West Visayas State University

Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

Parents’ Involvement in the Academic Performance of BEED

Students

Ivonny Papelera

Christine Mae L. Peollio

Chapter 1

Introduction to the Study

Chapter 1 consists of five parts: (1) Background and

Theoretical Framework of the Study, (2) Statement of the

Problem, (3) Significance of the Study, (4) Definition of Terms,

and (5)Delimitation of the Study.

Part One, Background and Theoretical Framework of the

Study, discusses the rationale for the choice of the problem and

the theoretical framework of the study.

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Part Two, Statement of the Problem, enumerates the problems

identified in the research.

Part Three, Significance of the Study, discusses the

benefits that may be derived from the results of the study.

Part Four, Definition of Terms, defines the important terms

used in the study.

Part Five, Delimitation of the Study, discusses the scope

and coverage of the study.

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Background and Theoretical Framework of the Study

It has been said that the youth are today’s hope for a

better tomorrow. The future of the country lies in the hands of

these younger generations. Thus, the parents have a great

responsibility for the education of the youth to become

worthwhile and productive citizens of the country.

Quano (1998) points out that parents have the primary duty

to provide children with education which prepares them for life.

Providing education to children and youth is not just the

endeavor and functional partnership of the home and school.

Teachers, school authorities and parents identify themselves as

educators because of the commonality of their purpose to educate

children.

Fine (1992; Liontos, 1992; Suchara, 1982in Vickers, 1994)

defines the benefits of parental involvement in education to

include higher academic achievement, more positive child

behavior and more effective schools.

Contemporary education thinkers like Aquino (1954) and

Fisher (1996) identified parent involvement to include

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developing and maintaining a positive attitude towards the

school environment, projecting a positive image towards

learning, providing a variety of experiences or their

children, and supporting the school and the teachers.

The family is a primary regulatory agency. It provides a

model of the larger society. It teaches children the habits and

society’s most basic educational institution. Parents teach what

they know. They pass on to their children their views of the

world, share what they have experienced and explain things as

they understand them. These primary impressions are lasting and

very difficult to modify, a fact of immense significance to

education (Webb, 1981).

This study was also linked to a psychological theory which

suggests that academic achievement is determined by such factors

as classroom, home, peer group and mass media to which students

are exposed (Walberg, 1986 in Walberg and Ethington 1991).

Figure 1 shows the conceptual framework of the study.

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Research Paradigm

The conceptual framework of this study is represented in

the paradigm that follows:

Independent Variable Dependent Variable

Parents’ Involvement: Academic

Performance of BEED
School – site Students
Home

Figure 1. Parents’ Involvement in the Academic Performance

of BEED Students.

Statement of the Problem

This study sought to determine the level of parents’

involvement in the academic performance of BEED students at West

Visayas State University Lambunao Campus for School Year 2012-

2013.

Specifically, this study sought to answer the following

questions:

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1. What is the level of the parents involvement in school in

the academic performance of BEED students?

2. What is the level of parents’ involvement at home in the

academic performance of their students?

3. What is the over-all level of parents’ involvement in the

academic performance of their students?

Significance of the Study

The findings of this study may be significant to the school

administrators, teachers, students, parents, teachers, as well

as to other researchers.

School Administrators. The findings of this study will help

the school administrators in planning and implementing programs

to benefit students. Results of this study could inform them how

important are the presence of the parents in the academic

performance of students.

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Teachers. Result of this study could help teachers identify

the significance of parental involvement to the performance of

the students. The data generated from the study could serve as

basis in encouraging parents to be more supportive of school

activities to improve student’s performance.

Parents. The results could also remind parents about their

responsibilities and role as active participants in their

child’s education. The study might also help the parents promote

wholesome relationship with their child.

Students. The result of this study could help the students

realize the importance of parents in their learning process.

Other Researchers. This study could be used in some other

studies as a data reference and may impart useful concepts to

other researchers in expanding related studies of this field.

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Definition of Terms

For clear understanding of terms used in this study,

important terms here are conceptually and operationally defined.

Academic Performance--Performance in the actual

accomplishment in school as distinguished from potential

ability (Good,1973).

In this study, “academic performance” means the knowledge

and skills acquired by the BEED students. It is based on the

general rating of students during school year 2012-2013.

Parents--refers to a father or mother or any organism in

relation to its offspring(Webster,1989).

In this study “parents” refer to the parents of third year

BEED students of West Visayas State University Lambunao Campus

for School Year 2012-2013.

Involvement-- is the process by which an individual or

groups become identified with external events, ideas or

subjects (Good,1973).

In this study, “parents’ involvement” refers to the parents

‘or guardian’s participation in the education of their child

Alderete, N.B. (1999).

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Parents’ involvement was classified into:

Very High Involvement, when parents hold certain position

and power and are overly active.

High Involvement, when parents are comfortable as members

in the school organizations and enjoy involvement in

school.

Moderate Involvement, When parents readily respond when

invited to school.

Low Involvement, When parents need encouragement to come

to school.

Very Low Involvement, Very low involvement refers to

parents who avoid school like a plague.

Students-- Students refer to persons formally engaged in

learning, especially those enrolled in college or school.

(Webster,1989).

As used in this study, it refers to the third year students

of Bachelor in Elementary Education at West Visayas State

University - Lambunao Campus.

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Delimitation of the Study

This study was limited to the investigation of parents’

involvement in the academic performance of BEED students at West

Visayas State University Lambunao Campus, school year 2012-2013.

The respondents were parents of third Year BEED students.

Questionnaire adopted from Alderete, N.B. (1999) was used as

data gathering instrument. The statistical tool used was

the mean.

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Chapter 2

Review of the Related Literature

Chapter 2 presents the synthesis of researches that

support the study on Parents’ involvement in the academic

performance of BEED students. Included in the chapter were the

conceptual literature which pertains to articles or books

written by authorities and the related researches which pertain

to the researches that support the findings of this study.

Conceptual Literature

Parents’ Involvement

Family involvement has become a greater challenge in recent

years as the characteristics of families are changing. Now more

than ever, mothers constitute a significant portion of the

workforce, and many low-income children are living in single,

female-headed households (U.S. Census Bureau, 2000). This

supports the call for a modification of traditional parent

involvement activities that are largely school-based (such as

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volunteering in the classroom) to accommodate working mothers or

those without childcare. In addition, ethnic and cultural

diversity among low-income families is increasing (National

Center for Children in Poverty, 2002).

There is no longer an option of whether we will include

parents in the education of their children it is required. The

goal now is to inform parents and educator of the numerous

advantages of parent involvement.( Goals 2000: Educate America

Act, 1994 p.3).

Article 76 of the Child and Youth Welfare Code

(Nolledo,1993), states that the home shall fully support in the

implementation of the total school program-curricular toward the

proper physical, social, and moral development of the child.

Parent-Teacher Associations all over the country shall aid

the municipal and other local authorities and school officials

in the enforcement of Juvenile delinquency control measures, and

in the implementation of programs and activities to promote

child welfare ( Article 77, Child and Youth Welfare Code in

Nolledo, 1993).

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Related Researches

Majority of parents, according to Casiple as cited by

Balboa (1994), participated in school program by attending

P.T.A meetings and contributing money and materials for the

projects. The percentage or extent of participation increased as

the income , educational attainment and occupation got higher.

The parents’ coached and assisted their child in their

education.

Canilao (1998), believed that she could contribute much in

all areas of concern , however, it is recommended to motivate

the parents and the school to work with greater collaboration.

It is through the recognition of outstanding school P.T.A by

district and division offices and by city or municipal

government that they could work together.

The strategic plan for effective parent collaboration

suggested the following goals:

1. To build the parents’ confidence and to encourage them to

communicate their concern regarding their children’s

education;

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2. To change the parents’ attitudes in psychologically

healthy direction; and,

3. To awaken and motivate the parents to participate in

school activities and participate on their children’s

education.

Balboa (1994) further cited the work of Espolong (1990)

entitled “ The Relationship Between Parents’ Participation in

Pupils’ learning Activities to Academic Performance”, that

majority of the Grade IV pupils in District of Jaro have the

parents with average participation in the pupils’ activities.

This has slight but significant positive effects on the pupils’

academic performance.

In contrast to the task given to the educators

participation of parents is expected for they are the first ,

the closest and the most influential person in a child’s life.

Numerous researches as claim that parental involvement is

essential in the educational success of a child(White, et al. ,

1992).

In the 1986 review of research and practices in parent

involvement, Becher (1984) found out that parents develop more

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positive attitudes about the program and the program personnel.

They develop more positive attitudes about themselves as

parents. They have increased their self confidence. They also

use more positive forms of reinforcement. Parent-child

relationships improve, and if the involvement starts in

preschool and the early grades, the children increase their

academic achievement and cognitive development.

Rich(2003) Studied the parental involvement in school and

found that children whose parents and/or other significant

adults shared in their formal education tend to do better in

school. Some benefits identified measure parental involvement

in education included higher grades and scores, long term

academic achievement, more successful programs and more

effective schools. According to Rich, schools should create an

environment where teacher input on implementation of parental

involvement strategies was sought and encouraged.

Hill(2003) studied the parent-school involvement and school

performance and found that parental involvement did not affect

all academic areas equally. His study further revealed that

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parental characteristics such as age, sex, educational

attainment, occupation, and family income were significant

predictors of parental involvement.

Conway and Houtenville(2008) studied the parental

involvement and its primary impact on student achievement and

found that parental effort was consistently associated with

higher levels of achievement, and the magnitude of parental

effort was substantial. Parents seemed particularly interested

in the academic achievements of their daughters.

A family’s involvement in their child’s education is

recognized by many as the single most important factor in school

success and achievement. Research has shown that not only does

family involvement increase academic achievement, as reflected

in higher test scores and graduation rates, but it also

increases likelihood that youth will pursue higher education

(Handerson & Berla, 1994). Successful family involvement is

championed by the school’s principal and implemented by school

administrators, teachers, and staff; nurtures a young person’s

interests; provides for individualized choices; and includes

family staff relationships at the classroom and pragmatic

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levels. At a practical level, Involvement often means getting

families to participate in an activity with their adolescent at

school or in the community. However, due to the wide range of

barriers and individual differences, schools and communities

should allow for and promote participation in various ways, at

different levels of commitment, and different frequencies. The

most effective family involvement approaches include: offer a

wide variety of ways to participate; support family

participation in any school or community opportunity; account

for a cultural and individual differences; enable participation

for all who want to contribute, regardless or skill level; and

provide support to improve participation skills.

Sheldon, SB., and Epstein, J.L (2001) found that school-

based activities which include volunteering, attending parent-

teacher conferences, fund raising activities and other class-

related activities increase gains in reading and mathematics.

The study further revealed that schools that are actively

reaching out with parents to engage them in their child

schooling reported significantly more involvement in various

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activities compared to schools that do not reach out to

families.

Becher(1984) concurs that all forms of parental involvement

strategies seem to be useful. However, those that offer more

types of roles for parents to play, and occur over an extended

period of time appear to be more effective. More research is

needed on the relative value of varied forms of involvement,

specifically on the effects of parental and community

involvement in decision-making, since this role is just emerging

and has not yet been studied to any great extent.

Parent involvement in activities benefit parents and family

members. Helping parents understand their child’s current

situation and potential and how they manage their child’s needs

and demands, will reduce levels of stress, give more

satisfaction and more realistic perception of what it is

possible and desirable (Lewin,1992).

Over the past thirty years many research studies have

focused on parental involvement in education. Overwhelmingly,

the researches indicate that when parents show a strong interest

in their children’s schooling, they promote the development of

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attitudes that are key to achievement. There are attitudes that

are more a product of how the family interacts than its social

class or income. If schools treat parents as powerless of

unimportant or if they discourage parents from taking an

interest, they promote the development of attitudes in parents

and consequently in their children that inhibit achievement

(Henderson, 1994)

In the study by White, et al.(1992) about the benefits of

involving parents in early intervention programs, they concluded

that parents have an obligation to be involved because they are

ultimately responsible for their child’s welfare. Involved

parents provide better political support and advocacy. Early

intervention programs which involve parents result in greater

benefits for children. Parent involvement results in greater

benefits for the parents and family members. By involving

parents, the same outcomes can be achieved at less cost, and the

benefits of early intervention are maintained better.

Crozier(1997), focused on parents’ involvement with their

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child’s schooling and the possible influences upon this.

Parental involvement is regarded as being highly important to a

child’s school achievement. Given the Government’s promotion of

the role of parents in education, the conditions become more

particularly conducive. However, in spite of increased statutory

rights and a changing attitude towards parents by teachers and

schools, parents’ social class influence in their child’s

schooling. The paper includes that increased parental

involvement is probably desirable but the nature of this and its

operationalization needs to be carefully thought out.

Grififth (1996), examined the relationship of parental

involvement and empowerment to student academic performance.

School-level data on parent perceptions and characteristics of

42 elementary schools were used to examine the relationship of

parental involvement to student academic performance. Results

showed that measures of parental involvement and empowerment

could be reliably predicted. Multiple regression analysis showed

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that parental involvement and empowerment accounted for

substantial variance in student standardized test performance.

Canilao (1998), determined the level of involvement of Bata

Elementary School parents in the educational process as basis

for developing strategies for effective school collaboration.

Neuman’s, et al. (1995) study addressed the challenge of

creating a collaborative approach to parent involvement as a

part of a family literacy program, participants in the study

were 19 african-american adolescent parents from low-income

backgrounds whose children attended an early intervention

program. Parents’ beliefs about learning and literacy were

sought through a series of peer group discussions.

Loyola (1991), cited that the type of involvement parents

want most is how to work with their own children at home in ways

that help the students succeed and that keep the parents as

partners in their children’s education across the grades.

Espolong(1990), found out that relationship of parent’s

participation in pupil’s learning activities on a academic

performance, considering other characteristics of pupils such as

their intelligence, household income, educational attainment of

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the father, and educational attainment of the mother among the

Grade 6 pupils in the district of Jaro, Division of Iloilo city

for the school year 1988-1989.

According to Baterna (1989), constant monitoring by school

and parents on child’s performance are coordinated through

regular meeting or “ tutorial chats”. This provide the venue for

both parties to work, capably discuss the children’s behavior,

his work, capabilities, in school, over all responsibility, his

academic performance and other topics seemed necessary.

This is supported in Helling (1992) as cited by Washington

(1996), the “Say Yes Program” brings together families, schools,

communities and business, to provide children with opportunities

for developing skills. The program provides relevant experience

and myriad opportunities that can and it is hoped to provide and

prepare students to become leaders in all subjects. A concept

revealed that youth’s future is reflected in experiences that

can be shared with all children and education. Parent

involvement in a child's early education is consistently found

to be positively associated with a child's academic performance

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(Hara & Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson

& Baker, 1987). Specifically, children whose parents are more

involved in their education have higher levels of academic

performance than children whose parents are involved to a lesser

degree. Coupled with these findings of the importance of early

academic success, a child's academic success has been found to

be relatively stable after early elementary school (Entwisle &

Hayduk,1988; Pedersen, Faucher, & Eaton, 1978).

Therefore, it is important to examine factors that

contribute to early academic success and that are amenable to

change. 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).

Specifically, Izzo et al. (1999) reported that an increase

in the parent's school activities, such as increased number of

parent-teacher contacts, was associated with worsening

achievement, as increased contacts may have occurred to help the

teacher manage the child's existing behavior problems. The

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significance of parent attitudes toward education and school is

less well understood, although attitudes are believed to

comprise a key dimension of the relationship between parents and

school (Eccles & Harold, 1996).

Parents convey attitudes about education to their children

during out-of-school hours and these attitudes are reflected in

the child's classroom behavior and in the teacher's relationship

with the child and the parents. (Kellaghan, Sloane, Alvarez, &

Bloom, 1993.

Teacher rating scales allow teachers to rate the accuracy

of the child's academic work compared to other children in the

class, and allow for ratings on a wider range of academic tasks

than examined on standardized achievement tests (DuPaul &

Rapport, 1991).

Report card grades allow teachers to report on classroom

academic performance, but are used by few studies for early

elementary school children due to, among other reasons, a lack

of a standardized grading system and uniform subject areas

children are evaluated on. Parent involvement is one factor that

has been consistently related to a child's increased academic

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performance (Hara & Burke, 1998; Hill & Craft, 2003;

Marcon, 1999; Stevenson & Baker, 1987).

While this relation between parent involvement and a

child's academic performance is well established, studies have

yet to examine how parent involvement increases a child's

academic performance. The goal of the present study was to test

two variables that may mediate, or explain how, parent

involvement is related to a child's academic performance. Parent

involvement was defined as the teacher's perception of “the

positive attitude parents have towards their child's education,

teacher, and school” (Webster-Stratton, 1998).

In addition, Jencks and his colleagues (1972, in Berger,

1991) point out the importance of schools and parents becoming

partners in the education of children.

According to Paez (1995), parents have primary

responsibility for their child. Although they delegate a limited

amount of it to the teaching staff; it is the right and

responsibility of parents to participate in decisions about

their child’s care and education. Their influence on their child

is greater and longer-lasting than the staff’s, when staff share

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knowledge, skills and experience with parents, they ultimately

are helping the child.

Paez further explained that a child needs to feel good

about his background because he is reassured by the mutual

demonstration of respect , appreciation and trust among the most

important people in his life – his parents and teachers.

On the other hand, conflicts can be minimized if parents

and staff clarify, communicate and understand each other’s

values. In this way, staff can learn from parents what is

healthy and effective in family teaching styles, just as parents

can learn alternative child-rearing methods. Both need

opportunities to watch , talk and work with each other.

It is important for schools to offer different forms of

parent involvement. No one form of involvement is necessarily

right for every family, but educators and parents should aim to

increase the percentage of parents involved in at least some

ways ( Boyer, 1995).

Weiser (1991), says that during the first year of life,

there are five necessary basic parent orientations toward the

child: Being a nurturing parent who provides adequate food,

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shelter and protection; being a loving parent who cherishes the

life of the child and making a patient investment in the child’s

future; being an enjoying parent who finds focal points for

interaction with the child that provide mutual satisfaction;

being a teaching parent who understands enough about child

development to become skillful as a mentor, and to sharpen the

child’s skills gradually as its capacity evolves; and being a

coping parent who knows how to seek help for developing skills

that deal effectively with the inevitable vicissitudes of life.

Parental presence involves more than just being there when

their children need them. Parents should become part of their

children’s world, learn about their interests and concerns,

struggle with them in their personal processes like handling

relationships, and share in their hopes, dreams , anxieties and

fears ( Herminda, 1997).

However, one of the most distressing consequences of the

gap created during adolescent stage is the failure to

communicate. The difficulty arises when parents still try to

behave as their parents did. It would help if parents act the

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part of a friend and not try to lay down the law. Parents should

give advice when it is sought rather than attempt to impose it.

Parents practice rather than preach the views they hold

(Nobleza, 1998).

Christenson’s, et al. (1997) study described parents and

school psychologists perspectives on 33 parent involvement

activities aimed at enhancing school success of students. A

national sample of 217 parents rated the degree to which they

would use the activities.

Villamin (1994) reveals that the student’s success in

school depends on how well they study. The students should study

their lesson in the right way in order to learn.

Arend (1998) suggested that the teachers must show regards

for parental concern by using more frequent reporting procedure

and by getting parents to support the school reward system at

home. This results in more academic engagement , and generally

increased student output.

According to Johnston (1998 p.192), “There is one

irrefutable truth in education: Parent involvement in the

schools promotes student success and achievement.” Most school

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reform efforts advocate parental involvement. The United States

Department of Education has mandated, “By the year 2000 all

schools will increase parent involvement and participate in

promoting the social, emotional, and academic growth of children

(Goals2000: Educate America Act, 1994 p. 3). There is no longer

an option of whether we will include parents in the education of

their children, it is required. The goal now is to inform

parents and educators of the numerous advantages of parent

involvement. Dornbush & Ritter (cited in Hickman, Greenwood, &

Miller, 1995) found that parent attendance at high school

activities had a positive correlation with school attendance and

by printing that fact in the school newsletter increased parent

attendance at school events.

Parent involvement can be divided into two general categories:

school-site involvement and home involvement (Zellman &

Waterman, 1998). They focused on five measures of parent-school

involvement: attendance at school events, participation on a

school council or advisory committee, regular volunteer

activities, employment at school, and PTA meetings.

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Gestwicki (1996) added parents as learners to this list,

and also indicated that home involvement includes helping the

child with homework, communicating with the child about

school,and spending “quality” time with the child.

Parental involvement is not a new concept but has evolved,

in this country, from parents being concerned about their son’s

education and their daughter’s dowry to a genuine concern for

the education of both sons and daughters. It is only in the past

few decades that studies, such as the Perry Preschool Project

that began in 1960 by Sweinhart and Weikart, (cited in

Gestwicki, 1996) have been done to assess the effects of parent

involvement on children’s educational and personal success. This

project followed 123 children who attended high quality early

childhood programs for two-and-a half hours five days a week and

whose parents were visited in their homes by teachers for ninety

minutes every week. The children were followed from preschool

through their twenty-seventh birthday. They did very well both

academically and socially. They received less remedial

education, graduated from high school and went on to jobs and

higher education at twice the rate of children without the

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preschool experience. Additionally, they had fewer teen

pregnancies, fewer arrests, and less welfare dependency. As

adults they were more likely to be married, own a home, and hold

a stable job.

Zellman and Waterman (1998) found parent enthusiasm

contributed significantly to the home-site and school-site

involvement of parents. Even more effective than enthusiasm was

positive parenting style as a predictor of child outcome. They

went on to say that parenting style had a greater effect on

student achievement than parent school involvement. This is an

important point to remember as we develop parent involvement

programs and projects. Teaching parenting skills will have a

greater and longer lasting effect on our children’s lives.

Christian, et al (2001), Henderson and Mapp (2002) have all

found out that the parents’ involvement to their children’s education,

as well as the parents’ educational attainment both give a

significant impact on the children’s academic performance. The

results of the meta-analysis made indicate that parental involvement

results to higher educational attainment of a student. These findings

include the consistent outcome on scholastic grades, standardized test

scores, and teachers’ ratings. This fact holds true not only for

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parental involvement; but for most components of parental involvement

that were observed in the meta-analysis. Moreover, the academic

achievement scores of children with highly involved parents were

higher than children with less involved parents. This academic gain

for those parents who were highly involved in their children’s

education averaged about .5– .6 of a standard deviation for overall

educational outcomes, grades, and academic achievement. The most

important part of this study is the assessment of the specific

component that greatly influenced on the student’s excellent

performance in school. The parents’ education is very essential factor

that determines the facets of parental involvement in a huge scale

of investment of time in reading and communicating with one’s child.

Hence, if the parents acquired a good education, they are more

likely subtle and more diplomatic in dealing with their children as

well as regards to their education. And, the more subtle the parental

style and expectations, the greater the impact on the children’s

educational outcomes. It is therefore important that the parents have

acquired a high literacy level in order to facilitate their children

with their homework, lessons that toddlers, elementary grades and

secondary students are most often confused. Obviously, the children at

home will seek the help of their parents on something that they do not

know about their studies, that is the normal reaction of every student

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inside the house, same thing that they do when they are inside

the classroom or in school, they ask their teachers or classmates on

something that they find hard to answer. The implication of this study

is how about the students with parents who come from a poor family and

have parents with low literacy level. The tendency is the parents can

not take part in the academic assignments, lessons and activities that

their children need assistance from them. In some instances, parents

are also busy with their household chores, or both parents work

outside the house for the daily sustainability of the whole family. As

a result, they do not have enough time to monitor their children’s

school’s lessons and assignments regularly. This condition leads the

children to feel helpless and confused, because no one they can turn

to inside the house in the midst of disorientation on their studies.

The children should have a strong foundation academically in order to

build the self-confidence and self-esteem within them, and it must

start from the family. That parental involvement improves

student achievement is practically irrefutable. A report from

the Southwest Educational Development Laboratory concludes that

"when schools, families, and community groups work together to

support learning, children tend to do better in school, stay in

school longer, and like school more". The report notes that:

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Students with involved parents, no matter what their income or

background, were more likely to:

• Earn higher grades and test scores, and enroll in higher-

level programs;

• Be promoted, pass their classes, and earn credits;

• Attend school regularly;

• Have better social skills, show improved behaviour, and adapt

well to school; and;

• Graduate and go on to postsecondary education (Henderson &

Mapp 2002:7).

Kettler, Valentine, Lucas & Miles (2002) state that making

a broad generalization that parental involvement results in

increased student achievement clearly understates the complexity

of the issue. A review of the literature shows that student

achievement outcomes differ based on:

a) The particular component of parental involvement and

whether this data was parent or student reported.

b) The achievement measure(s) used (e.g. achievement test

scores or grades).

c) The cultural or racial/ethnic groups involved.

d) The subject matter (e.g. mathematics, reading, science)

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being tested.

e) Income levels of parents.

f) Gender of the parents.

Academic Performance

There are student-related factors that significantly

contribute to the academic performance of undergraduate students

in the universities. This study aimed at identifying the factors

that contribute to the academic performance of undergraduate

students in the universities, using Daystar University as a

case. The study also sought to establish the perception of

students on the factors that contribute to their academic

performance in the university. The study employed both

descriptive and path analyses in establishing the factors that

contribute to the academic performance of students in the

university. Students’ final high school grade, English Language

proficiency, self-regulatory learning strategies and extrinsic

goal orientation were observed to have direct effects on the

academic performance of the students in the university. On the

other hand, self efficacy, locus of control, intrinsic goal

orientations and personality traits were observed to have

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indirect effects on the academic performance of students in the

university. Most of the students perceived the self-regulatory

learning strategies to be the greatest determinant of their

academic performance in the university.

There is need for students as well as their mentors to

promote the positive contributors while discouraging the

negative ones while enhancing the student’s academic

performance in the university. Transitional issues from high

school to tertiary level of education should not be overlooked

as a factor contributing to the academic performance of students

in the university. Further research is required on the external

factors that contribute to the academic performance of students

in the university. A replica of the same study in other

universities within the country was also deemed necessary.

([Link]

Related Researches

All of the research reviews support the hypothesis that student

Performance depends on different socio-economic, psychological,

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environmental factors. Thefindings of research studies focused that

student performance is affected bydifferent factors such as learning

abilities because new paradigm about learning assumes that all students

can and should learn at higher levels but it should notbe considered as

constraint because there are other factors like race, gender,sex that

can affect student’s performance. (Hansen, Joe B.2000).

This study did not take into account a main factor that a

lot of college students have to deal with, having children and

families to care for. Today more and more people are deciding to

return to college after being out in the work force. Coming back

to college puts high demands on older people, who sometimes have

family already. This factor of having a family could itself

contribute to a lower GPA, but one study looked at this factor

of family and found the contrary. What helped these students was

the support they found within the University, support such as

childcare services, and also courses in how to hone superior

studying skills (Hammer, Grigsby, & Woods, 1998).

Students who have children to take care of can often find

themselves being held out of class for reasons like their

children being ill or not having the proper child care readily

available. Grades, motivation and prior GPA can also be reasons

for class attendance (Devadoss & Foltz, 1996). With attendance

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having a major influence on academic performance, even to the

point of some professors using it as a requirement to pass a

course, it is a great indicator of a students’ overall GPA. One

major prediction of class attendance is a student’s GPA prior to

enrolling in the class. Students who have done better in

previous classes are likely to attend classes more frequently.

Other factors in class attendance include the level of courses

the student is taking. On average, junior and senior level

courses have a higher attendance record than freshman and

sophomore courses (Devadoss & Foltz, 1996).

The home environment also affects the academic performance

of students. Educated parents can provide such an environment

that suits best for academic success of their children. The

school authorities can provide counseling and guidance to

parents for creating positive home environment for improvement

in students’ quality of work (Marzano, 2003). The academic

performance of students heavily depends upon the parental

involvement in their academic activities to attain the higher

level of quality in academic success (Barnard, 2004; Henderson,

1988; Shumox & Lomax, 2001).

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Theory of Educational Productivity by Walberg (1981)

determined three groups of nine factors based on affective,

cognitive and behavioral skills for optimization of learning

that affect the quality of academic performance: Aptitude

(ability, development and motivation); instruction (amount and

quality); environment (home, classroom, peers and television)

(Roberts, 2007).

Summary

The preceding review of related literature proved to be

Relevant to the present study since it discussed the combination

of commitment and active participation on the part of the parent

to the school and to the student.

Becher (1984), Rich (2003), Conway and Houtenville (2008),

Handerson and Berla (1994), Lewin (1992) and Canilao(1998)

emphasized that parents and school must work with greater

collaboration. Hill(2003), Sheldon , S.B , Epstein, J.L.(2001)

White, (et. Al. 1992) and Loyola 1991 presented their

observations and findings which explained that parental

involvement is essential in the educational success of a child.

Likewise, related studies of Balboa (1994) states that parents

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coached and assisted their children in their education.

It is very clear that parental involvement is beneficial.

It can definitely benefit the student in education, but it can

also benefit the teachers, the school, the parents themselves

and the community. Everything possible should be done by the

school system to encourage the parents to become involved.

The influence of parent involvement on academic success has

Not only been noted among researchers, but also among policy

Makers who have integrated efforts aimed at increasing parent

involvement into broader policy initiatives.

As a whole, the review concluded that higher parental

involvement is an essential factor to consider for the success

of students in school.

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Chapter 3

Research Design and Methodology

This consists of three parts: 1) Research Design, 2)

Methodology, and 3) Data Analysis Procedure.

Part One, Purpose of the Study and Research Design,

describes the design used in the study.

Part Two, Method, describes the respondents, instrument,

and procedure utilized in the study.

Part Three, Data Analysis Procedure, reports the procedure

for scoring and statistical analysis used.

Purpose of the Study and Research Design

The descriptive study aimed to ascertain the level of

parents’ involvement in the academic performance of third year

BEED Students at WVSU-LC during the S.Y 2013-2014.

Methodology

The Respondents

The respondents of this study were the randomly selected

parents of the Third year BEED Students of WVSU-Lambunao Campus

for School Year 2012-2013.

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Instrument

To gather the data for the study the researchers adopted

the instrument from the study of Alderete (1999). This is a

questionnaire composed of 40 items about parental involvement,

and its relation to the academic performance of students.

Procedure

Permission to conduct the study was secured from the

Director of the School of Education. The researchers asked

permission from the Dean of Instruction to allow the researchers

to employ the parents of the third year BEED students as

respondents. Parents were instructed to fill up the personal

data information sheet and answer the questionnaire by checking

the number that corresponds to their appropriate responses to

the questions and situations presented. They were assured that

their responses would be treated confidentially. They were given

15 minutes to answer the personal data information sheet and the

researcher-made parental involvement questionnaire. After that

the instruments were retrieved and the data were tallied and

tabulated for analysis and interpretation.

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Statistical Data Analysis

The data gathered from the study were tallied and described

using the mean. The interpretation was based on the following

scale:

Scale Description

1.0 1.80 Very Low

1.81 2.60 Low

2.61 3.40 Moderate

3.41 4.20 High

4.21 5.0 Very High

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Chapter 4

Results

Chapter 4 presents the findings of the investigation.

Descriptive data analysis and discussions were presented.

Data in Table 1 revealed that parents’ involvement in the

academic performance of BEED students was very high (M=4.25).

Table 1 shows the data.

Table 1

Parents’ Involvement in the Academic Performance of BEED

Students

Category No. of Mean Description

Respondents
of
Involvement

School-site 30 4.03 High

Home-site 30 4.43 Very High

Over-all 30 4.25 Very High

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Chapter 5

Summary of Findings, Conclusions, Implications and

Recommendations

Chapter 5 contains four parts: 1) Summary of the Problem,

Method and Findings 2) Conclusions, 3) Implications for theory

and practice, and 4) Recommendations.

Part One, Summary of the Problem, Method and Findings

presents important and necessary parts of the study and its

findings;

Part Two, Conclusions, presents the conclusions drawn from

the results of the study;

Part Three, Implications, determines the relationships

between the findings of the present study and the theories that

were presented;

Part four, Recommendations, gives necessary recommendations

in terms of the conclusions given.

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Summary of Findings

This study determined the parents’ involvement in the

academic performance of BEED students. Specifically, it sought

to answer the following question:

1. What is the level of parents’ involvement in the academic

performance of BEED students?

2. What is the level of parents’ involvement at home in the

academic performance of their students?

3. What is the over-all level of parents’ involvement in the

academic performance of their students?

The descriptive research method was used in the study. The

respondents were thirty randomly selected parents of third year

BEED students of WVSU-LC. The statistical tool used to analyze

the data was the mean. Findings of this investigation revealed

that at home the parents’ involvement in the academic

performance of their students was very high (M=4.43) ; whereas

in school, parents’ involvement was high (M=4.03).

The over-all data showed that parents had very high

involvement ( M=4.25) in the academic performance of their

students.

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Conclusion

In view of the findings stated the following conclusions were

drawn:

It appears that parents were actively involved in promoting

their children’s learning , providing them security, good

foundation skills and positive self-concept. They provide

helpful criticisms and support the educational aspirations of

their children.

Parents are willing to contribute their knowledge and

skills to enrich the learning experiences of their students.

Parents visit the school to discuss issues and concerns that

affect their children because they realize that they are the

partners of the school in developing the hearts and minds of

these future builders of the nation.

It can be said that parents’ involvement in the academic

performance of students arises from parents’ enthusiasm and

positive parenting style. These in return are perceived by the

students, and at best internalized by them thus, resulting to

high achievement in scholastic activities.

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Implication for Theory

The findings of the present study revealed that the level

of involvement of the parents in the education of their BEED

students was very high. Based on the Berger’s (1995)

classification of parents, it implies that the parents in the

present study enjoyed power and are overly active participants

in their child’s education whether at home or in school. This

seems to agree with Paez’s (1995) study that parents have

primary responsibility for their child. Although they delegate a

limited amount of it to the teaching staff, it is the right and

responsibility of parents to participate in decisions about

their child’s care and education. Their influence on their child

is greater and longer-lasting than the teachers. When staff

share knowledge , skills and experience with parents, they

ultimately are helping the child.

This also confirms the study of Becher (1984) that all

forms of partial involvement strategies seem to be useful.

However, those that offer more types of roles for the parents to

play, and occur over an extended period of time appear to be

more effective. More research is needed on the relative value

of varies forms of environment, specifically on the effects of

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parental and community involvement in decision-making , since

this role is just emerging and has not yet been studied to any

great extent. On the other hand, the academic performance of

students heavily depends upon the parental involvement in their

academic activities to attain the higher level of quality in

academic success ( Barhard, 2007; Henderson, 1988: Shumox &

Lomax, 2001).

Implications for Practice

Effective parents have their own parenting skills to

effectively shape their children’s behavior. This view is

consistent with Zellman and Waterman (1998) that parent’s

enthusiasm contributed significantly to the home-site and

school-site involvement of parents. Even more effective than

enthusiasm is positive parenting style which has a greater

effect on student achievement than parent-school involvement.

Findings of this study can be a good reference in designing

parent involvement programs and projects. Teaching parenting

skills will have a greater and longer-lasting effect on the

children’s lives.

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The home environment also affects the academic performance

of students. Educated parents can perhaps realize the importance

of love and support for the academic success of their children.

They collaborate with school authorities in providing

counseling and guidance to their children in order to succeed

in the curricular and co-curricular activities. Parents who are

aware of their responsibilities and are concerned of their

children’s welfare are eager supportive and participants

actively in all undertakings of the school.

Recommendations

School administrator, faculty and school councils may

consider some or all of the following recommendations:

1. May encourage , invite and support parents who prefer to

help in the implementation of educational projects and

programs. They should consider good management in

creating a welcoming and productive parents.

2. May design communication plan/program to anticipate the

different informational needs of distinctly different

types of parents especially to those parents who prefer

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to help their child only at home in order to meet their

informational needs.

Parents may consider some or all of the following

recommendations:

1. Parents may check daily accomplishments of their

children in order to reinforce what is being taught in

school.

2. Parents may take or bring their children to historical

places , cultural facilities , museums or parks to

promote experiential learning.

3. May facilitate the exchange of information between the

school, home and community outreach programs and

encourage neighborhood to cooperate with the school

personnel in order to identify and integrate resources

and services to strengthen school programs , family

practices and student learning and development.

Similar studies may be conducted by future researchers

using other subjects and variables to further enrich and

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understand the present investigation.

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[Link]

esearchpaper+on+parents+and+academic+performance+of+students&fr=

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Appendixes

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Appendix A

Permit

July 18, 2013

GENOVEVA L. FANEGA
DIRECTOR, SCHOOL OF EDUCATION
THIS UNIVERSITY

Madam:

We are presently conducting a research study entitled “Parents’

Involvement in the Academic Performance of BEED Students”

In view of this, we are respectfully requesting from your good

office to administer our data-gathering instrument to the BEED
students.

Thank you very much for your generous assistance.

Very respectfully yours,

(Sgd.)IVONNY M. PAPELERA

(Sgd.)CHRISTINE MAE L. PEOLLIO

Noted:

(Sgd.)DR. LUCY L. CADIZ

Thesis Adviser

Approved:
__________________________
(Sgd.)GENOVEVA L. FANEGA M.A Ed.
DIRECTOR, SCHOOL OF EDUCATION

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Appendix B
Letter to the Respondents

July 18, 2013

Dear Respondents:

The undersigned conducting a research entitled “Parents’

Involvement in the Academic Performance of BEED Students”

In view of this, we would like to ask your help by answering the

questionnaires. Rest assured that all your responses will be kept
confidential.

Thank you very much for your cooperation.

Very respectfully yours,

(Sgd.) IVONNY M. PAPELERA

(Sgd.) CHRISTINE MAE L. PEOLLIO

Noted:

(Sgd.)DR. LUCY L. CADIZ

Thesis Adviser

Approved:
__________________________
(Sgd.)GENOVEVA L. FANEGA M.A Ed.
DIRECTOR, SCHOOL OF EDUCATION

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Appendix C

Parental Involvement Questionnaire

(Alderete,1999)

I. Personal Information
(Impormasyon nga Personal)

Kindly fill up the following information:

(Palihog sulat sang mga masunod nga impormasyon: )

Name of the Father/Mother/Guardian: (Optional)

(Ngalansang Tatay/Nanay/Manugbantay: )

Highest Educational Attainment:

(Pinakamataas nga natapusan sa pag-eskwela: )

Name of your child :

(Ngalan sang imo anak : )

II. Direction:

(Direksiyon)

Please read each item carefully. Put a check mark in the

appropriate column that best describes your feelings/behavior
about the statement. Your responses will be kept confidentially
and will not affect your child’s grade. Please do not leave any
item unanswered.

(Palihog basa sang kada aytem sing matul-id. Butangan sang

tsek sa naga kabagay nga kubay kun ang nasulat nga buluhaton
ang nagapahayag sang imo ginabatyag ukon ginahimo. Ang imo sabat
paga-amligan kagi ndi makaapekto sa grado sang imo bata. Palihog
indi magbilin sang isa ka aytem nga wala nasabtan.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

Indicate your response to every item using the scale below:

(Palihog sabat sang kada aytem paagi sa sulundan:

Response Weight Description

(Sabat) (Puntos) (Descripsiyon)

Always ( A ) 5 Consistently and almost habitually

done.

(Pirme) ( Pirme-pirme kag halos ginabuhat)

Often (O) 4 Frequently and usually done

(Masunsun) ( Masunsun kag kinaandan nga ginabuhat)

Sometimes ( S ) 3 Occasionally & partly done

(Kun Kaisa) ( Kun Kaisa ginabuhat)

Rarely ( R ) 2 Seldom and scarcely done

(Talagsa) ( Talagsa kag malaka ginabuhat)

Never ( N ) 1 Not done at all

(Wala gid) ( Wala gid ginabuhat)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

III. Questionnaire Proper

ITEM ( AYTEM ) RESPONSES ( SABAT )

Which of the following

activities do I do? : A : O : S : R : N

( Diin sa mga masunod nga

Hilimoon ang ginabuhat ko?) : (5) : (4) : (3) : (2) : (1)

1. I show to my child that I care or

support his/her education.
( Ginapakita ko sa akon anak nga
may pagsakdag ako sa iya pagtuon. )

2. I encourage my child to seek

assistance/guidance
from God for his/her studies
through prayers.
(Ginalaygayan ko ang akon
anak sa pagpangamuyo sa Ginoo
paramabuligan/matuytoyan siya
sa iya pagtuon.)

3. I provide the basic needs of my

child such as food,
clothing and education.
( Ginahatagan ko ang akon anak
sang iya mga kinahanglan subong
sang pagkaon, panapton kag
pang-eskwela.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1
4. I train my child to do household
chores like cleaning the house,
cooking, washing clothes,
to enable him/her to become
responsible citizen in the future.
(Gina hanas ko ang akon anak
sa mga buluhaton sa balay subong
sang pagtinlo sang balay, pagluto,
paglaba sang bayo agud mangin
responsible nga pumuluyo sa
palaabuton.)
5. I teach my child the good
behavior and right conduct.
(Ginatudlu-an ko ang akon anak
sang mayo nga pag ginawi kag
pamatasan.)
6. I give guidance to my child in his
/her decision-making and listen
when he/she confides something to
me.
(Gina tuytoyan ko ang akon anak sa
iya mga desisyon kag ginapamati-an
ko siya kon may ginasugid siya sa
akon.)
7. I plan and provide wholesome
leisure time/activities for the
whole family like games, reading
together, vacation and picnicking
which stimulate learning.
(Naga plano ako kag ginahatagan ko
sang mayo nga kalingawan ang
bug-os ko nga pamilya pareho san
paghampang,pagbasa,pagbakasyon,kag
pagpiknik nga makapakamaayo sa
pagtuon.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1

8. I advise my child to choose good

friends in school and community
(Ginalaygayan ko ang akon anak sa
pagpili sang mayo nga abyan sa
eskwelahan kag sa palibot.

9. I provide well-disposed
experiences and opportunities
to my child that will help him/
her develop his/her skills,
knowledge and special talent.
(Ginahatagan ko ang akon anak
sang maayo nga inagihan kag
kahigayunan nga makabulig sa
pagpasangkad sang iya nahibal-an,
kaalam kag talento.)

10.I stress the importance of

education to my child
(Ginapahanumdom ko pirmi sa
akon anak ang kamalahalon
sang pagtuon para makatapos.)

11.I allow my child to express his

/her ideas/opinions/decisions
regarding his/her studies.
(Ginapahanugotan ko ang akon
anak sa pagpabutyag sang iya mga
ideya/panghuna-huna/desisyon
tuhoy sa iya pagtuon.

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1
12. I encourage my child to join/
participate in school’s
co-curricular activities.
( Ginahaylo ko ang akon anak sa
pagpakig bahin sa mga
“co-curricular” activities sa
eskwelahan.)

13. I encourage my child to pursue

/develop his/her talent such as
drawing,writing, dancing and
singing.
(Ginahaylo ko ang akon anak sa
paghanas/pagpalantip sang iya
talent pareho sang pagdrowing,
pagsulat, pagsa-ot kag
pagkanta.)

14. I attend PTA meetings,

Conferences and other special
meetings called by the school.
(Nagatambong ako sang miting
sang PTA, mgapulong-pulong kag
iban pa nga miting nga ginatawag
sang eskwelahan.)

15. I meet and confer personally

with the teachers or school
personnel when called upon.
(Nagapakigkita kag
naga pakigsapul ako sang
personal sa mga maestro
ukon tinawo sa eskwelahan kon
ginapatawag ako.

69
West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1

16. I immediately respond to

communications from school.
(Ginasabtan ko gilayon ang mga
komunikasyon halin sa
eskwelahan.)
17. I keep myself informed
regularly of my child’s
progress / performance or
accomplishments through report
cards.
(Ginatinguhaan ko nga mahibaluan
pirme ang mga progreso kag mga
nahimo sang akon anak sa
eskwelahan paagi sa iya “report
card”.)
18.I encourage my child to share
with me information and events
happening in the school.
(Ginaganyat ko ang akon anak
nga magsugid sa akon sang mga
impormasyon kag mga hitabo sa
eskwelahan.)

19. I give suggestions for the

improvement of the school
educational programs during
the parent-teacher conferences.)
(Naga hatag ako sang mga
suhestiyon para sa kaayuhan
sang mga programa
sa eskwelahan kun magmiting
ang mga maestro kag ginikanan.

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1

20. I attend the affairs of the

school such as programs,
convocations or commencement
excercises participated in by
my child.
(Nagatambong ako sa mga
hilikuton sa eskwelahan subong
sang mga programa, konbokasyon
ukon gradwasyon nga
ginapasakupan sang akon anak.)

21. I support the projects and

programs of the school by
giving donations or rendering
services.
(Ginsakdag ko ang mga proyekto
kag programa sang eskwelahan
paagi sa paghatag sang donasyon
ukon serbisyo.)
22.I lend needed materials and
equipment from home to be used
in school.
(Ginapahulam ko ang
kinahanglanon nga butang halin
sa balay para gamiton sa
eskwelahan.)
23.I encourage my child to do his
homework on his own but give
necessary help when needed.
(Ginahaylo ko ang akon anak nga
maghimo sang iya “homework” sa
iya paghimulat pero ginabuligan
ko kon kinahanglan.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1

24.I check-up my child’s daily

Accomplishments such as
notebooks, test papers and
assignments.
(Ginausisa ko ang mga nahimo sa
eskwelahan sang akon anak
subong sang iya “notebook”,
”testpapers” ukon
“assignments”.)

25. I recognize/praise the good

performance of my child in
school.
(Ginadayaw ko ang mga mayo nga
Binuhatan sang akon anak sa
eskwelahan.)
26. I remind my child the
importance of following a study
schedule.
(Ginapahanumdom ko sa akon anak
Ang kamalahalon sa pagsunod
Sang iskidyul sa pagtuon.)

27. I instill in my child the value

of self-reliance,self-confidence
and responsibility toward his/her
studies.
(Ginapahangup ko sa akon anak
ang kamalahalon sang pagsalig
Sa kaugalingon nga ikasarang,
Pagsalig sa kaugalingon,
Kag responsibilidad sa iya
pagtuon.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N

5 4 3 2 1
28. I take/bring my child to
historical places,cultural
facilities, museums or parks.
(Ginapasyar ko ang akon anak
sa mga makasaysayan nga lugar,
pasilidad nga kultural, museo
ukon plasa.)

29. I remind my child to read books,

magazines and other printed
reading materials.
(Gina pahanumdom ko ang akon anak
sa pagbasa sang libro,
pahayagan kag iban pa nga
balasahon.)

30. I encourage my child to watch/

listen educational TV and
radio programs.
(Ginahaylo ko ang akon anak sa
pagtan-aw ukon pagpamati sa
mga mapuslanon kag matulon-an
nga programa sa TV kag radio.)

31. I see to it that our home would

be conducive for (my child)
study.
(Gina tinguhaan ko nga ang amon
balay mangin mayo nga lugar sa
pagtuon.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N

5 4 3 2 1

32. I make myself aware of the

existing policies, guidelines,
rules and regulations that
govern students in school.
(Ginahibalo ko ang mga
patakaran, pagsulondan kag
regulasyon parti sa pagginahom
sang mga estudyante sa
eskwelahan.)

33. I support the mission and

objectives ofthe school.
(Ginasakdag ko ang misyon kag
tinutuyo sang eskwelahan.)

34. I voluntarily serve as officer

or memberof the PTA or any
association which I think I am
a part.
(Naga serbisyo ako sang
boluntaryo bilang
opisyal ukon miyembro sang PTA
ukon sang iban pa nga
talapoanan sa kon diin ako
katapo.)
35. I participate in the planning
of school programs and
activities.
(Nagabulig ako sa pagplano sang
mga programa kag hilikuton sang
eskwelahan.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1

36. I speak out for the rights of

children as parent.
(Nagapanindugan ako para sa
kinamatarung sang mga kabataan
bilang isa ka ginikanan.)

37. I facilitate the exchange of

information between the school,
home and community.
(Ginapatigayun ko ang
pagbaylohanay sang mga
impormasyon sa tunga sang
eskwelahan,
balay, kag banwa.)

38. I support community-outreach

programs of the school such as
learning centers, botanical
garden etc.
(Ginasuportahan ko ang mga
programa sang eskwelahan sa
barangay/banwa subong sang balay
tulun-an, “botanical garden” kag
iban pa.)

39. I encourage the neighborhood

To cooperate with the personnel
of the school.
(Ginahaylo ko ang mga pumuluyo
sa pagkooperar sa mga tinawo
sang eskwelahan.)

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West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

A O S R N
5 4 3 2 1

40. I cooperate with the officials

of the community to combat
social problems in order to
safeguard the well being of
children.
(Naga kooperar ako sa mga
opisyales sang banwa sa
pagpakigbato sa mgaproblema sa
sosyedad agud nga maamligan ang
kaayuhan sang mga kabataan.)

76
West Visayas State University
Lambunao Campus
Lambunao, Iloilo
SCHOOL OF EDUCATION

77