Parental Involvement and Goal Setting Among Students: A Quantitative Data Analysis

PARENTAL INVOLVEMENT AND GOAL SETTING AMONG STUDENTS:
A QUANTITATIVE DATA ANALYSIS

Joevel M. Dajuela 1 Jhon Ralfh Venecer H. Tercio 2 J’ram G. Barbaso 3
Appollo Van B. Dagayloan 4 Jeovanny A. Marticion5
Absract
The study aims to analyze the level of parental involvement and goal setting
among Grade 12 students and determine their significant relationship. The study
employed a descriptive survey research design, with one hundred and eighty-nine (189)
respondents from Grade 12 of ZNNHS Turno Campus. The researchers adapted two
survey questionnaires: a revised Goal Setting Questionnaire to measure the level of
goal setting of students in terms of Meaning, Personal Development, and Data-Based
and a revised Parental Involvement Questionnaire to measure the level of parental
involvement. Both survey questionnaires made use of a 5-point Likert Scale, with 1 as
Strongly Disagree and 5 as Strongly Agree. Calculated Alpha coefficient through SPSS
software was measured at 0.96, which is an accepted reliability. The data gathered was
analyzed through SPSS software with the use of Descriptive Statistics and Pearson
correlation r. Results show that students exhibit a high level of Goal Setting and
experience a high level of Parental Involvement. It was also found out that Parental
Involvement and Goal Setting has a positive, moderate relationship. Despite the fact
that Parental Involvement influences Goal Setting among students, they set goals not
only to reach their parents’ expectations but also to better themselves. The researchers
recommend teachers to devise teaching strategies that would help encourage students
to set high goals. Parents are also suggested to inspire students to set high goals by
being involved in a non-pressuring way.
Introduction describe the conjugal responsibility of
A parent’s duty is to develop and teachers and students in ensuring
cultivate the behavior, attitude, talents, student success [2]. The involvement of
and skills of their children. This is why parents in the lives of students may
the involvement of parents in the lives of prove to be a vital factor on how
students is widely accepted in all sectors students perceive and plan short-term
of the society. On 2017, the Philippine and long-term goals.
Statistics Authority reports that one of Most of the existing research on
every ten Filipino children does not the role of parental involvement in a
attend school. One of the reasons for student’s goal setting mainly focuses on
the increasing out of school youth is the the effects of parental involvement on a
lack of care and supervision of parents student’s academic performance [1][2].
for their children. There are several studies that suggest
Parental involvement is defined that parental involvement has indeed a
by Nyarko (2011) as the level of positive effect on a student’s goal
willingness and commitment of a parent setting. A good parental disposition
in participating in the daily activities and would result in a student that would be
lives of students, including the able to apply understanding and
development and fostering of their knowledge, and bring out the best in
children [1]. The term ‘parental their education [2]. However, there are
involvement’ in education is used to also studies that have concluded that
negative outcomes could result in the Schematic Diagram of the Study

involvement of parents in the goal This study investigates the
setting and achievement of students relationship between parental
[3][4]. involvement and goal setting in students
The existing body of knowledge and aims to specifically answer the
on the relation of parental involvement in following questions: 1. What is the
a student’s goal setting commonly demographic profile of the respondents
tackles on whether the relationship in terms of a) Age b) Gender and c)
sprouts positive or negative effects. Track and Strand; 2. What is the level of
Previous researchers have focused on goal setting among students in terms of
how factors associated with parental a) Meaning b) Personal Improvement c)
influence and involvement shapes the Data-Based; 3. What is the level of
goal achievement and success a parental involvement among students? ;
student would likely to reach. The 4. Is there a significant relationship
current researchers came up with the between the parents’ educational
current study to determine the attainment and goal setting in students?
demographic profile of the respondents, ; 5. Is there a significant relationship
assess the level parental involvement is between the involvement of parents in
prevalent in the goal setting among their children’s lives and the goal setting
students, and identify the significant of students?
relationship of parental involvement and This study may benefit the
goal setting among students. following people: Firstly, the students.
This study is heavily anchored on Through the findings of the study,
the Goal Setting Theory in 1968 [5] students are able to determine how
which revolved around the effectiveness parental involvement can affect how
of setting specified and measured goals. high they set their goals. Secondly, the
It suggests that people perform best teachers and school administration as it
when there is an identified, desired goal. may help and equip them with the right
In addition, the study is also knowledge and employ appropriate
anchored on the Social Cognitive strategies to combat the low level of
Theory [5] in 1968 which emphasizes on goal setting in students. Thirdly, the
social impact and its external and parents as the study may help them
internal reinforcement. It explains that understand how their involvement can
children can acquire acceptable affect their children’s goal setting and
behavior and attitude from key figures in future success. Lastly, the future
their lives (e.g., parents). researchers as this study may aid in
Therefore, the researchers came future research studies regarding the
up with schematic diagram of the study topic.
as shown below: The study will focus on
determining the level of goal setting and
parental involvement of ZNNHS Turno
Campus Grade 12 students and how
parental involvement affects their goal
setting. The level of Goal Setting will be
divided into three parameters namely and 5 as Strongly Agree. The level of
Meaning, Personal Improvement, and goal setting of students is broken down
Data-Based. The level of Parental into three subscales which are Meaning,
Involvement will be measured with no Personal Improvement, and Data-
parameters. The study will utilize two Based. In addition, demographic profiles
questionnaires for the data gathering: a for the students’ parents are identified
Revised Goal Setting Formative as to distinguish the relationship
Questionnaire [7] and a Revised between parents’ involvement and their
Parental Involvement Questionnaire [6] highest educational attainment as well
with 19 and 14 items, respectively. The as the primary reason of students in
respondents’ Parents’ Highest setting goals. To evaluate the reliability
Educational Attainment and Primary of the questionnaire, pilot-testing was
Reason for Setting Goals will also be done and the data gathered were tested
procured. From a total of 372 officially with the Cronbach’s Alpha coefficient
enrolled Grade 12 students, 189 formula.
students with ages ranging from 16 – 22 To analyze the collected
years old will be utilized as respondents numerical data, the raw scores were
for the study. The data will be gathered evaluated through Microsoft Excel. The
within the ZNNHS-Turno Campus, percentage and mean scores gathered
Barangay Turno, Dipolog City with a from the respondents were analyzed
time frame of August to September with the use of Microsoft Excel and
2019. Cronbach’s Alpha coefficient formula.
The following data were gathered: 0.89,
Methods 0.92, and 0.86 as alpha for the
The study engaged into subscales Meaning, Personal
descriptive correlational prediction study Improvement and Data- Based
research design. To predict how the respectively as for the Goal Setting
level of parental involvement and Formative Questionnaire. In addition, an
students’ goal setting affect each other. Alpha of 0.90 was computed for the
The study focuses on Grade 12 students Revised Parental Involvement
only. The target sample size is 193. Questionnaire. Hence, both
Respondents will be answering questionnaires were proven to be
questionnaires that will be provided by reliable and acceptable as it surpasses
the researchers. the standard reliability of 0.75 Alpha.
The researchers made use of an Correlation is an effect size and so we
adapted Goal Setting Formative can verbally describe the strength of the
Questionnaire [7] and a Revised correlation between two variables using
Parental Involvement Questionnaire [6] the guide that Evans (1996) suggested
in identifying the level of goal setting and for the absolute value of r. A value of
parental involvement in the lives of the .00-0.19 indicates a very weak
students, consisting of 19 and 14 relationship, 0.20-0.39 indicates a weak
questions respectively. Both of the relationship, 0.40-0.59, indicates a
questionnaires made use of a 5 point moderate relationship, 0.60-0.79
Likert scale, with 1 as Strongly Disagree indicates a strong relationship and 0.80-
1.00 indicates a very strong relationship. Goal Setting Formative Questionnaire

A rating scale was also used by the – Revised
researchers in assessing the level of Item Me Descrip
goal setting of the students and the an tion
parental involvement that they Meaning
experience: 1-1.79 for very low level, 1) I set short-term
1.80-2.59 for low level, 2.60-3.39 for goals (finishing all my 3.6
neutral level, 3.40-4.19 for high level, Agree
homework, exercising 2
and 4.20-5.00. for an hour).
The numerical data gathered was 2) I set long-term
analyzed through Microsoft Excel and goals (earning a 3.8
SPSS software. Mean scores and Agree
college degree and 3
Percentage Count were used to owning a company).
determine the description of data. 3) I set goals to
Pearson correlation r was also used to 4.2 Strongly
achieve what I think is
measure the relationships between the 8 Agree
important.
Strand of the respondents, parents’ 4) I dream of what life
highest educational attainment, goal 4.3 Strongly
would be like when I
setting of students, parental 2 Agree
reach my goals.
involvement, and primary reason of 5) My goals are 4.5 Strongly
students in setting goals. important to me. 9 Agree
6) My goals are based
Results and Discussion on my own interests 4.4 Strongly
Majority of the respondents who and plans for the 3 Agree
have participated in the study were of future.
age bracket of 16 – 18 years old with Mean 4.1 Agree
frequency of 178 (94.2%), followed by 8
the age bracket of 19 years old and Personal Improvement
above with frequency of 11 (5.8%). The 7) I set goals to 4.3 Strongly
number of male respondents were 68 improve myself. 0 Agree
(36%) while female respondents were 8) I set goals to help
121 (64%). All respondents were of 4.2 Strongly
me be more
ZNNHS – Turno Annex of which were 4 Agree
successful in school.
HUMMS with frequency of 68 (36%). It
9) I set goals to help
was followed by STEM with frequency of 4.2 Strongly
me do my personal
54 (28.6%), ABM with frequency of 32 3 Agree
best.
(16.9%), GAS with frequency of 19
10) I set simple
(10.1%), and Arts and Design with
steps/goals to track
frequency of 16 (8.5%). 4.1
my progress when I Agree
4
want to learn
something new.
11) I focus on my own 3.9
Agree
improvement rather 4
than worrying about would be like when I reach their goals.

how others may be (𝑥=4.32), their goals are important to
better than me. them (𝑥=4.59), and that their goals are
12) When I lose in a based on their interests and plans for
competition, I am still 3.9 the future (𝑥=4.43). They also agree that
Agree
pleased to have 2 they set short-term and long-term goals.
improved. (𝑥=3.62,𝑥=3.83). This result coincides
Mean 4.1 Agree with literature that state that students
3 are perceived to be high goal setters as
Data-Based these goals can help them be more
13) Based on competitive globally and ensure their
everything I know success [8].
4.0 The respondents also report that
about myself, I believe Agree
3 they agree on setting goals for their own
I can achieve my
goals. personal improvement (𝑥=4.13). The
14) When I set goals, I respondents strongly agree that they set
think about barriers 4.0 goals to improve themselves, and that
Agree goals help them be more successful in
that might get in the 2
way. school and let them do their personal
15) When I am best (𝑥=4.30, 𝑥=4.24, 𝑥=4.23). They
4.0 also agree that they set goals to track
struggling, I set goals Agree
2 progress when they want to learn
to help me improve.
16) I set goals that are something new (𝑥=4.14), and that
4.0 setting goals help them focus on their
challenging but Agree
1 own improvement rather than the others’
achievable.
17) I set short-term and are still pleased to know that they
3.8 have improved in the face of loss
goals to achieve long- Agree
8 (𝑥=3.94, 𝑥=3.92). This result supports
term goals.
18) Before setting the literature that report that goals are
goals, I think about 3.9 set by students as makes them learn
Agree from any wrong that they may have
past successes and 9
failures. done, encouraging them to move
19) When I set a goal, forward [9].
3.7 They also report high perception
I am confident that I Agree
1 on how they perceive themselves when
can meet it.
Mean 3.9 Agree setting goals (𝑥 = 3.95). The
5 respondents revealed that they believe
Results reveal that the they can achieve their goals, think about
respondents exhibit a fairly positive the barriers and past failures and
disposition on the meaning of their goals successes, set short-term goals to
(𝑥=4.18) as they strongly agree that they achieve long-term goals, and set goals
set goals to achieve what is important to that are challenging but achievable. (𝑥 =
them (𝑥=4.28), they dream of what life 4.03, 𝑥 = 4.02, 𝑥 = 3.99, 𝑥 = 3.88, 𝑥 =
4.01). They also have disclosed that 9) My parents

they set goals to help them improve volunteer to help Neither
themselves and they are confident that with my 3.24 Agree nor
the goals they set can be achieved extracurricular Degree
(𝑥=4.02,𝑥=3.71). Literature on the topic activities.
states that students exhibit a high belief 10) My parents
on achieving goals that they have set. are proud when I
4.10 Agree
Furthermore, these students are highly receive good
likely to achieve personal goals [10]. grades.
11) My parents
Parental Involvement Questionnaire – are disappointed
Revised 3.59 Agree
when I receive
Item Mean Description bad grades.
1) My parents 12) My parents’
help me develop 3.86 Agree encouragement
good study habits. help me to stay 4.08 Agree
2) My parents focused on my
encourage me to 4.12 Agree education.
get good grades. 15) My parents
3) My parents are think that
Strongly
strict on my education is the 4.28
3.74 Agree Agree
attendance at only way to get
school. ahead.
4) My parents 16) My parents
Neither
check to see if I are there for me
3.22 Agree nor 4.03 Agree
have done my whenever I need
Disagree
homework. help with school.
5) My parents Mean 3.73 Agree
attend Parent- Neither The table above shows the
Teacher 3.39 Agree nor Parental Involvement that students
Association Disagree experience. Results show that the
meetings. students live through an adequate level
6) My parents of involvement of their parents as they
Neither
award me if I strongly agree that their parents think
3.17 Agree nor
receive good that education is the only way to be
Disagree
grades. ahead of others (𝑥=4.28). They also
7) My parents agree that their parents help them to
notice if receive 3.66 Agree develop good study habits and stay
good grades. focused on their studies, encourage
8) My parents them to get good grades, are strict on
show support for their attendance at school, notice and
3.80 Agree
my extracurricular are proud if they receive good grades,
activities. disappointed when they receive bad
grades, show support for their Educational Attainment. It was found out
extracurricular activities, and are there that there is no significant relationship
for them whenever they need help in between the two variables (r=0.027,
their education (𝑥=3.86, 𝑥=4.08, 𝑥=4.12, p>0.05). Therefore, there is no sufficient
𝑥=3.74, 𝑥=3.66, 𝑥=4.10, 𝑥=3.59, 𝑥=3.24, evidence to reject the null hypothesis. In
𝑥=4.03). Although respondents report contrast with previous studies, the
that they experience a high level of current study reports that the level of
Parental Involvement, items such as parental involvement had a positive
their parents check to see if they have relationship with the Highest Educational
homework (𝑥=3.22), parents attend Attainment of the Parents, making
Parent-Teacher Association Meetings Parental Involvement high if parents
(𝑥=3.39), parents award them if they achieved higher levels of education [12].
receive good grades (𝑥=3.17), and
parents volunteer to help with their Significant Relationship of Goal
extracurricular activities (𝑥=3.24) Setting and Parental Involvement
obtained uncertain responses from the r- Verbal p- Decisi
Variabl
students. Current findings are similar to val Descrip val on on
es
previous studies wherein it was found ue tion ue HO
out that parental involvement among Goal
secondary level students was high in Setting
their academics, extracurricular vs. 0.4 Moderat 0.0 Rejec
activities, and in Homeroom Parent- Parental 00 e 00 t HO
Teacher Association Meetings [11]. Involve
ment
Significant Relationship of Parental
Involvement and Parents’ Highest The table above shows the
Educational Attainment significant relationship of Goal Setting
Deci and Parental Involvement. It was found
r- Verbal p-
Variabl on out that there is a significant relationship
valu Descri valu
e on between the two variables. (r=0.400,
e ption e
HO p<0.05). Therefore, there is sufficient
Parenta evidence to reject the null hypothesis.
l Furthermore, Goal Setting and Parental
Involve Involvement have a positive, moderate
ment Acc relationship. The results show that a rise
0.02 0.70 in one variable would produce a rise in
vs. Weak ept
7 8
Parents’ HO the other and that this relationship is of
Highest fair level. This result is proven as
Educati previous studies show that parental
onal involvement plays a fundamental role in
The table above shows the motivating students to do their best thus,
significant relationship of Parental encouraging them to set high goals [13].
Involvement and Parents’ Highest
Conclusions and Recommendations goals. Teachers and the school

The respondents comprise mostly administration are recommended to
of ages between 16 and 18 years old, devise strategies that would encourage
majority of which are females. They students more in setting high goals to
were mostly taken from the HUMMS ensure student success. Parents are
strand. The Highest Educational also recommended to continue being
Attainment of the respondents’ parents involved in their children’s lives for
were of College Graduates. The students to set high goals but in a non-
respondents also report that they set pressuring way. For future researchers,
goals to help their parents financially as they should include lower grade levels
their Primary Reason for Setting Goals. such as Grades 11 and 10 as
The respondents show a high respondents to gather much more
level of Goal Setting, proving that accurate data.
students set standards that serve as
their foundation in daily living through References
setting goals. The researchers also
conclude that students set goals and [1] Amponsah, Milledzi, Ampofo,
strive to complete them to better Gyambrah (2018). Relationship
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they could reach their goals. and Academic Performance of
The respondents show a high Senior High School Students: The
level of parental involvement, proving Case of Ashanti Mampong
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goals. Parental
There is no significant Involvement on Student Success:
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parents’ highest educational attainment Teacher Leadership
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moderate significant relationship Educational Attainment. (???)
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Involvement of students, leading the Marsh (2016). Don’t Aim High for
researchers to conclude that a high level Your Kids: Parental
of Goal Setting is present when there is Overaspiration Undermines
a high level of Parental Involvement. Students’ Learning in
The researchers recommend that Mathematics. Journal of
students should add more positive Personality and Social
influencing factors for them to set high Psychology, 111 (5), 766-779.
[5] Young (2017). Locke’s Goal National Household Education

Setting Theory. Heroes of Surveys Program of 2016 (NCES
Employee Engagement No. 4 2017-102). Washington, DC: U.S.
Edwin A. Locke. Retrieved from: Department of Education,
peakon.com/blog/future- National Center for Education
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[6] Dohner-Chavez (N.D.). 7102.pdf
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TIWASON PA NI. and Mayuge districts in
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(p. 179). Thousand Oaks, CA: ACKNOWLEDGEMENT
Corwin.
[8] Atieno (2018). The Importance of Conducting a research study is
Setting Goals for Students. The really a challenging work for anyone,
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https://www.newtimes.co.rw/lifest it with challenge, opportunity and also
yle/importance-setting-goals- become successful with the study and
students full endeavor. This paper has been
[9] Army & Navy Academy (2019). prepared and done through different
Why Setting Goals Is Important processes. As a group of students we
For Students. Retrieved from: are so pleased and proud to be
https://armyandnavyacademy.org/ conducting such challenging matter.
blog/why-setting-goals-is- We owe a deep of gratitude to Mr.
important-for-students/ Jeovanny A. Marticio, our Research
[10] Kirk (2019). Self-Efficacy: Helping adviser for his constant encouragement,
Students Believe in Themselves. patient guidance and and valuable
Retrieved from: supervision at every stage of our work.
https://serc.carleton.edu/20538 This work would not have been
[11] Yonson (2016). Level of Parent materialized at the present form without
Involvement in the Elementary his incisive observation and intellectual
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203. paper.
[12] McQuiggan & Megra (2017). We extend our thanks to our
Parent and Family Involvement in parents who have encouraged us along
Education: Results from the the way and provided us with what we
needed especially when it comes to provided invaluable cooperative whose

finance. direct or indirect help assisted us in
In this limited space, it is simply carrying out the venture. We personally
impossible to give the name of large obliged and highly grateful to all those
number of friends and well-wishers who who guided us properly.

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PARENTAL INVOLVEMENT AND GOAL SETTING AMONG STUDENTS:

A QUANTITATIVE DATA ANALYSIS

negative outcomes could result in the Schematic Diagram of the Study

1.00 indicates a very strong relationship. Goal Setting Formative Questionnaire

than worrying about would be like when I reach their goals.

4.01). They also have disclosed that 9) My parents

Conclusions and Recommendations goals. Teachers and the school

[5] Young (2017). Locke’s Goal National Household Education

needed especially when it comes to provided invaluable cooperative whose

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