1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The role of parental involvement in education has long been

recognized as a crucial factor in shaping students’ academic outcomes.

As educational landscapes evolve, the need to understand how

different levels of parental engagement impact student performance

has gained increasing significance. Parental involvement is not a

monolithic concept; rather, it encompasses a range of behaviors and

actions, from supporting learning at home to engaging in school

activities and communication with teachers. While the positive effects

of parental engagement on student achievement are widely

documented, the specific nature and extent of its influence remain

areas of active research.

Parents' engagement in their children's schooling can have a

profound effect on their children's success (Tran et al., 2020). Studies

demonstrate that students do better academically, attend school more

regularly, and score higher on standardized tests when their parents

are also invested in their education (Castillo et al., 2020). Parents can
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support their children's learning in a variety of ways, including by

assisting with homework, attending school events, being active in

school decision-making, and maintaining open lines of communication

with instructors (Cusinato et al., 2020). Parental involvement in a

child's education has many positive effects, but one of the most

tangible is assistance with homework (Romero et al., 2020). Parents

who help their kids with homework are better able to ensure that their

offspring fully grasp the concepts at hand and are prepared to do well

on any related examinations or homework (Emm-Collison et al., 2019).

Asian added bonus, parents who assist with homework may be able to

spot problem areas and help their child improve in those areas (Xu et

al., 2020).

In recent years, the relationship between parental involvement

and academic progress has garnered more attention, with studies

suggesting that students whose parents are actively engaged tend to

perform better academically, exhibit better behavior, and have higher

graduation rates. However, the degree to which various forms of

parental involvement contribute to student success, and how schools

and educational leaders can effectively harness these benefits, is less

understood. In many cases, schools struggle with how to foster

genuine parental engagement, especially in diverse communities where

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socio-economic, cultural, and communication barriers can impede

meaningful involvement.

The importance of this issue lies not only in the educational

outcomes of students but also in its implications for educational

management. School leaders are increasingly tasked with creating

environments where parental involvement is actively encouraged,

supported, and integrated into school policies and practices.

Understanding how different levels of parental engagement affect

academic progress can inform better decision-making and strategies

for educational improvement, leading to a more inclusive and

supportive educational system.

This research seeks to explore the varying levels of parental

involvement and their direct and indirect effects on student academic

progress. Additionally, it will examine how educational management

practices can foster a stronger school-family partnership to support

student success. By investigating these areas, this study aims to

contribute valuable insights to the field of educational management,

with the goal of enhancing both parental engagement and student

outcomes in schools.
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Research Questions

The study will address the following research questions:

1. What is the relationship between parental involvement and

student academic progress?

2. Which types of parental involvement have the most significant

impact on academic achievement?

3. How can educational management foster and support effective

parental engagement?

Significance of the Study

This study lies in its potential to deepen the understanding of

how different levels of parental involvement influence student

academic progress and to provide actionable insights for educational

management. As schools increasingly recognize the importance of

community and family engagement, it becomes critical to identify

effective strategies that foster meaningful partnerships between

parents and educators. This research contributes to the ongoing

discourse on how schools can better involve parents in the educational

process, ultimately enhancing students’ academic performance, social

development, and overall well-being.

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Improving Educational Outcomes:

The study will highlight the impact of various forms of parental

involvement, such as providing academic support at home,

attending parent-teacher meetings, and participating in school

events. By identifying which types of involvement most

positively affect student academic progress, the research can

guide educators and school administrators in tailoring programs

and interventions that encourage the most effective forms of

engagement. This is particularly relevant for students who may

face socio-economic or familial challenges, as increased

parental involvement has been shown to mitigate such barriers.

Informed Decision Making:

Understanding the specific ways in which parental engagement

influences academic progress will enable school leaders to

make informed decisions about policy and practice. Educational

management practices can be strengthened by incorporating

strategies that promote active parent participation, not only to

boost student performance but also to foster a collaborative

and supportive learning environment. By adopting research-

driven approaches, schools can create more inclusive and

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effective educational strategies that address the needs of

diverse student populations.

Empowering Parents:

Another significant contribution of this study is its potential to

empower parents with the knowledge and tools to support their

children's academic progress. When schools understand the

best ways to engage parents, they can offer resources,

training, and opportunities that help parents become more

effective partners in the educational process. This

empowerment fosters a collaborative relationship that not only

enhances academic outcomes but also strengthens the broader

school community.

Setting a Foundation for Future Research:

This study will also contribute to the body of research on

parental involvement by identifying gaps in current literature,

particularly in the context of contemporary educational

challenges. Future research can build on the findings to explore

new dimensions of parental engagement, such as the role of

digital tools or the impact of parental involvement during

different stages of a child’s education. Additionally, this

research may pave the way for cross-cultural comparisons of

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parental involvement and its impact on academic progress,

providing a global perspective on best practices.

Scope and Limitation of the Study

This study aims to explore the influence of parental involvement

on student academic progress, focusing on various forms of

engagement such as school participation, home support, and

communication with teachers. It will assess the impact of these

involvement levels on academic performance through metrics like

grades, test scores, and student engagement. The study will also

examine how educational management practices can foster parental

involvement. The research will involve students, parents, teachers, and

administrators from selected schools, considering different socio-

economic and cultural contexts. This is limited on the influence level of

parental involvement on student academic progress.

Definition of Terms

The following terms were defined according to its usage in the

study.

Academic- It encompasses the knowledge, skills, and research

conducted within formal educational institutions like schools,

colleges, and universities.

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Educational Management- Process of planning, organizing,

directing, and controlling the resources, activities, and

operations within an educational institution to achieve its goals

and improve student outcomes.

Implications- Addresses the broader significance or impact that

something could have on a given scenario, field, or practice.

Influence- The ability to have an effect on the behavior,

development, or decisions of someone or something. It

involves shaping or altering outcomes, actions, or perceptions

through power, persuasion, or authority.

Parental Involvement- The active participation of parents in their

children's education and academic life. It encompasses a

variety of activities and interactions that parents engage in to

support and enhance their children's learning and

development.
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CHAPTER II

REVIEW OF RELATED LITERATURE

The role of parental involvement in education has been

extensively studied, with research consistently showing its positive

impact on student academic progress. This literature review examines

key studies and theories related to the influence of parental

involvement on academic outcomes, while also exploring its

implications for educational management.

Parental Involvement and Academic Achievement

Parental involvement is often defined as the participation of

parents in various aspects of their children's education, including

helping with homework, attending school events, and maintaining

communication with teachers. Numerous studies have established that

parental involvement positively influences academic success.

Henderson and Mapp (2002) in their comprehensive review, found that

when parents are actively involved in their children's education,

students tend to perform better academically, have better attendance,

exhibit improved behavior, and demonstrate higher levels of motivation

and self-esteem. Similarly, Jeynes (2005) found a strong positive

correlation between parental involvement and academic performance,

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especially when parents help with homework and maintain high

expectations for their children.

The effects of parental involvement are not limited to academic

performance but extend to behavioral and social outcomes. Epstein

(2001) emphasized the importance of the ―overlapping spheres of

influence‖ model, which highlights the interconnectedness of family,

school, and community environments in influencing student

achievement. According to this model, when parents engage with

schools and maintain an active role in their children's learning, a

supportive and reinforcing environment is created, leading to better

academic outcomes.

Types of Parental Involvement

Parental involvement can take various forms, each having

different impacts on student outcomes. According to Epstein (2001),

these forms can be categorized into six types: parenting (supporting

children’s home environment), communicating (maintaining regular

communication with schools), volunteering (participating in school

events), learning at home (helping children with academic work),

decision-making (involving parents in school decisions), and

collaborating with the community (connecting the school with local

resources). Desforges (2003) further emphasized that the most

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effective forms of parental involvement are those that directly affect

students' academic work, such as helping with homework and setting

expectations for achievement.

Research by Fan (2001) highlighted that the influence of

parental involvement is most significant when parents are actively

involved in their children’s learning, particularly in the form of

academic support. They found that parental expectations and

involvement in homework were especially linked to higher academic

achievement, particularly in younger children. However, Hill (2009)

pointed out that the quality, not just the quantity, of parental

involvement matters, with effective support resulting in better student

outcomes.

Socioeconomic and Cultural Factors

The impact of parental involvement on student success is also

influenced by socioeconomic and cultural factors. Lareau (2003) in her

study on parental involvement and social class, found that middle-class

families tend to engage more with schools and provide more structured

academic support at home than lower-income families. This disparity in

involvement can contribute to the achievement gap between students

from different socioeconomic backgrounds. Grolnick (2019) also found

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that parental involvement is often mediated by family resources,

including time, education level, and financial stability.

Cultural differences also play a role in how parental involvement

is perceived and enacted. Sui-Chu (2016) pointed out that in some

cultures, parental involvement might be more indirect or expressed

through providing financial resources rather than direct engagement in

school activities. These cultural norms influence how schools and

parents collaborate, with some parents feeling less comfortable or

equipped to engage in certain school-related activities.

Barriers to Parental Involvement

While the benefits of parental involvement are well-documented,

several barriers exist that prevent many parents from engaging with

schools. Miller (2003) identified barriers such as time constraints, lack

of resources, low educational levels, and language differences. These

barriers are often exacerbated for parents from disadvantaged

backgrounds, who may struggle to attend meetings or help with

homework due to work schedules or limited educational knowledge.

Hill (2009) suggested that schools need to adopt strategies to

bridge these gaps and make parental involvement more accessible.

They recommend that schools provide flexible meeting times, offer

language support services, and create programs that educate parents

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about how to support their children's learning at home. By addressing

these barriers, schools can ensure that parental involvement is

inclusive and beneficial for all students.

Implications for Educational Management

Understanding the impact of parental involvement on student

academic progress has significant implications for educational

management. Educational leaders, such as principals and school

administrators, play a critical role in fostering and supporting parental

engagement. Epstein (2001) argued that schools should adopt a

proactive approach to involving parents by creating an inclusive school

culture that welcomes and supports parental participation. This

includes not only communicating with parents about their children's

academic progress but also creating opportunities for parents to be

actively involved in school decision-making and activities.

Baker (2008) emphasized that educational management should

go beyond simply inviting parental involvement; it should actively

engage parents in meaningful ways that benefit both students and

schools. School leaders can create policies that promote collaboration

between families and schools, ensuring that parental involvement is

integrated into the broader educational framework. By establishing

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partnerships with parents, educational managers can create a stronger

school community, which in turn positively affects student outcomes.

Related Study

Henderson (2022) conducted an extensive review of research on

parental involvement and its impact on student academic success.

Their findings indicate that students whose parents are involved in

their education tend to have better grades, higher test scores,

improved behavior, and increased graduation rates. They identified

several types of parental involvement, including communication with

teachers, supporting learning at home, and attending school events, all

of which positively influence academic performance. The study

emphasized that schools must build strong partnerships with families

and communities to improve student achievement. This finding has

significant implications for educational management, suggesting that

school leaders should focus on creating inclusive environments that

actively involve parents in their children's education.

Jeynes (2005) meta-analysis examined 77 studies on parental

involvement, demonstrating a clear link between parental involvement

and improved student academic outcomes. The study found that the

more involved parents are in their children's education, the higher their
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academic achievement, particularly in the areas of math and reading.

Jeynes also noted that the academic benefits of parental involvement

were particularly strong for elementary and middle school students.

Educational leaders are encouraged to foster multiple avenues for

parental engagement, including providing tools for parents to support

homework and learning at home, which is consistent with the findings

of this study.

Epstein’s work focused on developing a framework for

understanding and implementing parental involvement through six

types of involvement: parenting, communicating, volunteering, learning

at home, decision-making, and collaborating with the community. The

study concluded that effective parental involvement, when done in

multiple forms, is associated with better academic outcomes, improved

student behavior, and enhanced school climate. Epstein's framework

offers practical guidelines for schools to incorporate family involvement

into their operations, stressing the need for educational management

to create a school culture that embraces and supports parental

engagement.
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CHAPTER III

METHODOLOGY

Research Locale

The study will be conducted at Mariano Peralta National High

School, in Poblacion, Malita, Davao Occidental.

Research Design

This study will employ a one method research approach,

quantitative methods to gather comprehensive data on the influence of

parental involvement. It involves measuring the extent of parental

involvement and student academic progress through surveys and

academic performance records.

Respondents

The study will focus on Grade 12 students ,parents, and

teachers from Mariano Peralta National High School (MPNHS). A

sample of 20 students will be selected to ensure diversity.

Approximately 20 parents will be surveyed or interviewed. The sample

will include parents from different socioeconomic backgrounds. A

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sample of 20 teachers will be interviewed, representing various

subjects and teaching experiences

Data Collection Methods

Parental involvement will be measured using a standardized

survey that asks about various forms of engagement. Academic

performance will be measured using existing school records, including

grades and standardized test scores. Semi-structured interviews will be

conducted with a subset of parents, students, and teachers.

Data Analysis

Descriptive statistics (e.g., frequencies, means) will be used to

summarize the data on parental involvement and academic

performance. Interviews will be transcribed to identify recurring

themes and patterns in the responses.

Ethical Consideration

Informed consent will be obtained from parents, students,

and teachers before participation. Participants will be assured that

their responses will remain confidential and used solely for

research purposes.
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LITERATURE CITED

Baker, F. (2008). Creative tourism development

models towards sustainable and regenerative
tourism. Sustainability (Switzerland), 13(1), 1–17.
https://doi.org/10.3390/su13010002

Castillo,, C. (2020), Different laterality indexes are poorly correlated

with one another but consistently show the tendency
of males and females to be more left- And right
lateralized, respectively.

Cusinato, M. (2020). Stress, resilience, and well-being in

Italian children and their parents during the
COVID-19 pandemic.

Desforges, Y. (2003). Understanding the participation in home,

school, and community activities reported by children with
disabilities A pilot study. International Journal of Environmental
Research and Public Health, 16(12).

Emm-Collison, L. G., Lewis, S., Reid, T.,

(2019). Striking a balance: physical activity, screen
viewing and homework during the transition to secondary
school. International Journal of Environmental Research
and Public Health, 16 (17).

Epstein, L., (2001). Life conditions during COVID-

19 lockdown and mental health in Spanish
adolescents.

Fan, M. C., García-Ros, R., Pérez-González, F., &

Sancerni, D. (2001). Effectsof parenting styles
on self-regulated learning and academic stress in Spanish
adolescents. International Journal of Environmental Research
and Public Health. 16(15).
 19

Gentili, D., Bardin, A., Ros, E., Piovesan, C., Ramigni, M.,
Dalmanzio M., Dettori, M., Filia, A., & Cinquetti, S.
(2009). Impact of communication measures implemented
during a school tuberculosis outbreak on risk
perception among parents and staff, Italy,.
International Journal of Environmental Research and Public
Health, 17(3). https://doi.org/10.3390/ijerph17030911

Henderson, P. P., Witt, G. F. V., Cabrera, F. E., & Jambrino-

Maldonado, C. (2022). The contagion of sentiments
during the covid-19 pandemic crisis: The case
of isolation in spain. International Journal of
Environmental Research and Public Health, 17(16), 1–
10. https://doi.org/10.3390/ijerph17165918

Hill, J., Wild, F., & Deval, Y. (2009). Active learning augmented
real for steam education—a case study. Education Sciences,
10(8), 1–15.
https://doi.org/10.3390/educsci10080198

Jeynes, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D.

(2005). Developing and exploring an evaluation tool for
educational apps (E.T.E.A.) targeting kindergarten children.
Sustainability (Switzerland), 12(10).

Lareau, W.H. (2003) A Meta-Analysis: The Effects of Parental

Involvement on Minority Children’s Academic Achievement.
Education and Urban Society, 35, 202-
218.
https://doi.org/10.1177/0013124502239392

Mapp, X. (2002) Parental Involvement: Its Dimensions and

Longitudinal Effect on Academic Achievement of High School
Students. Grant Proposal Submitted to AERA Grants Program.

Miller, A.M. and Myles, P.S. (2003) What Makes a Good Systematic
Review and Meta-Analysis? British Journal of Anaesthesia, 117,
428-430. https://doi.org/10.1093/bja/aew264
 20

Romero, E., López-Romero, L., Domínguez-álvarez,

B., Villar, P., & Gómez-Fraguela, J. (2020).
Testing the effects of covid-19 confinement in spanish
children: The role of parents’ distress, emotional problems
and specific parenting. International Journal of Environmental
Research and Public Health, 17(19), 1–23.

Sui-Chu, Y., Qin, X., Wang, Q., et al. (2016) Parental Involvement
in Adolescents’ Learning and Academic Achievement: Cross-
lagged Effect and Mediation of Academic Engagement. Journal
Youth Adolescence, 50, 1811-1823.
https://doi.org/10.1007/s10964-021-01460-w

Tran, J.L., et al. (2020) School, Family, and Community

Partnerships: Your Handbook for Action. 4th Edition, Corwin
Press, Thousand Oaks.

Xu, S., Wang, R. and Liu, Y. (2020) How Parental Instructions

Scaffold Young Children’s Learning Performance: A Cross-
Cultural Comparison between America and China. Cognitive
Development, 56, Article ID: 100953.
https://doi.org/10.1016/j.cogdev.2020.100953
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APPENDIX I

SURVEY QUESTIONNAIRE

Section 1: Demographic Information

1. What is your relationship to the student?

Father
Mother
Guardian
Other (Please specify):

2. What is the grade level of your child?

Elementary School
Middle School
High School

3. What is your highest level of education?

No formal education
High school diploma or equivalent
Some college
Bachelor's degree
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Question: Always Often Sometimes Never

4. How often do you
communicate
with your child's
school?

5. How often do
you participate
in school events
(e.g., parent-
teacher
meetings, school
festivals,
workshops)?

6. Do you assist
with schoolwork
or homework on
a regular basis?

7. Do you
encourage your
child to
participate in
extracurricular
activities (e.g.,
sports, clubs)?

8. How would you rate your involvement in your child’s

academic progress?

Very involved
Somewhat involved
Not very involved
Not at all involved
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Section 3: Communication and Support

9. How often do you communicate with your child’s

teachers?

Regularly (at least once a week)

Occasionally (a few times a month)
Rarely (only when there is an issue)
Never

10. When you communicate with your child’s school, is it

primarily:

Face-to-face meetings
Phone calls
Emails
School portal/message system
Other (please specify):

11. How often do you provide a quiet and supportive

environment for your child to study at home?

Always
Often
Occasionally
Never
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12. Do you set specific times for your child to complete school
assignments?

Yes, regularly
Sometimes
No, but I encourage them to manage their time

No, I do not set specific times

Section 4: Attitudes Toward Education

13. How important do you believe parental involvement is in your

child’s academic success?

Very important
Important
Not important

14. Do you feel that your involvement in your child’s education has
an impact on their academic performance?

Yes, a significant impact

Yes, a moderate impact
No impact
Not sure

15. Do you feel that schools provide enough opportunities for

parents to be involved in their child's education?

Yes, there are plenty of opportunities

Yes, but more opportunities are needed
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No, there are very few opportunities

Not sure

Section 5: Perceived Impact of Parental Involvement

16. Do you believe that increased parental involvement improves

students' academic achievements?

Strongly agree
Agree
Disagree
Strongly disagree

17. In your opinion, what are the most effective ways parents can
support their child's academic progress?
(Select all that apply)

Helping with homework

Encouraging a positive attitude toward school
Attending parent-teacher meetings
Providing a quiet place to study
Monitoring academic progress regularly
Participating in school activities
Other (please specify):

18. Do you feel that teachers support you in fostering your child’s
academic success?

Yes, they provide useful resources and guidance

Sometimes, but I need more support
No, they do not offer sufficient support
Not sure

Section 6: Educational Management and Improvements

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19. What changes would you suggest to improve parental

involvement in your child's school?

More frequent communication from teachers

More events for parents to attend
Better support for working parents
Clearer guidelines on how to support academic progress
Other (please specify):

20. Do you believe that better management of parental involvement

could lead to improved academic performance at school?

Yes
No
Not sure

Section 7: Final Thoughts

21. What additional comments or suggestions do you have about

the role of parental involvement in improving student academic
progress.