PARENTAL INVOLVEMENT AND ACHIEVEMENT OF COLLEGE

STUDENTS IN MINDANAO STATE UNIVERSITY

MAIGO SCHOOL OF ARTS AND TRADES

An Undergraduate Thesis Proposal

Presented to the Faculty
Mindanao State University
Maigo School of Arts and Trades
Maigo, Lanao del Norte

In Partial Fulfillment
of the Requirements
for the Course
Ed 198
(Methods of Research)

by
Jennifer D. Asma
Noraya A. Ampaso
Aslimah M. Bantog
Norlyn B. Bayao
Jovelyn D. Malon
Chapter 1

THE PROBLEM

Background of the Study

Students have two main educators in their lives

their parents and their teachers. Parents are the

prime educators until the child attends the primary

school. Even though the parents still have the major

influence on their children’s learning throughout the

school years and beyond, but still the school is given

a big part on educating the children. Home and school

both perform crucial roles in students’ education.

Parental involvement is an essential factor in

the development of the foundation in children’s

education. In spite of this, many parents do not appear

to be getting involved in their student’s education.

This lack of involvement may have a negative impact on

students’ achievement in and out of the classroom and

ultimately affect their continuing educational

development and success (Wanke, 2008).

Lareau as cited by Shearer (2006) stated some of

the barriers to parents becoming fully involved in

their student’s learning include the following:(1) lack

of child care, (2) inflexible work schedules, (3) lack

of income and transportation to participate in school

programs and events, (4) lack of confidence to interact

in a culture and/or language different from their own,

(5) parental shame of their own educational failure,

(6) lack of written literacy skills, (7) insufficient

information on home-school collaboration, (8) different

expectations of the school role, (9) discomfort in

higher-class settings, and (10) fear that they are not

educated enough to be of help in the classroom or to

their own children. These barriers might affect the

parents differently in accordance to parents’ personal

and cultural background and characteristics.

There is a big difference between students whose

parents are actively involved in their school

activities than those parents who are not. In this case

researchers intend to study one of the dimensions of

parental involvement which is parenting because it is

the most important and challenging job to parents for

the students to acquire the abilities to become

responsible enough in order for the students achieve

greater in school.
Conceptual Framework

This study is anchored in the concept of Epstein

(2002). She developed six types of parental involvement

frameworks to help educators develop more comprehensive

programs for school, family and community partnerships.

Although this framework may be used by schools as a

guide, it is important to note that each school must

choose practices that will help achieve its goals and

meet the needs of its students and families. The six

types of parental involvement framework include

parenting, communicating, volunteering, learning at

home, decision making and collaborating with the

community. The researchers concern only to parenting.

According to a study done by Henderson and Mapp

(2002) stated that the most accurate predictor of a

students’ achievement in school is not income or social

status, but the extent to which that students’ family

are able to: 1. Create a home environment that

encourages learning; 2. Express high (but not

unrealistic) expectations for their student’s

achievement and future careers; 3. Become involved in

their student’s education at school and in the

community. The evidence is consistent, positive and

convincing: families have a major influence on their

students’ achievement in school and through life.

Learning in school is measured by the students’

achievement in terms of grade point average or by

grades that a student earns for a period of learning.

The independent variable of the study is the

parental involvement. On the other hand, the dependent

variable is the achievement of college students in

terms of their grade point of average.

Parental Involvement Achievement of
College Students

Parenting Grade Point Average

Figure 1

Schematic Presentation of the Study

Statement of the Problem

This study is aimed to measure the Parental

Involvement and Achievement of College Students School

Year 2014-2015.

Specifically, this study will endeavor to answer

the following questions:

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

of parenting?

2. What is the students’ achievement?

3. Is there a significant relationship between parental

involvement and students’ achievement?

Hypothesis

Ho1: There is no significant relationship

between parental involvement and students’ achievement.

Significance of the Study

The results of the study are beneficial to the

following people:

School Administrators. The findings of this

study may serve as their basis in deciding what

programs and policies would be changed and implemented

in terms of parental involvement: parenting and

students’ achievement.

Teachers. Knowledge and information of this

study may enable the teachers to observe the dynamic of

their own classroom, while investigating how to develop

parental involvement in their students’ education or

may include parents’ involvement in the class.

Parents. Knowledge and information obtain of

this study may be of help to the parents. They would

be enlighten that their role in the student’s education

may improve components in school such as daily

attendance, cognitive and social skills or achievement,

behavior and attitude, confidence and motivation.

Students. This study may enrich their

understanding that involvement of their parents will

enrich their achievement and abilities in school.

Also, their parents’ involvement will push them to

achieve more.

Future Researchers. The finding and result of

the study may serve as their input and foundations for

further and more depth investigation in the future

issues and concerns about parental involvement:

parenting and students’ achievement.

Scope and Limitations of the Study

This study will focus on the parental

involvement and achievement of college students. The

subjects of this study are the college students of

Mindanao State University - Maigo School of Arts and

Trades, Maigo, Lanao del Norte. The variables are

limited only to parental involvement and achievement of

college students.

The type of involvement focus only in parenting.

The achievement of college students will be measure

through their grade point average.

The study covers randomly selected college

students of Mindanao State University - Maigo School of

Arts and Trades during the school year 2014-2015. The

researchers use the unrestricted random sampling since

they found the population large. The data-gathering

instrument will be employed is the questionnaire. Then

validity and reliability of the results of the study

will depend upon the honesty of the respondents in

answering the questionnaire.

Definition of Terms

To facilitate understanding of some concepts

that will be use in this study, the following terms are

defined conceptually/operationally.

Parental Involvement. It is defined as an activity

encompassing a wide range of behaviors, ranging from

discussing school with students to attend parent-

teacher conferences (Feuerstein, 2000).

Achievement. In this study, it refers to the grade

point average of the students earned for a period of

learning.

Parenting. This category includes the basic

responsibilities of families – such as providing

housing, health care, nutrition, clothing, and safety,

and creating home conditions that support student’s

learning (e.g., purchasing necessary books and other

school supply, providing a place to study, etc.).

Parenting also implies that parents are warm and

responsive to their children, communicate with them and

support their development (Lunt, 2003).

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents information and other

related literature, articles and unpublished thesis

related to the area of investigation to serve as

framework and in understanding the nature of this

study.

Related Literature

For years, the impact of parental involvement on

education has been studied, and while there are

difference among some researchers, most conclude

parental involvement plays a pivotal role in the

education of students (Wright, 2009). Parents are

considered as one of the stakeholders in an educational

institution. In most schools the parent association is

organized. This organization is provided by law. In

most cases, parent associations have strengthened the

school curriculum by giving support to various

activities and assisting in the accomplishment of the

school’s curriculum. In some cases, the organization

includes the teachers, so it is called Parent Teacher

Association (PTA) or the other community members are

also included, thus it is called Parent Teacher

Community Association or PTCA (Bilbao, et al., 2008).

Epstein (2002) developed six types of parental

involvement frameworks to help educators develop more

comprehensive programs for school, family and community

partnerships. Although this framework may be used by

schools as a guide, it is important to note that each

school must choose practices that will help achieve its

goals and meet the needs of its students and families.

The six types of parental involvement framework include

parenting, communicating, volunteering, learning at

home, decision making and collaborating with the

community. Community involves as a whole, not

necessarily just parents. This encourages schools to

identify and integrate resources and services from

within the community to improve student learning by

strengthening school programs and family practices.

According to a study done by Henderson and Mapp

(2002) stated that the most accurate predictor of a

students’ achievement in school is not income or social

status, but the extent to which that students’ family

are able to: 1. Create a home environment that

encourages learning; 2. Express high (but not

unrealistic) expectations for their children’s

achievement and future careers; 3. Become involved in

their children’s education at school and in the

community.

According to Allen and Daly (2002) parental

involvement is a valuable component of any pupil’s

education. It is a well-established fact that parental

involvement is linked to pupil’s success at school.

Jesse (2009) noted that parental involvement has

two independent components: parents as supporters and

parents as active partners. This approach of parental

involvement would be insufficient if schools make use

of only one of these components. Parents can be

active, yet not supportive of the education process and

vice versa. He further indicated that parental

involvement should take many forms. For example,

parental involvement can be reading to children,

volunteering at school, collaborating on decision

making committees and advocating for children.

Bandura as cited by Papalia et al (2001) stated

that parents can affect their children’s schooling:

acting as advocates for their children and impressing

teachers with the seriousness of the family’s

educational goals.

As opined by Grey and Bee (2009)”Parents who

encourage school success set higher standards for the

child’s achievement and homework completion and have

higher aspirations for their child which in turns

contributes to school success”.

Parental involvement is absolutely essential to

student achievement in school and in life. The

overwhelming studies and research indicate that there

are positive academic outcomes stemming from parental

involvement with benefits beginning in early childhood

throughout adolescence and beyond (Patrikakou, et al.,

2005).
Related Studies

The study of Maano and Requiso of 2011 entitled

“Home motivation, social values and academic

performance of the secondary students in Mindanao State

University-Maigo School of Arts and Trades” revealed an

important perception in home motivation provided by the

parents to their children as satisfactory to truly

motivate their children in their quest for education.

Furthermore, the students possess good values as they

interact with their classmates and peers. However, the

students are socially very good towards their teachers,

and school administrators and staff. Moreover, worth

mentioning were the secondary students good

performance.

In the study of Bayao and Macalisang of 2012

entitled “Congruence of Parents and Students Perception

on the Parent’s Role and Involvement: Its influence on

students’ Academic Performance”. The authors stated

that the following conclusions based on the findings of

the study. 1.) Most frequent age are 18 and 20 with a

GPA of 2.01-2.25 and dominated by females. Parents are

secondary and college level with a monthly income of

less than 10,000. 2.) Among the six dimensions of

parental role and involvement only four (parenting,

communicating, learning at home and collaborating with

the community) are congruent in the responses of

students and parents. 3.) The role and involvement

utilized and practiced by the parents’ focuses on

advising, assisting and facilitating, providing and

extending care, participating, and sportsmanship and

consulting. 4.) There is a little correlation of

parents’ role and involvement and student academic

performance. 5.) There is a significant relationship

on confronting profile and extend of parents’ role and

involvement.
Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design,

research setting, research respondents, research

instrument and its validation, the data gathering

procedure and the statistical treatment of data.

Research Design

This research study will use the descriptive

method of research using the questionnaire as the main

data-gathering tool.

Descriptive method of research is helpful in

providing facts and essential knowledge about the

nature of the objects and persons.

In addition, this technique is appropriate in

finding out whether the objects of any class vary among

themselves. Thus, in this study, the researchers will

utilize the descriptive-survey technique.

Research Setting

The locale of the study is the Mindanao State

University - Maigo School of Arts and Trades located at

Maigo, Lanao del Norte. Aside from its proximity and

accessibility, the researchers chose the said locale

because it appears to be an appropriate setting for the

purpose of the study.

Research Respondents

The respondents of this study are the 220

randomly selected college students in MSU-MSAT, school

year 2014-2015. The number of students is taken from

1,335 total population of college students but the

researchers excluded the On-the-Job training students

making the total population 1,024 students and using

the sample-size formula, the researchers got the 220

students for their respondents. To determine the

sample-size, the researchers will use the unrestricted

random sampling by means of lottery technique so that

every possible respondent will have an equal chance to

be included in the sample.

Formula:

Ss= NV+ [Se2 x(1-p)]

NSe+ [V2 x P (1-p)]

Where:

Ss = sample size

N = total number of population

V = standard value of 2.58

Se = sampling error 0.01

P = largest possible proportion 0.05

Research Instrument

The instrument will be use is an adopted

questionnaire by Bayao and Macalisang (2012). It has 30

items but the researchers concerned only to one

dimension which is parenting, and excluded the other

items. There are 8 items only. The college students

respondents will be ask to evaluate how do their

parents’ supported them in school by rating each item

(questionnaire item) in the following responses.

Response Category

Weight Continuum Responses Interpretation Code

4.20 – 5.0 Always Excellent A
3.40 – 4.19 Often Very Good O
2.60 – 3.29 Sometimes Good S
1.80 – 2.59 Rarely Satisfactory R
1.00 – 1.79 Never Needs Improvement N

The statements are arranged randomly to avoid

bias in each of the parental involvement: parenting

activities.

Validation of Research Instrument

For validation purposes, the questionnaire will

be refer to the researchers Thesis Adviser for

comments, suggestions and corrections. After every

correction has incorporated, the instrument will be

submitted to the chairman of the Thesis committee for

final correction. After it will be checked, final

revision will be made; it will be distributed to 220

selected college students of Mindanao State University

Maigo School of Arts and Trades.

Data Gathering Procedure

The collection of data for this study will be

started from a letter asking for permission from the

office of the Department Head to allow the distribution

of the questionnaire to the respondents.

After it will be granted, the researchers will

be fielded the questionnaires so that they could

explain to the respondents the purpose of the study.

After the questionnaire will be answered, it

will be retrieved from the respondents, the researchers

will be consolidated the data ready for statistical

treatment and analysis.

Statistical Treatment of Data

In analyzing and interpreting the data, the

following statistical techniques are use:

Frequency and Percentage Distribution. These

will be employed to determine the distribution of the

respondents’ responses in each category, and percentage

will be utilized to determine the respondents’ answers

out of the total number of answers.

Formula:

f
P = x 100 %
N

Where:

P= Percentage

f= Frequency

N= Number of Respondents/ total number of cases

100= Constant
Average-Weighted Mean. This will used to analyze

and interpret the numerical responses.

Formula:

∑ fx
=
∑N

Where:

AWV= average-weighted value

f= frequency

= responses

N= number of respondents

∑= summation

Chi-Square. This statistical treatment is will

be use to determine the significance of the

relationship between the parental involvement and the

grade points average of the grade five pupils.

Formula:

X²= ∑(O-E)²
E
Where:
X²= Chi-square

O= Observed frequency

E= Expected frequency

∑= Summation
BIBLIOGRAPHY

Books

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partnerships: Preparing educators and improving
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Grey, C. and Bee, H. (2009). The growing Child: An

Applied Approach. Second Edition. New York:
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Papalia, Diane E., Olds, Sally W., Fieldman, Ruth D.

(2002). Human Development Eight Edition. 1221
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Walberg, H.J., (Eds.). (2005). School-Family
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Publications

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involvement on student outcomes: An annotated
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evidence: The impact of school, family, and
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Shearer, Karen Ann 2006. “Parental Involvement:

Teachers’ and Parents’ Voices”. M.A University of
Central Florida

Unpublished Theses

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Congruence of Parents and Students Perception on
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Home Factors and Values Among Bachelor of
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QUESTIONNAIRE

ON

PARENTAL INVOLVEMENT AND ACHIEVEMENT OF COLLEGE

STUDENTS IN MINDANAO STATE UNIVERSITY
MAIGO SCHOOL OF ARTS AND TRADES

PARENTAL INVOLVEMENT: PARENTING ACTIVITIES

Directions: Please check the items under its corresponding

code of parenting qualities of actions endowed by your
parent(s or guardian(s). Codes are listed below to guide you
as to the occurrence of the activity.

A - Always

O - Often

S - Sometimes

R - Rarely

N – Never

Statements Responses

A. Parenting A O S R N
1. My parents monitor my homework.
2. My parents ensure that I have an
excellent attendance in school.
3. My parents identified a regular
time and place in our home for me to
do my homework.
4. My parents monitor my television
habits.
5. My parents discussed to me the
importance of a good education.
6. My parents attend PTA, Back-to-
School Night or any other school
activities.
7. My parents support and reinforce
school’s discipline plan.
8. My parents support my learning by
providing nutritious meals ad
adequate time for sleep.
Adopted from Bayao and Macalisang thesis questionnaire entitled Congruence of Parents and Students Perception on the Academic
Performance.

Thank You.

JENNIFER D. ASMA
NORAYA A. AMPASO
ASLIMAH M. BANTOG
NORLYN B. BAYAO
JOVELYN D. MALON
Researchers