THE IMPACT OF PARENTAL INVOLVEMENT ON THE ACADEMIC

PERFORMANCE OF THE GRADE 8 STUDENTS OF

MAMALI NATIONAL HIGH SCHOOL

A Thesis Proposal Presented to the SK Division as Requirement on the school based

action research.

By

KAREN MAY P. URLANDA

June 2015
 TABLE OF CONTENTS

Page

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

THESIS ABSTRACT ………………………………………………………...... iii

ACKNOWLEDGMENT……………………………………………………....... xiv

DEDICATION…………………………………………………………….......... xvi

TABLE OF CONTENTS……………………………………………………….. xii

LIST OF TABLES AND FIGURE……………………………………………… xx

LIST OF APPENDICES ……………………………………………………….. xxiii

CHAPTER

I. THE PROBLEM………………………………………………………... 1

Introduction………………………………………………… ...... 1

Statement of the Problem……………………………………..... 2

Significance of the Study……………………………………….. 3

Scope of the Study……………………………………………… 3

Definition of Terms…………………………………………….. 4

II. REVIEW OF RELATED LITERATURE AND STUDIES…………….5

Related Literature…………………………………………......... 5

Related Studies……………………………………………......... 8

Conceptual Framework……………………………………......... 8

Schematic Diagram of the Conceptual Framework…………….. 8

Statement of the Hypothesis……………………………………. 9

III. METHODOLOGY……………………………………………………... 10
 Research Design…………………………………………………... 10

Locale of the Study……………………………………………….. 10

Respondents ……………………………………………………… 10

Sampling …………………………………………………............. 10

Instrumentation……………………………………………........... 11

Data Gathering Procedure………………………………………... 11

Statistical Treatment……………………………………………… 12

Data Analysis………………………………………………. ……. 12

REFERENCES……………………………………………………………………. 13

APPENDICES …………………………………………………………………….
 CHAPTER I

THE PROBLEM

Introduction

The role of parents in a family is a major factor in the optimum development of

their children. Some of the basic traditional roles of being a parent are the following:

nurture and educate children, discipline them, manage home and financially support

family. One of the responsibilities of parents is to educate their children by sending them

to school and by providing them their needs on their schooling. It is very important that

parents should be involved on the school activities of their children since this may help in

the progress of their children in school.

Parental Involvement plays a vital role on the success of the students in school.

Whenever parents provide the financial needs and as well as the emotional and spiritual

needs of their children, it will somehow boost the confidence and morale of their

children, thus, it will also increase the academic performance of their children in school.

When parents participate in their children’s schooling, students may experience

more academic and social success.Epstein (2001) suggests that parents who are informed

and involved in their children’s school can positively impact their child’s attitude and

performance. Parents’ awareness and interest in their children’s learning and school

activities may lead to positive behaviors.Importantly, Epstein’s research shows that

parental involvement can have a positive impact on student’s academic work at all grade

levels.
 There are also other researchers like Esther Ho Sui-Chu andDouglas Willms

(1996) who identified four basic types of involvement.Two are based athome, two at

school and they are the following: 1.) Discussing school activities, 2.) Monitoring out-of-

school activities, 3.) Contacts with school staff and 4.) Volunteering and attending

parent-teacher conferences and other school events.

This study is primarily concern on the involvement of parents on the activities of

their children in school especially in Mamali National High School since based on the

observation that parents are more supportive of their children while they are in the

elementary level and when their children reach high school, parents tend to disregard the

importance of support to their children.

Statement of the Problem

The main objective of the study is to determine the impact of parental

involvement on the academic performance of the Grade 8 students of Mamali National

High School.

The specific problems are the following:

1. What is the profile of the parent-respondents in terms of (a) age, (b) educational

attainment, (c) occupation, and (d) number of children in the family?

2. What is the effect of parental involvement on the academic performance of the

students?

3. Is there a significant relationship between parental involvement and the

academic performance of Grade 8 students?

 Significance of the Study

The importance of this study is to determine the reasons why parents are not

participating on school activities and thus, disregarding the importance of support and

involvement on the education of their children.

This study will help administrators to find measures or ways of encouraging

parents to attend parent-teacher conferences, meetings and other activities in the school.

It will also help teachers to build open communication and to have harmonious

relationship with parents in building up the academic progress of their students. Parents

will also benefit from this study since they are the main concern in conducting this study

and it will provide them the idea that their involvement in school is very important on the

development of their children. Students will be able to realize the importance of their

parents in their lives and as well as develop the attitude of discipline and determination in

finishing their studies because of the support provided by their parents.

It is very important that administrators, teachers, parents and the whole

community as well should work hand in hand in order to provide the best education to

students.

Scope of the Study

This study is to determine the impact of parental involvement on the academic

performance of Grade 8 students in Mamali National High School. The people who are

involved on this study are the parents of Grade 8 students, administrator, teachers and
students. The study will be conducted at Mamali National High School and a total of 70

respondents are expected on this study.

Definition of Terms

Academic performancerefers to the grade point average of the students in all

subjects

Educational Attainment refers to the highest degree of education that the parents

attained

Occupation refers to the work of the parents

Parental involvement refers to the support and concern of parents on the activities

of their children in school

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Issues and Concerns of Educative Leadership

School principals are confronted with a variety of issues as they provide

leadership and organization to their schools. Evidence is growing that successful school
leaders influence achievement through the support and development of effective
teachers and the implementation of effective organizational practice (Davis, Darling-
Hammond, LaPointe, & Meyerson, 2005). On occasion it takes specific leadership
behaviors from the principal to begin to resolve the issues; at other times it takes
organizational and management skills.
The literature on leadership and management in schools also provides varying
positions on the roles and duties that building principals must provide. One thing is
certain, however; being an effective building manager is no longer sufficient. The job
expectations for school principals are enormous and compel principals to take on many
roles, including the role of teacher, psychologist, social worker, facilities manager,
assessment expert, educational visionary, diplomat, mentor, PR director coach, and
cheerleader (Trail, 2000; Davis, et.al. 2005). This ever increasing variety of roles makes
their daily work inherently complex and the demands on them are increasingly
fragmented, rapid fire, and voluminous (Lunenburg, 2010). Additionally, the principal’s
role has been altered by the advent of school or site-based management which has led
to decentralization of control, transferring considerable decision making from district
office to individual schools as a way to give principals, teachers and others more
authority over what happens in schools. All of this makes the roles that building
principals face every day more complex than ever.
“Educational leaders must guide their schools through the challenges posed by
an increasingly complex environment. Curriculum standards, achievement benchmarks,
programmatic requirements and other policy directives from many sources generate
complicated and unpredictable requirements for schools. Principals must respond to
increasing diversity in student characteristics, including cultural background and
immigration status, income disparities, physical and mental disabilities, and variation in
learning capacities. They must manage new collaborations with other social agencies
that serve children. Rapid developments in technologies for teaching and communication
require adjustments in the internal workings of schools. These are just a few of the
conditions that make schooling more challenging and leadership more essential”
(Leithwood and Riehl, 2003).
In any organization it is most probably to face with multi sided problems which
constitute the necessity for a governing body to produce solutions. Schools as open
systems have different dynamics which will make head teachers and deputies as
problem solving mechanisms (Dos and Comert, 2013). This can be clarified with the
existence of many different oriented stakeholders of a school varying from local
authorities to parents. Thus, it can state that head teachers are expected to cope with a
large amount of problems during daily routines which lead them to share their
responsibilities together with power as well. Either it is small or much more serious, the
problems remaining unsolved may both prevent organizations enrich its effectiveness
and motivate staff (Sagır and Goksoy, 2012). In fact coping all these problems and
producing creative solutions are the key elements of making a school effective as it is
expected. School effectiveness is an indication of the extent to which school principals,
teachers, parents and students can all achieve the goals which the schools have set (Lin
et al, 2011). In recent years, many occurrences such as rapid changes in education and
school systems, differentiation in the expectations school environments from the school,
increasing student discipline problems and many other unpredicted situations have
caused educational organizations face various organizational crises (Sagır, Ercan and
Sahin, 2013). In spite of all these crisis one of the major responsibilities of managing
body of a school is to create a suitable environment for the teachers, students and other
related staff in order to maintain the highest level of school effectiveness. This can be
criticized for being visionary but organizational objectives and real life situations make it
necessary and moreover compulsory. Yet, at this point we have a question; is the
managing body of a school really busy with this matter? The most probable answer is no
just because of the centralized structure of educational organizations. In a centralized
structure in which decision-making authority is not ceded to the development teams
removes many of the learning opportunities for members of the project team, especially
where the possibility of learning from mistakes is deliberately removed (Lukas et al,
2002). We think that it is important to reveal the timetable of managers which means that
the timing of daily routines at a school so that we will be able to decide which matter
comes first and which one latter. It can also be said that there are various types of daily
routines which should be paid enough attention. Few schools have been prepared to
manage a crisis and little emphasis has been placed on prevention activities (Poland,
1994). However, whether you are ready or not such crisis can be seen at any time in
anywhere and thus schools as open systems must be well aware of it. It is because
without the recognition of a problem, efforts to prevent or respond to the problem cannot
be undertaken (Cornell and Sheras, 1998). Whether it is unexpected or not such
problems and crisis are mostly natural for organizations yet the point is that when a
problem is not solved and let to be a part of organizational structure it may soon become
entropic for the organization (Sagır and Goksoy, 2012) When we consider that both
head teacher and deputies as the brain of school then we must control all possible
parameters which will affect daily routines of this system that will enable us to
understand how the system works. The main motivation for this study in to reveal the
most common duties, responsibilities and even crises that the managers have face in
order to maintain school system running properly. So that we will try to classify the most
common duties, responsibilities and crises according to their priorities by mean of putting
them short, mid and long term things to be achieved. Consequently, we will be able
understand which subjects are the easiest (short term), complex and difficult (midterm)
and beyond the capabilities of managers (long term).

Leadership Effects on Student Learning

Within educational institutions, the primary objective is to improve student learning. For
the purpose of improving student learning, the individuals are required to introduce well-
organized curriculum and the instructional strategies. The teaching-learning methods
should be appropriate and in accordance to the needs and requirements of the students.
Effective communication between the teachers and the students, proper counselling and
guidance should be made available to the students, for the purpose of helping them in
providing solutions to their problems. The approaches to school reforms are entirely
dependent upon the success for the motivations and capacities for school leadership.
The leaders within the educational institutions should also be able to provide assistance
to the colleagues in helping them perform their job duties in an adequate manner. It is
vital for the leaders to obtain co-operation and support from the parents in order to
facilitate student learning. The support from the parents can only be obtained by
establishing support, understanding and co-operation (Leithwood, Louis, Anderson,
&Wahlstrom, 2004).
The students within educational institutions are different from each other in various
perspectives. These are, they possess different learning abilities, skills, viewpoints,
natures and way of communication. There are students who perform very well in class
and do not need much training and guidance from their teachers. They are able to
understand the concepts in just one class and practice makes them perform well and
enhance their scores. On the other hand, there are students, who do not take much
interest in studies, they find difficult to pay attention and focus upon their work. These
students need counselling and guidance to help them perform well. For this purpose, the
role of educational leaders is considered imperative. Proper guidance, counselling and
training methods will contribute in improving the performance of these students.
Widespread emphasis in improving educational leadership is the key to the successful
implementation of the large-scale reform (Leithwood, Louis, Anderson, &Wahlstrom,
2004).
The effects of educational leadership are considered the largest where they are mostly
needed. For instance, within the educational institutions, besides the education, growth
and development of the students, the implementation of managerial functions is also
necessary. These functions are planning, organizing, leading, controlling, directing, and
staffing. These functions should be put into operation in an adequate manner. The
leaders should possess sufficient knowledge of how to solve the problems and
difficulties. When the leaders possess appropriate knowledge and skills regarding how to
solve the problems and implement proper functioning, this would lead to productivity and
well-being. On the other hand, when the leaders are not able to bring about solutions to
the problems, when they are not able to properly guide or direct students and other
members of the organization and when they experience problems in effective decision
making, then impediments would take place within the course of achievement of the
desired goals and objectives. Therefore, the effects of leadership upon student learning
would be positive through their capabilities, qualities, creativeness, resourcefulness and
ingenuity.

Measures for Supporting Educative Leadership

Measures for supporting educational leadership within the institutions have been stated
as follows: (Educational Leadership, 2015).
In educational institutions, there is a need to prepare, train and develop leaders.
Effective leadership development is implemented in two areas, educational institutions
and organizations. In both these areas, educational leaders need to work and practice to
enhance their performance. However, the functions of the leaders should be
accompanied by the activities that are organized out of the school. These include
increasing a person’s knowledge and awareness of a range of leadership approaches,
theories, reading, reflection, and interaction with the peers in other schools and areas.
Mentoring and coaching can prove to be advantageous to the leaders who are newly
recruited. The leaders who are appointed may possess the necessary qualifications,
capabilities and experience. In spite of these areas, it is crucial to mentor and train them
about the jobs and functions, they are introduced to the personnel and the other staff
members, and gradually they become skilled and proficient in the implementation of their
tasks and functions. When the person is at the topmost position, then authority and
control is vested within him, he has the power to make decisions and exercise influence
on carrying out of all kinds of tasks and functions. In spite of having power and authority,
mentoring and coaching from other experienced and proficient individuals certainly
contributes in development of capabilities amongst the educational leaders. The leaders
may too come across problems and difficulties for which they need assistance and
support.
Making use of the skills and expertise of the leaders. The previous experience of the
individuals who have served as leaders can make them skilled enough to render
effective job duties in other institutions. The leaders, who are largely proficient in their
tasks and performances do not always make good mentors or coaches. It is vital for the
leaders to perform their job duties in a moderate way. They should not overload
themselves with work, as too much work at a time do not generate the desired
outcomes.
Identification of the leadership skills and potential. These should be observed as a part
of the principal’s responsibilities in every educational institution. In leadership, individual
obtains the opportunities to make use of their skills, and abilities to lead to the welfare of
the community. There are personnel within the institutions which do not possess the
knowledge and information regarding making best use of the skills and knowledge. The
leaders are required to make sure, their skills and abilities are made use of to generate
welfare of the community.
Development of leadership teams is important. Distribution of leadership is considered
important. Educational institutions need not just one leader, but there are numerous
leaders, heads of the departments, chairpersons, deans, directors and principals. All the
individuals have their own responsibilities, job duties and functions. They organize
meetings, implement rules and policies and carry out numerous tasks for the effective
functioning of the educational institutions. The distribution of leadership is required to get
co-ordinated in an appropriate manner.
Consideration of student leadership programs is significant for the progress of the
students. In educational institutions, students too are provided with the opportunities to
assume leadership roles. They assume roles of class monitors, heads of groups, teams
involved in some kind of project work, teaching assistants and so forth. The student
leadership programs generate capabilities amongst the students and they learn how to
exercise tasks and functions in an appropriate manner. In this manner they put in more
confidence within themselves and put in more efforts to improve.
All these changes have led to increased pressure on education leaders, more
particularly on the principals to get results across a variety of situations. In the changing
scenario, new landscapes of connections, which cannot be exhibited by cause and effect
relations, need to be focused. The leaders as an effective change agent have to
emphasis on the need for understanding the entire dynamics within organization and
whole education system. It is crucial to acknowledge new way of understanding
fluctuations, disorder, and change. To this end, “understanding of the connectivity
between order and chaos is essential”. For change and progress, association between
these forces is vital. (Lamichhane, 2011). How to address the issue? Goodwin (2002)
from his empirical mixed method study describes the changing role of the secondary
principals in the American schools and has identified forty-five descriptors of the
principal’s changing role. The findings demonstrated that principals perceive significant
changes in their role in the following four areas: Strategic Leadership, Organizational
Leadership, Instructional Leadership, and Political & Community Leadership. In recent
years, the context of educational leaders‟ work has increased in complexity, which has
led to changing expectations of what leaders need to know and be able to do. The
context within which school leaders work has been characterized by increasing
complexity in one hand, and increasing expectations from parents on the other, and
consequently greater demands for accountability. In the progressively more composite
world of education the work of leadership will engage dissimilar types of expertise and
forms of leadership supple enough to assemble changing challenges and novel
demands (Bush, 2009). So, to be flexible in one hand and achieving the goal in next, the
leaders should be clear about „What to achieve?
Educational leaders, may it be Principal leader or teacher leader now have to think of
giving direction to the followers, society and even to the world. The main objective in this
globalize context should be sustainable development and work together to turn the world
as a better place to live in. No one will object in this. So what should be done to do so?
For this, we have to think globally but have to work locally. So now, I think the main
objective of 21st century leaders is to instil democratic habits which will in long run
prepare them to respect others‟ work, thoughts, human rights and views of world
(Reimers, 2006) and move on doing their work they have chosen for sustainable
development which in turn achieve global objective of peace, prosperity and better world
to live in. This is not an easy task. It’s a team work; researchers have to admit a global
team work. Now the educational leaders have to work on developing team, team at local
level, actual physically existing team and virtual team. Virtual teams are important
because of their capability to overpass discontinuities of time and geography to enable
access to and transfer of knowledge across geographic and organizational boundaries,
thus leveraging human and intellectual capital (Duarte & Snyder, 2001). They can bring
specific expertise together which are required to solve the problems in spite of
geographical locality; it is also permitted to the virtual teams in the organizations to take
quickly action against unexpected changes in the environment. As a result of that it is
considered that virtual teams are most important part of the adaptive competence of the
organization to tackle the uncertain events and complex situations (Heckman, n.d.). So,
in short we can say it’s about building a team, networks of team, virtual team and
network of diverse types of expertise which can work on any problem that emerge in this
complex and Chaos milieu.
Awareness as important component of effective leadership of 21st century: In this age of
chaos and complexities, right decision is most at right moments. For this, right
information at right time is most. So awareness about internal and external environment
is obligate. Based on the contemporary perspectives of educational leadership, Kanga
and Kandenyi (2005) emphasized on awareness as important component and propose
that true leaders are capable to apply: psychological, philosophical, social, cultural,
economic, political, ethical, technological, and organizational internal and external
environment awareness to manipulate others toward the achievement of goals (Sum,
2010).
Kanga & Kandenyi (2005) stressed supporting Ash & Parsall (2000) that the diversity
characterizing schools in 21st century call for thinking leadership styles that will inspire
all interested parties (educators, educationist, learners, society/parents) for desired
outcomes to be realized. To inspire all, the leader should have good awareness of
everything (as discussed earlier). So by merging this concept of Ash and Parsall with the
concept of self-leader and super-leader of Sims & Manz along with the idea of Greenleaf
about servant leadership (Hannay, n.d.; Kanga & Kandenyi, 2005; Ash & Parsall, 2000),
I propose model for leadership development (to develop an educational leader of 21st
century). In this proposition, at first a person should have motive to lead by serving
others as a Servant leader, concept forwarded by Greenleaf in 1970s. The notion of
which is “To lead is to serve”. Then as second step, s/he has to develop himself/herself
as self leader who is well aware of internal (own nature) and external environment and
situations. The awareness domain includes: philosophical, psychological, social, cultural,
political, economics, ethical, technological, and organizational internal- and external-
environment awareness (Sum, 2010). Then, as next step, the self –leader will transcend
him/herself to the super-leader as a leader of a team or several teams of self-leaders
each of them working with their teams. Each self-leader can transcend him/herself to be
a super-leader. Now, all super leaders, all self-leaders and their teams should be on a
network and should work together in achieving a global goal of creating an educational
environment in which the curriculum and pedagogies are to develop 21st century human
as a global citizen who are well aware of their duties, responsibilities to develop the
world as a peace, prosper and better place to live in through sustainable development.
Discussions about human capital and school improvement typically center on teachers,
not administrators, and that’s a mistake. Principals, who are responsible for selecting
and developing the teachers we know are so and keep good principals.
Unfortunately, when it comes to cultivating school leaders, current state-level practices
are, at best, haphazard. In the worst cases, they actually may be keeping talented
people out of the job. States are only just beginning to address the weaknesses in their
principal pipelines—and even then, they are not yet developing the strategic approaches
necessary to truly improve the talent pool and improve student outcomes.
The time to act is now. We need strong principals to carry out federal and state
education reforms such as school turnaround efforts and teacher evaluation. Yet every
state has a shortage of great leaders, and some states will see the shortage grow with
looming retirements: In Iowa, for example, almost half of the 1,200 principals will be that
state action needs to be driven by data and strategy—targeted recruitment and improved
preparation is support. To help make these strategic decisions, states need to develop a
principal pipeline based on what the data reveal and tailored to their distinct needs.
New appointed principals have encountered a lot of obstacles, as those mentioned
above, which they had to overcome in order to succeed in implementing the new school
reform: traditional organizational structures, policies and professional standards that
created obstacles in restructuring of working conditions and system; in this regard, it was
created a monitoring strategy that would focus on and supervise progress achieved on
aligning curriculum, teaching and learning aids, pedagogical approaches and student
assessment with actual standards.
Insufficient data regarding the actions meant to allow a strategic involvement in the
reform efforts (reconfiguring existing organizational structures and budgets, identifying
the resources for allowing assessment of students’ performance, establishing a clear
focus on attaining high standards for students achievement) was a problem solved with
an accountability system that was so created as to allow tracking of students progress,
to provide information about school, students, teachers performance, to identify the
faults and improvement of school measures.
 PARENTAL INVOLVEMENT

As schools and policymakers seek to improve the educational conditions, parental

influence in the form of school involvement is assumed to play some role in shaping

students' educational experiences. Parental involvement plays a vital role in improving

the academic progress of students in schools.

Students with parents who are involved in their school tend to have fewer

behavioral problems and better academic performance, and are more likely to complete

high school than students whose parents are not involved in their school. Parental

involvement is the level of participation that a parent has in their child’s education and

school. Many parents are tremendously involved, often volunteering to help in their

child’s classroom, communicating well with their child’s teachers, assisting with

homework, and understanding their child’s individual academic strengths and

weaknesses. Unfortunately there are also many parents who are not directly involved

with their child’s education. Another reality of parental involvement is that it typically

decreases as the child gets older.

Models of Parent Involvement

Parent 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;

Grolnick&Slowiaczek, 1994; Kohl, Lengua, & McMahon, 2000). One of the models

which researchers used in their studies on parental involvement is the model which was

developed by Joyce Epstein and her colleagues at the Center on Family, School, and
Community Partnerships at Johns Hopkins University. They have developed a useful

framework of six types of parent involvement. The six types of parental involvement under

this framework are the following: a.)parenting, b.) communicating, c. volunteering, d.) learning

at home, f.) decision – making and g.) collaborating with the community. She and Sanders

stated, “More will be accomplished if schools, families, and communities work together

to promote successful students.” (Epstein & Sanders, 2000, p. 1).

EDUCATIONAL ATTAINMENT

Educational attainment refers to the highest level of schooling that a person has

reached. At the primary and secondary school level, educational attainment refers to the

number of grades completed. At the postsecondary level, it refers to institutions attended

and certificates, degrees or diplomas obtained.

Parental educational level is an important predictor of children’s educational and

behavioral outcomes (Davis-Kean, 2005; Dearing, McCartney, & Taylor, 2002; Duncan,

Brooks-Gunn, &Klebanov, 1994; Haveman& Wolfe, 1995; Nagin& Tremblay, 2001;

Smith, Brooks-Gunn, &Klebanov, 1997). The majority of research on the ways in which

parental education shapes child outcomes has been conducted through cross-sectional

correlational analyses or short-term longitudinal designs in which parents and children

are tracked through the child’s adolescent years.

OCCUPATION OF PARENTS

In fact, research suggests that parental education is indeed an important and

significant unique predictor of child achievement. For example, in an analysis of data

from several large-scale developmental studies, Duncan and Brooks-Gunn (1997)

concluded that maternal education was linked significantly to children’s intellectual

outcomes even after controlling for a variety of other SES indicators such as household

income. Davis-Kean (2005) found direct effects of parental education, but not income, on

European American children’s standardized achievement scores; both parental education

and income exerted indirect effects on parents’ achievement-fostering behaviors, and

subsequently children’s achievement, through their effects on parents’ educational

expectations.

The parents’ interest and encouragement have a great impact on student’s

performance in the school. More so, children’s school achievement is specially accounted

for by the variation in parental attitudes than by the variation in the material circumstance

of parents. Habel (1986) said that the psychological makes up of individual parents has a

great influence on the behaviour, attentiveness and performance of a child in the school.

Lankard (1995) points out that where parental encouragement is low, relatively few

students, regardless of their intelligence or socio-economic status levels, plan to go to

college.

ACADEMIC PERRFORMANCE

Research has repeatedly proven that parental participation in the education of

their children plays a major role in their academic performance and general development.

Children whose parents and families in general stay engaged in their education have been

shown to perform better than those who do not receive such family support. In Kenya, the

subject of parental participation has not received much attention in terms of research, and
roles of parents in their children's education are not normally well defined. Based on

observation, parental participation remains low especially in the rural areas. This is a

conceptual paper that provides a general background of the topic and then theorizes on

some issues that hinder parental participation in their children's education.

Conceptual Framework

Through the different researches and studies which are conducted, it simply

shows that parental involvement lays a firm foundation for the academic achievement of

students. When schools and parents work together to support learning, children tend to

succeed not only in school but throughout their lives. Students will be able to develop

desirable attitudes and as well as discipline when they are guided by their parents.

Age

Educational Academic
→ Parental involvement →
attainment Performance

Occupation

Statement of Hypothesis

Ho There is no significant relationship between parental involvement on the

academic performance of students.

Ha There is a significant relationship between parental involvement on the

academic performance of students

 CHAPTER III

METHODOLOGY

This chapter presents the methodology used in this study on the impact of parental

involvement on the academic performance of Grade 8 students in Mamali National High

School.
 Research Design

The descriptive-correlational method of research will be used in this study

to determine the impact on the academic performance of the students of the involvement

of parent – respondent.

Locale of the Study

This study will be conducted at Mamali National High School. It is a small barrio

school located in Barangay Mamali, Lambayong, SultanKudarat.

Respondents

The subjects for this study are parents of students in the Grade 8 class at Mamali

National High School.

Sampling

The parents of every Grade 8 students at Mamali National High School will serve

as participants of the study. They will be given an overview of the study and will be told

on what their involvement would entail. This group was selected because they will afford

a better number of returned surveys.

Instrumentation
This parent survey is designed specifically for this study. The instrument will be

develop specifically for this study, so validity and reliability could not be established prior to

data collection. There are three sections in the instrument:

Section I of the instrument surveyed parents’ attitudes about their child’s education,

and their involvement with their child and their child’s school.
 Section II of the instrument surveyed parental behaviors as they relate to themselves,

their child, and their child’s education.

Section III dealt with demographic data: age, highest levels of education for

responding parent, occupation and the number of children in the family.

Ideas for questions in the survey come from the review of literature, and the review of

other surveys.

Data Gathering Procedure

The survey questions are written to represent four specific areas of parent

involvement. The questions for the various sub-scales are randomized throughout the survey

and some are written in reverse form. It was hoped that in doing so respondents would not

mark all one response, but rather have to read each question and provide a more accurate

response.

The analysis of the data was divided into sub-scales:

1. Parent’s attitudes about involvement at home.

 2. Parent’s attitudes about involvement at school.

3. Parent’s attitudes about their desires and expectations for their children.

Statistical Treatment

All appropriate descriptive statistics are to be utilized and correlations are to be

made. Data will be analyzed utilizing mean, standard deviation, Pearson Correlation,

range tests, and frequencies.Tables, narrative summary format, and content analysis were

utilized to compile, analyze, and interpret the quantitative responses. Simple descriptive

statistics were used to analyze these Likert-scale responses.

Data Analysis

The purpose of this study is to determine the impact of parental involvement in

increasingthe academic achievement of students. This study sought to answer the

question: What are the ways to get parents involved in the education of their children? A

survey consisting of 30 five-point Likert-type scale items and one open-ended question

will be utilized to collect data on parent feelings, attitude and beliefs about themselves,

administrators, faculty, and the school in general;parents’ knowledge of the school’s

structure organization; home-school communication; parents as supporters; parents as

learners; parents as teachers; and parents as resources; and parents as advisors, advocates,

and participants in decision-making.

 REFERENCES

Books

Ariola, M. M. (2006). Principles and methods of research. Quezon City, Philippines: Rex
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Epstein, J.,Sanders, M.G., Simon, B.S., Salinas, K.C., Jansorn, N.R., Voorhis, F.L.
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deCarvalho, Maria Eulina P. (2014). Rethinking Family-School Relations: A critique of

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Jeynes, William (2012). A Meta-Analysis of the Efficacy of Different Types of Parental

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Njeru, Margaret; Mora, RaúlAlberto(2015). Parents as Participants in Their Children's

Learning: A Tall Order for Parents in Rural Kenya.Journal of Adolescent & Adult
Literacy, v58 n5 p368-371 Feb 2015.Retrieved from http://eric.ed.gov/EJ1050644

Adamski, Aurora; Fraser, Barry J.; Peiro, Maria M. (2013).Parental Involvement in

Schooling, Classroom Environment and Student Outcomes.Learning
Environments Research, v16 n3 p315-328 Oct 2013.Retrieved from
ttp://eric.ed.gov/EJ1038980

Dissertations / Theses

Wright, Tim (2009).Parent and Teacher Perceptions of Effective Parental Involvement.

(Dissertation, Liberty University, Lynchburg, Virginia, United States)

Torno, Nila S. (2004). Parental Support and the Academic Performance of the Pupils of
Montessori Learning Center – Isulan Campus.(Master’s Thesis, Notre Dame of
Tacurong College, Tacurong City).
Tacadao, Levy T. (1996). The Parent’s Involvement and the Academic Achievement of
the Pupils in the District of Lake Sebu. (Master’s Thesis, Notre Dame of
Tacurong College, Tacurong City).

APPENDIX A

Emotional Intelligence Questionnaire