

interaction to fully develop.

The theory explains the importance of learning to the

child during his interaction to people around most primarily

with his parents, friends, neighbors, and even teachers.

 8

Through this social interaction, the child starts to be

inquisitive which the theorist refers to as cooperative or

collaborative dialogue that consequently happens when the

child seeks meaning to an action or an interaction displayed

by somebody with higher mental capabilities than him whom

could be the parents, teacher, or peer which are considered

as the More Knowledgeable Other (KMO). Since the parents is

the more knowledgeable other in this theory of learning, it

is the primary responsibility of the parent to guide their

children academically.

To give a legal foundation of this study, the Article 1

of the Presidential Decree No. 603 of the Child and Welfare

Code of the Philippines articulated that the child is one of

the most important assets of the nation. Every effort should

be exerted to promote his welfare and enhance his

opportunities for a useful and happy life. The decree

emphasized that the molding of the character of the child

starts at the home. Consequently, every member of the family

should strive to make the home a wholesome and harmonious

place as its atmosphere and conditions will greatly influence

the child's development. Attachment to the home and strong

family ties should be encouraged but not to the extent of

making the home isolated and exclusive and unconcerned with

 9

the interests of the community and the country. The natural

right and duty of parents in the rearing of the child for

civic efficiency should receive the aid and support of the

government.

Furthermore, Article 17 elaborated that the father and

mother shall exercise jointly just and reasonable parental

authority and responsibility over their legitimate or adopted

children. In addition, Article 43 explained that parents

shall have the right to the company of their children and, in

relation to all other persons or institutions dealing with

the child's development, the primary right and obligation to

provide for their upbringing.

This Presidential Decree would be the best foundation to

motivate parents to do their task and responsibility in

guiding their children either academic or spiritual to

enhance children’s civic responsibility while promoting

nationalism as their preparation for adulthood. The parents

will not only give the sole responsibility to the educational

institution the duty of developing child’s welfare instead

they must serve as partners of the school in nurturing child’s

maturity. Parents must be the first to motivate their children

in their academic endeavor because behind every child’s

 10

achievement is a parent who patiently understands and

tirelessly guides his child in whatever circumstances. In

general, parents are not only obliged to provide the

physiological needs of their children but to educate them as

emphasized by Presidential Decree No. 603.

Article XV, Section 1 of the 1987 Constitution states

that the country recognizes the Filipino family as the

foundation of the nation. Accordingly, it shall strengthen

the solidarity and actively promote the child’s total

development. In the same article, Section 3 provides that the

state shall defend the right of children to gain assistance,

including proper care and nutrition, and special protection

from all forms of neglect, abuse, cruelty, exploitation and

other conditions prejudicial to their development.

In addition, it is also stated in IX, Chapter 1, Article

209; Parental Authority in The Family Code of the Philippines

that “Pursuant to the natural rights and duties of parents

over the person and property of their unemancipated children,

parental authority and responsibility shall include the

caring for and rearing them for civic consciousness and

efficiency and the development of their moral, mental and

physical character and well-being.

 11

Article 220, Chapter 3 of the same code on “Effects of

Parental Authority upon the Persons of the Children” also

highlights that parents and those exercising parental

authority shall have with respect to their unemancipated

children the following rights and duties: (1) to keep them in

their company, to support, educate and instruct them by right

precept and good example, and to provide with their means;

(2) to give them love and affection, advice and counsel,

companionship and understanding; (3) to provide them with

moral and spiritual guidance, inculcate in them honesty,

integrity, self-discipline, self-reliance, industry and

thrift, stimulate their interest in civic affairs, and

inspire in them in compliance with the duties of citizenship

and (4) to furnish them with good and wholesome educational

materials, supervise their activities, recreation, and

association with others, protect them from bad company, and

prevent them from acquiring habits detrimental to their

health, studies and, morals.

Furthermore, to protect the rights of children in the

Philippines, Republic Act 7610 is formulated. The act is also

known as Special Protection of Children against Abuse,

Exploitation, and Discrimination Act. This law ensures that

children are given the opportunities to be the best that they

 12

can be. Thus, this will provide opportunities for a holistic

development, (Law Phil, 1992).

In some other references such as the “Effects of Parental

Involvement and Family Structure on the Academic Achievement

of Adolescent” by Jaynes (2005), it is discussed that parents

provide hidden labor that supplements and compliments that of

the school staff. Parents can be involved in their children’s

academic activities by discussing school events and

activities with their children, helping their children with

class or program selection, knowing the parents of their

child’s friends, volunteering at school, attending school

meetings, and checking their children’s homework.

In addition, according to Fan and Chen (2001) in their

book entitled “School, Family, and Community Partnership:

Preparing Educators and Improving Schools” note that parents’

attitude towards their children’s schooling manifest through

parental expectation of the child on matters such as career

choice and development. In this way, parental expectations

regarding the children’s academic performance in terms of

academic grades are also expressed because the parents spell

out the activities that the child should be engaged in and

also monitor children’s academic progress.

 13

Parents’ positive attitudes towards their children’s

schooling are expressed through, among other ways, attending

meetings called by the school (Epstein, 2001). The previous

views were supported by Fan and Chen (2001) that parents have

to develop a positive sense of efficiency for helping their

children to succeed with their academic performance. It is

the parent’s role to influence children’s developmental and

educational outcomes through modeling, reinforcement, and

instruction.

As explained, parents should be responsible and must

give more importance to the education of their children by

doing follow-up on the activities of their children in school.

For parents, the grade of the child is the measurement of

their hard work in monitoring their children as well as the

child’s success in his academic endeavor. Parents and

teachers should cooperate and collaborate with each other

since they are the role models of the students. It is always

the parent who can dictate the child’s activities and it is

also him or her who can encourage and build the confidence of

the child by going to school attending meetings,

participating in family days, cooperating in the school

activities and most of all being present during the parent-

 14

teacher conferences. By these efforts, they will understand

their children more.

Parental monitoring gives emphasis to parental

involvement because it takes many forms such as good parenting

at home, provision of basic necessities, positive behavior

molding, instilling positive social values and good citizenry

and above all, enhancing educational aspirations (Rafiq et

al., 2013).

According to the study entitled “Dropping out of High

School: The Role of the Parent and Teacher Self-Determination

Support, Reciprocal Friendships and Academic Motivation”, of

Ricard (2015), that parents’ support for basic physiological

needs appeared to be the most significant predictor of

academic motivation and dropping out of high school. Result

suggested that reciprocal friendships represented as

important factor that affects both motivation and

persistence. The researcher also mentioned that reciprocal

friendship between parent and child is also significant

factor for students to be persistent in their studies to

improve academic performance.

 15

This means, the need to give students physiological

needs is important for the students to do their best in

academic but if this need will not be provided such as the

need for food, some of these students might be discouraged to

go to school or if not, they will go to school with an empty

stomach that might lead to less performance in class. It is

an obligation of the parent to provide the basic needs of

their children to encourage them to attend school every day.

Moreover, the study also added that relationships of children

and parents is a great factor to the child’s interest and

inspiration to achieve better in school.

Furthermore, Tuazon (2016) found out that the schools’

observance of parental involvement practices ensures positive

results to students, parents and teachers. The students are

greatly benefited from parental involvement in terms of

academic achievement, self-awareness, better attitudes, and

improved personal qualities, whereas parents acquire

sufficient skills in creating a learning environment for

their children, establish commendable relations with the

school and other families, and develop self-confidence. The

teachers, on the other hand, gain benefits from parental

involvement in terms of improved skills in interacting with

parents, better communication ability, and enhanced self-

 16

awareness. Observance of parental involvement in school is

significantly related to the manifestation of its positive

results to students.

Galang (2018) discussed that parental involvement at

early stage in children’s learning positively affects the

child’s school performance including higher academic

achievement. Moreover, it is observed that parental

involvement with children from early age has been found to

equate with better outcomes specially in building their

personalities. Children whose parents are actively engaged in

their child’s learning has positive impact on students other

than academics including increased motivation, self-esteem,

and self- reliance, which may lead to academic success

regardless of economic background.

Deloso, R. (2013) recommends parents participation as

one of the ingredients that make the difference. Parents’

active involvement with their child’s education at home and

in school brings great rewards and brings a significant impact

on their children’s lives. He also added that parents must do

proper and constant monitoring of their children’s academic

progress, not necessary telling them what to do but guiding

them in the process of becoming. Furthermore, he stated that

 17

parents must display involvement and concern for the welfare

of their children not just in the social aspect but also in

the other aspects of development especially in the academic

aspect by showing interests in their children’s endeavors.

Their support to the children must be visible especially in

school-related activities which require their attendance and

participation. In his study, he gave emphasis on the

relationship of parents and teachers, so that a Parent Teacher

Association becomes active and be strengthened as stated in

the Presidential Decree number 603 and DepEd order No. 54

series of 2009 that the parents and teachers play a vital

role in educating the youth for the future of the nation.

The theories, legal bases and related studies emphasized

that parents have multiple responsibilities to their children

that necessitates the assessment of the level of parental

monitoring to students’ academic performance and behavior. It

is hoped that the result of this study would serve as basis

in designing an FPGTA enhancement program.

 18

THE PROBLEM

Statement of the Problem

The main thrust of this study was to assess the impact

of the level of parental monitoring to the students’ academic

performance and behavior of the randomly selected students of

Bohol Wisdom School during the academic year 2018-2019.

Specifically, the study sought to answer the following

questions:

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

1.1 Educational Attainment; and

1.2 Occupation?

2. What is the level of parental monitoring of the parent

respondents?

3. What is the level of student respondents’ profile in

terms of:

3.1 Academic Performance; and

3.2 Behavior?

4. Is there a relationship between the level of parental

monitoring and the students’ academic performance?

5. Is there a relationship between the level of parental

monitoring and the students’ behavior?

 19

6. Is there a relationship between students’ behavior and

their’ academic performance?

7. What action plan can be proposed based on the results

of the study for the Bohol Wisdom School Federation of

Parents, Teachers, and Guardians Association (FPGTA) to

further improve the academic performance of the

students?

Statement of Hypotheses

There is no significant relationship between the level

of parental monitoring and the academic performance of the

students.

There is no significant relationship between the level

of parental monitoring and the behavior of the students.

There is no significant relationship between behavior

and students’ academic performance.

Significance of the Study

The study aims to assess the level of parental monitoring

and its impact to the students’ academic performance and

 20

behavior. The findings of the study are beneficial to the

following:

Students. This study would lead the students to gain

improvement as the parents become aware of their performance

in school.

FPGTA. The result of this study will provide them the

appropriate program in order to monitor their children in the

school campus in relation to their academic performance

Parents. This study will provide them necessary measure

on how to guide, handle and advise their children in terms of

their study.

School Administrator. Through the results of this study,

the administration will be able to design activities in school

geared towards parents’ involvement.

Teachers. This study enables teachers to develop a

connection in their students’ parents in enhancing

performance in school.

Future Researchers. The future researchers will be

guided as they undertake further studies that may involve a

wider coverage of participants to verify the findings of the

study.
 21

RESEARCH METHODOLOGY

Design

To achieve the desired goals of this study, the

descriptive and inferential design was used. The responses

were gathered through the survey with the aid of

questionnaires which some of the statements were taken from

the research of Chemagosi M.J. (2012) and from the High School

Guidance Counselor for parental monitoring. The behavior also

was aided by a self-made questionnaire.

Environment and Participants

The study was conducted in Bohol Wisdom School. It is

located along Carlos P. Garcia North Avenue, Tagbilaran City,

Bohol. It is an academic-oriented institution of learning,

established, managed and operated by the elected members of

the Board of Trustees, who are composed of the members

Filipino-Chinese community in Bohol. It is a co-educational

institution dedicated to training of boys and girls alike in

their formation and preparation for life and service.

 22

Using the G Power 3.010 with the effect size of 0.30

(medium), α = 0.05, Power = 0.95 resulting to 134 respondents

of parents and 134 respondents of students. Using stratified

sampling we come up with:

700 592
student population

600
500
400
300 163176125128
200 100 134 134
100 27 30 21 22 36 40 28 30 36 40 28 30
0
Actual Number of
number of
Percentage Student Questionnaire
Students
Respondents s Retrieved
Grade 7 163 27 36 36
Grade 8 176 30 40 40
Grade 9 125 21 28 28
Grade 10 128 22 30 30
Total 592 100 134 134

Grade 7 Grade 8 Grade 9 Grade 10 Total

Figure 2. Distribution of Student Respondents

700 592
Parent population

600
500
400
300
163176 128 134 134
200 125 100
100 27 30 21 22 36 40 28 30 36 40 28 30
0
Number of
number of Actual Parent
Percentage Questionnaire
Parents Respondents
s Retrieved
Grade 7 163 27 36 36
Grade 8 176 30 40 40
Grade 9 125 21 28 28
Grade 10 128 22 30 30
Total 592 100 134 134

Grade 7 Grade 8 Grade 9 Grade 10 Total

Figure 3. Distribution of Parent Respondents

 23

The researcher used random sampling in choosing

respondents after stratified sampling.

Instruments

The researcher adapted and formulated questionnaires in

checklist form in which some of the statements were adapted

from the research of Chimagosi (2012) and from the high school

guidance counselor of Bohol Wisdom School which sought to

assess the level of parental monitoring of parents and

questionnaires that would also assess the behavior of

students. To validate the questionnaire, the researcher

conducted a pilot testing among thirty (30) parents and thirty

(30) students of the Senior high school department who were

not among the respondents of the study.

The academic performance was taken from the General

Percentage Average or GPA of the students in School Year 2017-

2018. These were requested from the principal and the

registrar of Bohol Wisdom School.

 24

Procedure

Permission to conduct the study was secured from the

Dean of Bohol Island State University (BISU), Main Campus,

then the researcher sent a letter to the Head of the

Administrative Team of Bohol Wisdom School and the principal

of the High School Department. The researcher then asked

permission from the Head of the Administrative Team and the

principal of the High School Department to conduct the

research. Then the questionnaires were distributed to the

students which were intended for their parents to answer at

home and the students would answer questionnaires in school

which was intended for their behavior. The researcher asked

permission from the principal and the registrar for the

average grades of the students during the school year 2017-

2018.

The study was statistically treated using the

percentage, weighted mean, and Pearson Moment Coefficient.

After treating the data, the findings were established. In

addition, recommendations were presented to propose an

enhancement program for the Federation of Parents, Guardians

and Teachers Association.

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Statistical Treatment

To determine the parents’ profile in terms of

educational attainment and occupation, the frequency of

percentage was used.

To determine the level of parental monitoring of the

respondents, the weighted mean was used.

To determine the level of academic performance and

behavior the percentage and weighted mean, were used

respectively.

Below is the Numerical and Descriptive value of the

Students’ Academic Performance:

Table 1

General Percentage Average (GPA) with Descriptive Value

Descriptive Value Equivalent Numerical Value

Excellent 91-100
Very Good 86-90
Good 81-85
Fair 75-80
Poor 74 and Below

To determine the relationship between the level of

parental monitoring and the students’ academic performance

 26

and the relationship between the level of parental monitoring

and the students’ behavior, the Pearson Product Moment

Coefficient of Correlation was used.

Pearson Product Moment Coefficient of Correlation

N  xy  ( x)( y )
Pxy 
[ N  x 2  ( x) 2 ][ N  y 2  ( y ) 2 ]

Where:

Pxy = Correlation between x and y

∑x = Summation of test x

∑y = Summation of tes y

∑xy = sum of the product of x and y

N = number of Cases

∑x2 = sum of squared x score

∑y2 = sum of squared y score

(Using the Statistical Packages of Social Sciences

(SPSS) version 21).

DEFINITIONS OF TERMS

The following terms are defined to understand better the

study.
 27

Academic Performance. This refers to the General

Percentage Average (GPA) of the students during the School

Year 2017-2018.

FPGTA. This corresponds the Parents Teachers Association

in Bohol Wisdom School. It is the Federation of Parents,

Guardians and Teachers.

General Percentage Average (GPA). This is refers to the

Students average grades during the School Year 2017-2018.

Parental Monitoring. It means responsibility of parents

to look into their children in school by guiding,

participating in school activities, being present during

school meetings, tutoring their children and etc.

Parents. These are the parents of the randomly selected

students of Bohol Wisdom School who are subject of this study.

Students. These are the randomly selected children

enrolled in Bohol Wisdom School whose GPA’s during School

Year 2017-2018 were utilized in this study.

 28

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents a concrete presentation, analysis

and interpretation to provide answers to specific questions

raised in the study. The presentation is divided into six

parts:

The first part deals with the parents’ profile in terms

of educational attainment and occupation. The second part

shows the data on the level of parental monitoring of the

respondents. The third part reveals the level on the academic

performance of the students using their GPAs as well as their

level of behavior. The fourth part contains the relationship

between parental monitoring and academic performance. The

fifth part shows also the relationship between parental

monitoring and behavior. The last part shows the relationship

between students’ behavior and academic performance.

Profile of Respondents

The profile of the parents – respondents was determined

within the variables: educational attainment and occupation.

 29

a. Educational Attainment

Table 2

Profile of Parents in Terms of Educational Attainment

N=134

Educational Attainment Frequency Percentage Rank

Elementary Level 0 0 8
Elementary Graduate 1 0.75 7
High School Level 7 5.22 5
High School Graduate 5 3.73 6
College Level 8 5.97 3
College Graduate 93 69.4 1
Graduate Studies 14 10.45 2
(Masteral)
Graduate Studies 6 4.79 4
(Doctoral)

Table 2 shows that out of one hundred thirty-four (134)

parents involved in the study, ninety three (93) or 69.4%

were college graduates, fourteen (14) or 10.45% of were taking

masteral degree, eight (8) or 5.97% parent respondents are in

the college level, seven (7) or 5.22% are in high school

level, six (6) or 4.97% are taking doctoral courses, five (5)

or 3.73 are in high school graduates and only one (1) or 0.75%

is an elementary graduate. This implies that parents are

educated. They are also able to successfully hurdle in their

academic endeavor.
 30

b. Occupation

Table 3

Parents’ Profile in Terms of Occupation

N = 134

Occupation Frequency Percentage Rank

Legal 15 11.19 5
Office and Administrative Support 16 11.94 4
Education, Training and Library 10 7.46 6
Food Preparation, and Food 1 0.75 15.5
Service Related
Personal Care and Service 4 2.99 9
Business Financial Management 22 16.42 1
Arts, Design, Entertainment, 3 2.24 12.5
Sports and Media
Installation Maintenance and 0 0 19.5
Repair
Farming, Fishing and Forestry 1 0.75 15.5
Construction and Extraction 3 2.24 12.5
Architecture and Engineering 4 2.99 9
Community and Social Service 0 0 19.5
Healthcare Practitioners 20 14.93 2
Production 1 0.75 15.5
Protective and Security Service 4 2.99 9
Sales and Related 4 2.99 9
Transportation 1 0.75 15.5
Others: 25 18.66
Seafarers 5 3.73 7
Housewives or None 19 14.18 3
Tourism 1 0.75 15.5
Total: 134 100%

Presented in table 3 is the profile of the parents in

terms of occupation. Business Financial Management obtains

the highest percentage of 16.41 or twenty-two (22),

healthcare practitioners rank second since it got twenty (20)

 31

or 14.93% parent respondents, housewives or none ranked

number three which has nineteen (19) parent respondents’ or

14.8. The lowest percentage was 0.75% or with a one (1)

respondent in each occupation which composed of food

preparation and food service; farming, fishing and forestry;

production; transportation; and tourism. It implies that most

of the parents’ occupation in Bohol Wisdom School are into

business financial management.

Level of Parental Monitoring

Parental monitoring is very essential to enhance the

behavior and the academic endeavor of their children. Parents

are the primary authority in disciplining the child with

regards to their academic performance and the way they behave

since parent’s involvement has been defined and measured in

multiple ways, including activities that parents engage in at

home and at school and positive attitudes parents have towards

their child's education, school, and teacher (Epstein, 1996).

 32

Table 4

Level of Parental Monitoring

N = 134

A. Behavior monitoring

As parent, I… WM DV I
Impose discipline to my child in 3.58 Strongly VHL
terms of his or her negative attitude Agree
Visit my child’s teacher-in-charge 3.04 Agree HL
for follow up regarding his/her
behavior
Explain to my child the importance of 3.74 Strongly VHL
education in person’s life Agree
Attend teacher-parent conference to 3.21 Agree HL
know my child’s behavior in school
Reprimand my child in doing grave 3.39 Agree HL
mistakes
Show positive outlook about my work 3.65 Strongly VHL
and teach my child the value of being Agree
industrious
Discuss to my child concerning the 3.62 Strongly VHL
outcomes of his or her attitude and Agree
mistakes
Establish rules and regulation at 3.42 Agree HL
home. (example curfew hours 9:00 PM)
Use words like please, thank you, 3.59 Strongly VHL
excuse me, and sorry at home Agree
Pep talks (speech made to instil 3.32 Agree HL
enthusiasm and boost confidence) with
my child regarding school activities

Overall Behavior monitoring 3.46 Agree HL

 33

B. Academic monitoring
As parent, I… WM DV I
Communicate with my child regarding 3.46 Agree HL
school activities (academic)
Motivate my child to be an achiever in 3.3 Agree HL
school
Interact with my child concerning his 3.36 Agree HL
or her academic performance
Monitor closely my child’s progress in 3.24 Agree HL
terms of his or her academic
performance
Supervise my child’s school activities 3.12 Agree HL
such as homeworks and projects
Support my child’s needs in school 3.61 Strongly VHL
such as projects and assignment Agree
Communicate my child about extra- 3.2 Agree HL
curricular activities in school
Check my child children mastery test, 3.36 Agree HL
skill-based activities and report card
Tutor my child/ children personally 2.84 Agree HL
about the lesson
Hire tutor for my child/ children to 2.03 Neutral M
teach their lessons
Check my child/ children skill-based 3.12 Agree HL
activities and mastery test
Provide project materials to my child/ 3.57 Strongly VHL
children on time for school tasks and Agree
activities
Attend a teacher-parent conference to 3.15 Agree HL
know my child’s/ children academic
performance
Give rewards to my child/ children 2.99 Agree HL
when they achieve higher grades every
grading period.
Give disciplinary actions to my child/ 2.61 Agree HL
children when they get low in terms of
academic performance.
Overall Academic Monitoring 3.11 Agree HL

Overall Total Weighted Mean 3.24 Agree HL

Weighted Mean Range (WM) Interpretation (I)

3.50-4.00 Very High Level (VHL)
2.50-3.49 High Level (HL)
1.50-2.49 Moderate (M)
1.00-1.49 Low Level (LL)
 34

Table 4 shows the level of parental monitoring. Data

reveal that Behavior Monitoring garnered the highest weighted

mean of 3.46 with the descriptive value of agree which means

that has high level of parental monitoring. Under behavior

monitoring the question “I explain to my child the importance

of education in a persons life” got a weighted mean of (3.74)

which is very high level of parental monitoring, followed by

the question “I show positive outlook about my work and teach

my child the value of being industrious” which is very high

level of parental monitoring with a mean of (3.65) the third

highest mean was the question “I discuss to my child

concerning the outcomes of his or her attitudes and mistakes”

which has a mean of (3.62) with a very high level of parental

monitoring. The question “I Visit my child’s teacher-in-

charge for follow up regarding his/her behavior” got the

lowest mean with (3.04) which has a high level of parental

monitoring.

Meanwhile, Academic Monitoring obtained the lowest

weighted mean of 3.11 with the descriptive value of agree

which means high level of parental performance. The top

questions which has the highest mean where the following;

first the question “I support my child’s needs in school such

as projects and assignment” which has a mean of (3.61) which

 35

means the level of parental monitoring is very high, the

second highest mean is the question “I provide project

materials to my child/ children on time for school tasks and

activities” with a mean of (3.57) or it is a very high level

of parental monitoring, while the question the question “I

communicate with my child regarding school activities

(academic)” has a mean of (3.46) which means the level of

parental monitoring is high. Questions I interact with my

child concerning his or her academic performance” and “I check

my child children mastery test, skill-based activities and

report card” both has a mean of (3.36) which means high level

of parental monitoring. The lowest level of parental

monitoring was the questions that is all about hiring tutor

to teach their children which has a mean of two point zero

three meaning parents are neutral this thus the level of

parental monitoring is moderate.

This implies that the parents of Bohol Wisdom School

give importance in monitoring their children’s behavior by

giving importance to education, by motivating them on the

positive outlook of life, they also impose discipline to their

children because of their negative behavior. which also

correlates with Rafiq, et al (2013) that parents have the

responsibility of instilling positive social values and good

 36

citizenry which will also enhance the educational aspirations

of the child.

Academic Performance and Behavior of the Students

Table 5

Academic Performance of the Students in

School Year 2018-2019

N = 134

Descriptive GPA Range Frequency Percentage Rank

Value
Excellent 91-100 39 29.10 2
Very Good 86-90 51 38.06 1
Good 81-85 30 22.39 3
Fair 75-80 14 10.45 4
Poor 74 and Below 0 0 5
Total 134 100

Table 5 shows that GPA range of 86-90 has the highest

percentage of 38.06 with a descriptive value of very good

while the lowest GPA range is 75-80 with a percentage of

10.45. Its descriptive value is fair. This implies that

students in Bohol Wisdom School are academically-oriented

which was shown in the ranking with descriptive value of Very

Good is in rank one (1) while Excellent ranks number two (2).
 37

Students Behavior

Table 6

Level of Students Behavior

N = 134

A. Behavior towards Co-Students:

As a student, I… WM DV I
Demonstrate sportsmanship and fair 3.39 Agree G
play.
Get along with co students and 3.27 Agree G
people around.
Sympathize classmate or schoolmate 3.13 Agree G
feelings.
Understands the emotional state of 3.13 Agree G
co students around.
Make pep talks with co students in 2.63 Agree G
school
Inspire enthusiasm to friends and 2.84 Agree G
classmates about school work.
Maintain cordial relationship with 3.10 Agree G
schoolmates.
Manifest kindness to other 3.21 Agree G
students.
Avoid arguments with others to 3.13 Agree G
accomplish tasks.
Work cooperatively with other 3.30 Agree G
students.
Total Weighted Mean 3.11 Agree G

B. Behavior towards Teaching and Non-teaching Personnel:

As a student, I… WM DV I
Respect to the teachers and non-teaching 3.58 Strongly VG
personnel. Agree
Show courtesy to teachers and non- 3.5 Strongly VG
teaching personnel. Agree
Show generosity to the teaching and non- 3.38 Agree G
teaching personnel.
Raise hand to answer question or ask 3.02 Agree G
clarification from the teachers’
discussion.
Follow directions and listen to the 3.40 Agree G
teachers’ instruction.
Obey to teachers’ good advice. 3.40 Agree G
 38

Ask teachers permission when going out 3.58 Strongly VG

from the classroom. Agree
Listen when the teacher is discussing the 3.34 Agree G
lesson
Help the teachers with his or her 2.94 Agree G
materials in going in the classroom and
out from the classroom.
Say thank you to the teacher when they 3.20 Agree G
give the test papers.
Total Weighted Mean 3.33 Agree G

C. Behavior Towards School Policy

As a student, I… WM DV I
Show concern to the cleanliness of the 3.30 Agree G
school.
Advocate the English campaign policy in 2.85 Agree G
school.
Adhere to the core values of the 3.25 Agree G
institution love, respect, Integrity and
stewardship.
Turn off the electrical facilities inside 3.32 Agree G
the classroom when left unattended.
Follow rules and regulation in school. 3.31 Agree G
Respond immediately to the assembly bell 3.17 Agree G
by following the line promptly in the
designated area.
Observe decency and propriety in my 3.49 Agree G
clothes when I am in school
Wear my ID at all times in the school 3.25 Agree G
campus as part of my uniform
Avoid using cellphone during class hours 3.04 Agree G
and put it into silent mode.
Always be careful of my behavior 3.46 Agree G
especially in public functions, civic or
religious activities.
Total Weighted Mean 3.24 Agree G
Over all Total Weighted Mean 3.23 Agree G

Weighted Mean Range (WM) Interpretation (I)

3.50-4.00 Very Good (VG)
2.50-3.49 Good (G)
1.50-2.49 Fair (F)
1.00-1.49 Poor(P)
 39

Table 6 shows the highest mean on the students’ behavior

was (3.33) which is the behavior towards teaching and non-

teaching personnel with the descriptive value of agree which

is good level of behavior. Under the category B the highest

mean were in the questions “I respect to the teachers and

non-teaching personnel” and “I ask teachers permission when

going out from the classroom” with a means of (3.58) which is

very good behavior while questions “I follow directions and

listen to the teachers’ instruction” and “I Obey to teachers’

good advice” gain (3.40) mean with the interpretation of good

behavior. The rest of the questions in category B are all

good in terms of behavior with a descriptive value of agree

but the lowest has a mean of (2.94) which has a fair

behavioral level.

The second highest mean was the behavior towards school

policy which has a total weighted mean of three point twenty-

four which has a descriptive value of agree which means the

behavior of the students in this category is good. Most of

the questions interpretation was good. The highest mean in

this category was the question “I observe decency and

propriety in my clothes when I am in school” which has a mean

of (3.49) which means good behavior. The second highest mean

is the question “I always be careful of my behavior especially

 40

in public functions, civic or religious activities” which has

a mean of (3.46) which also mean good behavior level. The

third highest was the question “I turn off the electrical

facilities inside the classroom when left unattended” with a

(3.32) mean which is good behavior level. The lowest level

was (2.85) which is interpreted as good behavior under the

question “I Advocate the English campaign policy in school.

The lowest mean was behavior towards co-students with a

mean of (3.11) or with a descriptive value of agree or a good

behavior level. The highest mean in this category was the

question “I demonstrate sportsmanship and fair play” with

(3.39) or good level of behavior. The second highest in this

category was the question “I work cooperatively with other

students with a mean of (3.30) which is good level of student

behavior. The third highest mean is the question “I get along

with co students and people around which is (3.27) which

inculcates good level of behavior. The lowest in this category

was the question “I make pep talks with co students in school

with a mean of (2.63) which is also good level of behavior.

It implies that students in Bohol Wisdom School are good

in terms of their behavior. They behave and respect well

towards teachers and school personnel than the school polices

 41

or rules and regulation as well as their schoolmates or

classmates. It is confirmed in the study of Shirin Nooruddin,

et al (2014) teachers and non-teaching personnel influences

student’s behavior by providing support directly to students.

Table 7

Relationship Between Level of Parental Monitoring and

Academic Performance

N = 134

Variables Pearso Correlation r2 p- Decision/

n (r) Coefficient valu Conclusion
and e
Strength of
Relationshi
ps
Parental Academic -.026 Very low .0007 .764 Do not
Monitorin Performan correlation (.07% reject Ho;
g ce , almost ) Insignifica
negligible nt
relationshi
p
**.Correlation is significant at the 0.01 level (2-tailed).

Table 7 shows the relationship between parental

monitoring and academic performance. Based on the result,

parental monitoring did not correlate with academic

performance (r= -.026, n= 134, p= .764). This implies that

the monitoring of parents in the high school department of

Bohol Wisdom School had no relationship with the academic

performance of their children.

 42

The findings coincide with Deloso (2013) that in high

school even if parents are not active in monitoring their

children or they are an absentee parents the students are

still coping with their academic performance. However, also

disagrees with Topor et al. (2011) research which found out

that parental involvement was significantly related to a

child’s increased perception of cognitive competence. Rogel

(2012) on the other hand explained that parental presence was

a factor that may or may not enhance a student’s academic

performance.

Table 8

Relationship Between the Level Parental Monitoring and

Students Behavior

N=134

Variables Pearso Correlation r2 p- Decision/

n (r) Coefficient valu Conclusion
and Strength e
of
Relationship
s
Parental Student .240** slight .0576 .005 Reject Ho;
Monitorin Behaviou correlation, (5.76% Significan
g r definite but ) t
small
relationship

**.Correlation is significant at the 0.01 level (2-tailed).

Table 8 shows relationship between parental monitoring

and student behavior. Based on the results, the relationship

 43

between parental monitoring and student behaviour reveals a

significant, slight correlation, (r = .240**, n = 134, p =

.005) with 5.76% relationship.

This implies that parental monitoring can influence the

behavior towards other students, school teaching and non-

teaching personnel school policies and regulations. Which

means that good parenting at home necessitate positive

behavior and instills positive social values and good

citizenry (Rafiq et al; 2013).

Table 9

Relationship Between Level of Students’ Behavior and

Academic Performance.

N = 134

Variables Pearso Correlation r2 p- Decision/

n (r) Coefficient valu Conclusion
and e
Strength of
Relationshi
ps
Student Academic -.003 Very low .000009 .977 Do not
Behavio Performan correlation (.0009% reject Ho;
r ce , almost ) Insignifica
negligible nt
relationshi
p
**.Correlation is significant at the 0.01 level (2-tailed).
 44

Table 9 shows that student behavior is not correlated to

Students’ academic performance (r = -.003, n = 134, p =

.977). This implies that behavior of the students in Bohol

Wisdom School cannot affect their academic performance.

Haibin Li (2009) stressed that there are no common

factors that influence the academic performance of the

students and their behavior.

 45

Chapter 3

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter deals with the summary of the results

presented in the previous chapter, as well as the conclusions

and recommendations. This also presents the proposed program

for Bohol Wisdom School Federation of Parents, Teachers, and

Guardians Association (FPGTA) to improve the academic

performance of the students and their behavior.

Summary

The main purpose of the study was to assess the level of

parental monitoring to the students’ academic performance and

behavior of the students of Bohol Wisdom School during the

academic year 2018-2019.

This research used the descriptive and inferential

design or method to derive the needed data. A survey

questionnaire was used to find out the level of parental

monitoring and the students’ behavior while the academic

performance was the General Percentage Average grade from the

 46

form 138 of BWS students of the high school department last

school year 2017-2018.

Findings

Parent Respondents’ Educational Attainment. Majority of

the parent-respondents are college graduates. The 10%

attained advanced studies in masteral degree. While there

were 6% college level, 5.2% high school level, 4.5% in the

advance studies’ doctoral degree, 3.7% are high school

graduate and 0.7% elementary graduate.

Parent Respondents’ Occupation. Most parents in the high

school department of Bohol Wisdom School are into Business,

Financial Management which is 16.42 percent with a frequency

of 22 respondents, in the healthcare practitioners is 14.92%

with a frequency of 20. The third highest with 14.17% or 19

are parents who monitored their children always are

housewives. Office and Administrative support are the fourth

which has a frequency of 16 respondents or 11.94%. And the

fifth one was in Legal with a frequency of 15 respondents or

11.19%.
 47

Level of Parental Monitoring. As to behavior monitoring,

the researcher found out that parents strongly agree or very

high level on the points “Explain to my child the importance

of education in person’s life”, “Show positive outlook about

my work and teach my child the value of being industrious”,

“Discuss to my child concerning the outcomes of his or her

attitude and mistakes”, “Use words like please, thank you,

excuse me, and sorry at home”, and “Impose discipline to my

child in terms of his or her negative attitude”. They only

agree or high level on the rest of the questions in the

behavior questionnaires. In terms of the questions that

tackles about academic monitoring, the parents of Bohol

Wisdom School strongly agree or very high level only in two

items: “Support my child’s needs in school such as projects

and assignment” and “Provide project materials to my child/

children on time for school tasks and activities.”

Students’ Academic Performance. Based on the data

presented 38.06% of the BWS students got very good grades.

while 29.10% are excellent, the other 22% achieve good grade

and 10.45% was having a fair grade. It shows that most of the

students in Bohol Wisdom School are very good in terms of

their academic performance.

 48

Students’ Behavior. Based on data presented, on the

three categories of students’ behavior, the highest mean 3.33

which has a descriptive value of agree with good level of

behavior. The category behavior towards school policy was

second highest level of behavior with a mean of 3.23 and a

descriptive value of agree which also means good level of

behavior. The lowest mean was the behavior of students towards

co-students with a mean of 3.11 which has a descriptive value

of a agree with good level of behavior. The students mean

about the different categories of behavior was all agree with

a level of good behavior.

Correlation between Parental Monitoring and Academic

Performance. There was no significant correlation between

parental monitoring and academic performance. The result

implies that the level of parental monitoring will not affect

the academic performance of the students especially in the

secondary level.

Correlation between Parental Monitoring and Behavior.

The result show that there is a slight correlation definite

but small relationship between parental monitoring and

students’ behavior. This implies that parents who always

monitor their children can instill positive behavior to their

 49

children which means that parents have the major role in

molding their children’s good attitude or behavior.

Correlation between Students Behavior and Academic

Performance. Data shows that students’ behavior is not

correlated with academic performance. It means that behavior

of students will not affect the academic performance of the

high school students.

Conclusion

Based on the findings, the following conclusions were

drawn:

Majority of the parents who enrolled their children in

Bohol Wisdom School are professionals, entrepreneurs and

businessmen or they have a higher status in the society and

or higher educational attainment.

Parental monitoring slightly influenced the behavior of

the child towards teachers and non-teaching personnel than to

school policies and their classmates.

The Academic performance of the students were very good

that even though parents will not monitored them students in

 50

Bohol Wisdom School junior high school level are still

prioritizing their study.

Students behavior can or cannot be a factor that

influence academic performance.

Recommendations

To utilize the findings of the study, the researcher

recommends the following:

1. Students have to do the best of their ability to cope

with the different situations in undertaking new

experiences a source of knowledge like their parents,

teachers or the (KMO) Knowledgeable More Other thus they

become responsible in their own education.

2. The Federation of Parents, Guardians and Teachers

Association may design programs to give support and to

encourage students to do their best academically as well

as program that will enhance talents and skills of the

students.

3. The Parents must support their children through

monitoring and involvement in their scholastic endeavor

or even in their passion. They should build children’s

positive behavior and provide their physiological needs.

 51

4. The School Administrators’ may design programs that will

support and encourage parents in monitoring their child

as well as getting involved in different school

activities.

5. Teachers, have to support their students in their

academic aspects as it was emphasized by Ricard (2015)

Teacher Self-Determination Support Reciprocal

Friendship and Academic motivation to the students. The

teacher must act as “loco parentis” or second parents to

their students.

6. Future Researchers may conduct parallel studies on the

importance of parental monitoring and involvement in the

children’s behavior and in relation to their academic

performance.
 52

Proposed FPGTA Enhancement Program

Rationale:

Parents play an important role in developing and

enhancing the potential of the children by monitoring and

being involved in their children’s’ school activities,

enhancing the potential and academic performance of the

students’ needs. Teachers and parents should function

together to mold the student or child to be a better

individual or citizen. According to Robert Hutchins that “The

object of education is to prepare the young to educate

themselves throughout their lives.” In which the task of

preparing the young is to the parents and teachers who will

accompany them in rediscovering the mystery of the world

through education.

Parents and teachers need to help and cooperate each

other in molding their students or children in the different

aspects of learning. Parents in the other hand are proactive

in their child’s education and in enhancing the behavior of

their children. Teachers take consideration of both aspects’

academic performance of the students and their behavior

inside the campus or within the classroom. Thus parents,

 53

guardians and teachers must cooperate with each other to

achieve the goal that will benefit the students to the

fullest.

In this connection the researcher proposed an FPGTA

enhancement program not only for the BWS students but also a

program that will enhance the relationship between parents

and teachers, parents to their children, and parents to

students. The enhancement program will also look into the

improvements of the academic performance as well as the

behavior of the students in consonance with the Presidential

Decree Number 603 or “The Child and Welfare Code of the

Philippines.”

Objectives:

This program seeks to:

1. Encourage parents to be more active and participative in

school activities.

2. Identify students who are academically challenge learners

for possible remediation.

3. Provide activities that will enhance high school

student’s creativity.
 54

4. Promote connections and communications between parents

and the school to establish partnership, and

collaboration.

5. Strengthened the relationship between parents and their

children through planning and conducting a variety of

developmental and recreational activities.

6. Provide channel for both parents and the school to

exchange opinions concerning school policies for

promoting development of the school by having FPGTA

conference quarterly.

Mechanics of Implementation

Upon approval of this proposal by the members of the

examining tribunal, the researcher will present a copy to the

FPGTA officers for suggestions and reactions that may

incorporate to fit a specific situation suitable of the

institution. Furthermore, the approved proposal of the FPGTA

officers will be passed to the School’s Administrative Team

for further deliberation and approval.

 55

Schedule of Implementation

Upon approval of the Administrative Team, this will be

implemented effectively in the Academic Year 2019-2020.

Monitoring and Evaluation

To ensure the implementation of the program, regular

evaluation should be done. Feedbacking and suggestion box by

the FPGTA office to gather comments and suggestions to

determine the strengths and weaknesses of the activity as

well as to know the deficiencies on areas that need more

attention in order to attain the objective of this enhancement

program.
 Proposed FPGTA Enhancement Program
Area Objectives Strategies Persons Time Success Budget
Involved Indicators

To Identify Remedial Class Administration Academic Students 5,000

Students’ and develop Guidance Year Attendance Peso/
Academic students who Student Teacher Counselor 2019- during Month
Performance are slow Tutorials Teachers 2020 Remedial Class
learners and Parents Home
have low Home Visitation Guardians visitation
academic Students Papers
performance Learning Action Increase of
Cell Grade

To identify Seminar Administration Academic Attendance 10,000

students Forum Guidance Year during Pesos/
with Reteaching of Counselor 2019- Seminars and Annum
behavioral GMRC or Good Teachers 2020 Forum
Students problems in Manners and Parents
Behavior the high Right Conduct Guardians Discussions
school Students
department. Behavior Action Anecdotal
Cell Record of the
Class
Advisers/
Teachers

Students’ To develop Exposure Chinese Administration Academic Developed 10,000

Talents and the talents New Year, Guidance Year talents as Pesos/
skills of the Intramural Counselor 2019- shown in Annum
students by Games, Teachers 2020 Awards,
creating a Foundation Days, Parents Trophies and
venue to Club Activities, Guardians Certificates
show it. Arts Month, and Students
City Meet
56
Area Objectives Strategies Persons Time Success Budget
Involved Indicators

Parent- To Develop Conduct of Administration October Team 5,000

Teacher Camaraderie Sports Guidance 2019 to Participation Pesos/
Relationship between Activities: Counselor December in the 2 Annum
teachers  Basketball Teachers 2019 events
and parents league Parents
as well as  Volleyball Guardians Parents
being league Students (SSG attendance
physically Zumba Officers)
fit.
Parent teacher
conference for
school, and
teaching
enhancement.

Parent-Child To develop Conduct of: Administration Academic Parents School

Relationship a strong Foundation Days Guidance Year attendance of Funds
bonding Family Day Counselor 2019- the different (Finance
between Chinese New Year Teachers 2020 activities. Office
parents and Recollection Parents approved
their First mass Guardians by the
children. during the Students Board of
advent before Trustees)
Christmas
57
 58

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 60

APPENDIX A-1

TRANSMITTAL LETTER

July 21, 2018

JEAN F. NEBREA, Ph.D.

OIC Dean, College of Advanced Studies
BISU Main Campus

Madam:

Greetings of peace and goodwill

I am presently working on a study entitled “PARENTAL

MONITORING AND ACADEMIC PERFORMANCE AND BEHAVIOR OF THE
STUDENTS IN BOHOL WISDOM SCHOOL” as partial fulfillment to
complete the degree Master of Arts in Education Major in
Educational Management.

In view hereof, I would like to ask permission to conduct the

research to students and parents of Bohol Wisdom School High
School Department.

I hope for your favorable response to this request.

Respectfully yours,

(Sgd)JUMAR G. GUTANG
Researcher

Noted:

(Sgd)LUZMINDA MACHETE, Ed. D.

Adviser

Approved:

(Sgd)JEAN F. NEBREA, Ph.D.

OIC Dean, College of Advanced Studies
 61

APPENDIX A-2

TRANSMITTAL LETTER

July 25, 2018

RAUL H. DELOSO, MAEM

Head of the Administrative Team
Bohol Wisdom School
City of Tagbilaran

Sir:

The undersigned is currently taking his advanced study

course, Master of Education in Educational Management at
Bohol Island State University, Main Campus, Tagbilaran City.

As main requirement for the completion of the aforesaid

course, he is currently working for his thesis entitled
“PARENTAL MONITORING AND ACADEMIC PERFORMANCE AND BEHAVIOR OF
THE STUDENTS IN BOHOL WISDOM SCHOOL”.

In view of the foregoing, he is respectfully asking for your

permission to conduct the study in this institution where he
is connected as the research environment. Specifically, he
will utilize the Junior High School students, from Grade 7 to
10, as the respondents of the study and Grade 11 students for
the pilot testing of my questionnaire.

It is hoped that this will merit your approval and most

appropriate action. The study will benefit the entire
institution as it helps the system improve its current
practices for enhanced academic performance of the students.

Thank you.

(Sgd)JUMAR G. GUTANG
Researcher
Noted:

(Sgd)JEAN F. NEBREA, Ph.D. (Sgd)LUZMINDA MACHETE, Ed. D.

OIC Dean, CAdS Adviser

Approved:

(Sgd)RAUL H. DELOSO, MAEM

Head of the Administrative Team
 62

APPENDIX B-1

RESEARCH INSTRUMENT

QUESTIONAIRE

1. Parent’s Profile
Directions: Please put a checkmark on the blank
provided before your choices.
Name: __________________________________________

Educational Attainment
__________ Elementary Level
__________ Elementary Graduate
__________ High School Level
__________ High School Graduate
__________ College level
__________ College Graduate
__________ Graduate studies (Masteral)
__________ Graduate studies (Doctoral)

Which of the following describes your Occupation?

_____Legal
_____Office and Administrative Support
_____Education, Training, and Library
_____Food Preparation and Food Service Related
_____Personal Care and Service
_____Business, Financial and Management
_____Arts, Design, Entertainment, Sports, and Media
_____Installation, Maintenance, and Repair
_____Farming, Fishing, and Forestry
_____Construction and Extraction
_____Architecture and Engineering
_____Community and Social Service
_____Healthcare Practitioners
_____Production
_____Protective or Security Service
_____Sales and Related
_____Transportation
Other (please specify) ______________________
 63

2. Level of Parental Monitoring: Directions: Please read

each item carefully. Describe your level of parental
monitoring based on the factors mentioned below by
checking the appropriate box corresponding to the
description scale.

Numerical Descriptive Value

Value
4 Strongly Agree
3 Agree
2 Neither agree or disagree
1 Disagree

A. Behavior monitoring
As parent, I... 4 3 2 1

SA A NA D
1. Impose discipline to my child in terms of
his or her negative attitude
2. Visit my child’s teacher-in-charge for
follow up regarding his/her behavior
3. Explain to my child the importance of
education in person’s life
4. Attend teacher-parent conference to know my
child’s behavior in school
5 Reprimand my child in doing grave mistakes
6. Show positive outlook about my work and
teach my child the value of being
industrious
7. Discuss to my child concerning the outcomes
of his or her attitude and mistakes.
8. Establish rules and regulation at home.
(example curfew hours 9:00 PM)
9. Use words like please, thank you, excuse me,
and sorry at home.
10. Pep talks (speech made to instill enthusiasm
and boost confidence) with my child
regarding school activities.
 64

B. Academic monitoring

As parent, I... 4 3 2 1

SA A NA D
1. Communicate with my child regarding school
activities (academic).
2. Motivate my child to be an achiever in
school
3. Interact with my child concerning his or her
academic performance.
4. Monitor closely my child’s progress in terms
of his or her academic performance.
5. Supervise my child’s school activities such
as homeworks and projects.
6. Support my child’s needs in school such as
projects and assignment.
7. Communicate my child about extra-curricular
activities in school.
8. Check my child children mastery test, skill-
based activities and report card.
9. Tutor my child/ children personally about
the lesson
10 Hire tutor for my child/ children to teach
their lessons.
11. Check my child/ children skill-based
activities and mastery test.
12. Provide project materials to my child/
children on time for school tasks and
activities.
13. Attend a teacher-parent conference to know
my child’s/ children academic performance.
14. Give rewards to my child/ children when they
achieve higher grades every grading period.
15. Give disciplinary actions to my child/
children when they get low in terms of
academic performance.
 65

APPENDIX B-2

RESEARCH INSTRUMENT

Behavior Questionnaire

Name: ________________ Year and Section: ____ Date: _____

Students Behavior in School: Directions: Please read each

item carefully. Describe your behavior based on the factors
mentioned below by checking the appropriate box
corresponding to the description scale.

Numerical Descriptive Value

Value
4 Strongly Agree
3 Agree
2 Neutral
1 Disagree

C. Behavior towards Co-Students:

As a student, I... 4 3 2 1
SA A N D
1. Demonstrate sportsmanship and fair play.
2. Get along with co students and people around.
3. Sympathize classmate or schoolmate feelings.
4. Understands the emotional state of co
students around.
5. Make pep talks with co students in school
6. Inspire enthusiasm to friends and classmates
about school work.
7. Maintain cordial relationship with
schoolmates.
8. Manifest kindness to other students.
9. Avoid arguments with others to accomplish
tasks.
10. Work cooperatively with other students.
 66

D. Behavior towards Teaching and Non-teaching Personnel:

As a student, I... 4 3 2 1
SA A N D
1. Respect to the teachers and non-teaching
personnel.
2. Show courtesy to teachers and non-teaching
personnel.
3. Show generosity to the teaching and non-
teaching personnel.
4. Raise hand to answer question or ask
clarification from the teachers’ discussion.
5. Follow directions and listen to the
teachers’ instruction.
6. Obey to teachers’ good advice.
7. Ask teachers permission when going out from
the classroom.
8. Listen when the teacher is discussing the
lesson
9. Help the teachers with his or her materials
in going in the classroom and out from the
classroom.
10. Say thank you to the teacher when they give
the test papers.

E. Behavior Towards School Policy

As a student, I... 4 3 2 1
SA A N D
1. Show concern to the cleanliness of the
school.
2. Advocate the English campaign policy in
school.
3. Adhere to the core values of the institution
love, respect, Integrity and stewardship.
4. Turn off the electrical facilities inside
the classroom when left unattended.
5. Follow rules and regulation in school.
6. Respond immediately to the assembly bell by
following the line promptly in the
designated area.
7. Observe decency and propriety in my clothes
when I am in school
8. Wear my ID at all times in the school campus
as part of my uniform
9. Avoid using cellphone during class hours and
put it into silent mode.
10. Always be careful of my behavior especially
in public functions, civic or religious
activities.
 67

Appendix C-1

Sample Computations
Parental Monitoring Students Behavior Academic Performance

PARENT Parental Level STUDENT Student Level GPA Description

RESPONDENTS Monitoring RESPONDENTS Behavior
1 3.24 1 3.47 79 Fair
HL G
2 2.92 2 3.6 80 Fair
HL VG
3 3.44 3 2.7 82 Good
HL G
4 3.6 4 3 80 Fair
VHL G
5 3.48 5 3.43 86 Very Good
HL G
6 3.08 6 3.47 99 Excellent
HL G
7 3.64 7 3.7 95 Excellent
VHL VG
8 3.32 8 2.73 80 Fair
HL G
9 2.92 9 2.87 93 Excellent
HL G
10 3.56 10 3.5 79 Fair
VHL VG
11 3.52 11 3.33 89 Very Good
VHL G
12 2.96 12 2.93 90 Very Good
HL G
13 3.6 13 3.97 94 Excellent
HL VG
14 2.92 14 3.27 94 Excellent
HL G
15 3.04 15 3.47 81 Good
HL G
16 1.32 16 2.77 80 Fair
LL G
17 3.28 17 3.37 87 Very Good
HL G
18 3.76 18 3.47 87 Very Good
VHL G
19 3.8 19 2.77 91 Excellent
VHL G
20 3.28 20 3.3 88 Very Good
HL G
21 3.52 21 3.7 80 Fair
VHL VG
22 3.52 22 3.73 82 Good
VHL VG
23 3.36 23 3.03 89 Very Good
HL G
24 2.56 24 2.87 87 Very Good
HL G
25 3.24 25 2.8 79 Fair
HL G
26 3.88 26 3.57 82 Good
VHL VG
27 3.92 27 3.03 82 Good
VHL G
28 3.88 28 3.07 91 Excellent
HL G
29 3.08 29 3.5 79 Fair
HL VG
30 4 30 3.87 95 Excellent
VHL VG
31 3.28 31 3.3 83 Good
HL G
32 3.12 32 3.6 82 Good
HL VG
33 3 33 3.2 76 Fair
HL G
34 2.84 34 3.37 90 Very Good
HL G
35 3.24 35 3.47 83 Good
HL G
 68

36 3.48 36 2.77 91 Excellent

HL G
37 2.8 37 2.83 87 Very Good
HL G
38 3.8 38 3.4 90 Very Good
VHL G
39 3.12 39 3.73 81 Good
HL VG
40 3.56 40 2.93 87 Very Good
VHL G
41 2.84 41 3.37 91 Excellent
HL G
42 3.16 42 2.97 93 Excellent
HL G
43 3.32 43 3.13 84 Good
HL G
44 3.48 44 3.03 83 Good
HL G
45 3.36 45 3.07 93 Excellent
HL G
46 3.44 46 3.43 87 Very Good
HL G
47 3.48 47 3.6 89 Very Good
HL VG
48 3.28 48 3.8 95 Excellent
HL VG
49 2.84 49 3.17 90 Very Good
HL G
50 3.48 50 3.63 93 Excellent
HL VG
51 3.4 51 3.83 90 Very Good
HL VG
52 3.16 52 3 87 Very Good
HL G
53 3.8 53 2.67 87 Very Good
HL G
54 3.56 54 3.53 91 Excellent
VHL VG
55 3.92 55 3.77 82 Good
VHL VG
56 3.2 56 3.7 92 Excellent
HL VG
57 3.44 57 3 88 Very Good
HL G
58 2.92 58 3.43 90 Very Good
HL G
59 3.92 59 3.27 84 Good
VHL G
60 3.28 60 3.13 82 Good
HL G
61 3.44 61 3.13 89 Very Good
HL G
62 3.08 62 3.1 85 Good
HL G
63 2.68 63 3.53 86 Very Good
HL VG
64 3.92 64 3.67 89 Very Good
VHL VG
65 3.84 65 3.3 89 Very Good
VHL G
66 3.32 66 3.2 87 Very Good
HL G
67 3.2 67 3.47 84 Good
HL G
68 3.4 68 3 83 Good
HL G
69 3.6 69 3.93 82 Good
VHL VG
70 3 70 3 91 Excellent
HL G
71 3.36 71 3.07 89 Very Good
HL G
72 3.48 72 3.47 84 Good
HL G
73 3.52 73 3.3 90 Very Good
HL G
74 3.2 74 2.53 93 Excellent
HL G
75 3.04 75 3.37 82 Good
HL G
76 3.12 76 2.6 89 Very Good
HL G
 69

77 3.84 77 3.5 92 Excellent

VHL VG
78 4 78 2.47 80 Fair
VHL G
79 3.32 79 2.83 92 Excellent
HL G
80 3.6 80 3.37 91 Excellent
HL G
81 2.88 81 3.47 88 Very Good
HL G
82 3.88 82 2.97 94 Excellent
VHL G
83 3.88 83 3.1 80 Good
VHL G
84 2.88 84 2.7 87 Very Good
HL G
85 3.52 85 2.97 94 Excellent
VHL G
86 3.24 86 3.17 88 Very Good
HL G
87 3.64 87 3.53 88 Very Good
VHL VG
88 3.4 88 3.43 91 Excellent
HL G
89 3 89 3.3 94 Excellent
HL G
90 3.44 90 3.83 92 Excellent
HL VG
91 3.96 91 2.83 79 Fair
VHL G
92 3 92 3.03 94 Excellent
HL G
93 3.04 93 3.17 84 Good
HL G
94 3.24 94 3.93 95 Excellent
HL VG
95 3.64 95 2.87 94 Excellent
HL G
96 3.76 96 3.83 87 Very Good
HL VG
97 3.24 97 2.9 90 Very Good
HL G
98 3.64 98 3.6 86 Very Good
HL VG
99 3.52 99 3.03 88 Very Good
VHL G
100 3.36 100 3.7 86 Very Good
HL VG
101 3.4 101 3.23 85 Good
HL G
102 2.96 102 3.1 81 Good
HL G
103 3.88 103 2.87 88 Very Good
VHL G
104 2.88 104 3.43 93 Excellent
HL G
105 2.4 105 2.6 94 Excellent
HL G
106 3.48 106 2.87 80 Good
HL G
107 2 107 3.07 86 Very Good
HL G
108 3 108 3.23 94 Excellent
HL G
109 3.64 109 3.8 82 Very Good
VHL VG
110 2.24 110 2.43 84 Very Good
HL G
111 3.48 111 2.67 96 Excellent
HL G
112 2.88 112 3.23 95 Excellent
HL G
113 3.72 113 2.93 83 Good
VHL G
114 2.8 114 2.93 84 Good
HL G
115 3.44 115 3 85 Good
HL G
116 3.76 116 3.43 85 Good
VHL G
117 3.52 117 3.63 86 Very Good
VHL VG
 70

118 3.12 118 3.53 86 Very Good

HL G
119 3.04 119 2.8 89 Very Good
HL G
120 3.4 120 3.37 89 Very Good
HL G
121 2.88 121 2.87 92 Excellent
HL G
122 3.48 122 3.67 92 Excellent
HL VG
123 2.56 123 2.73 93 Excellent
HL G
124 4 124 2.73 93 Excellent
HL G
125 3.68 125 3.03 88 Very Good
VHL G
126 3.16 126 2.97 89 Very Good
HL G
127 3.56 127 2.93 85 Good
VHL G
128 3.6 128 3.43 86 Very Good
HL G
129 2.68 129 2.8 92 Excellent
HL G
130 3.52 130 3.87 86 Very Good
HL VG
131 3.72 131 3.9 88 Very Good
HL VG
132 3.56 132 2.97 86 Very Good
HL G
133 2.64 133 3.07 86 Very Good
HL G
134 3.4 134 3.03 90 Very Good
HL G
Total 444.76 Total 433 11718
Mean 3.32 HL Mean 3.23 G 87.4478 Very Good

Parental Monitoring

Weighted Mean Range (WM) Interpretation (I)

3.50-4.00 Very High Level (VHL)
2.50-3.49 High Level (HL)
1.50-2.49 Moderate (M)
1.00-1.49 Low Level (LL)

Students Behavior

Weighted Mean Range (WM) Interpretation (I)

3.50-4.00 Very Good (VG)
2.50-3.49 Good (G)
1.50-2.49 Fair (F)
1.00-1.49 Poor(P)

GPA

Descriptive Value GPA Range

Excellent 91-100
Very Good 86-90
Good 81-85
Fair 75-80
Poor 74 and Below
 71

Appendix C-2

Sample Computations

CORRELATIONS

Parental Student Performance

Monitoring Behavior

Pearson Correlation 1 .240** -.026

Parental_Monitoring Sig. (2-tailed) .005 .764

N 134 134 133

Pearson Correlation .240** 1 -.003
Student_Behaviour Sig. (2-tailed) .005 .977
N 134 134 133
Pearson Correlation -.026 -.003 1

Performance Sig. (2-tailed) .764 .977

N 133 133 133

**. Correlation is significant at the 0.01 level (2-tailed).

[DataSet2]
 72

RESEARCHER’S BIO-DATA

PERSONAL BACKGROUND
Name : Jumar Gabrinao Gutang
Address : Villa Kalubihan, Basak San
Nicolas, Cebu City, Cebu
Date of Birth : August 30, 1980
Place of Birth : Calbayog City, Samar
Civil Status : Married
Parents : Mr. Dionisio T. Gutang
Mrs. Mraia P. Gabrinao

Educational BACKGROUND
Elementary : Basak Elementary School,
Basak, Cebu City
March 1994
Secondary : The Sisters of Mary Boystown
School, Tungkop Minglanilla,
Cebu
December 1997
Tertiary : Cebu Normal University, Osmeña
Blvd., Cebu City, Cebu
BSEd Social Science
March 2003
Post Graduate : Bohol Island State University
Eligibility : Licensure Examination for
Teachers (LET) Passer 2003
 73

Teaching Experience : Don Vicente Rama Memorial

Night High School 2003-2006

Bohol Wisdom School

2006-Present