Contribution of Parents in Improving the Academic

Performance of their Children in GJC

A Research Presented to the Senior High School Department

Gerona Junior College, Gerona Tarlac

Second Semester, SY

In Partial Fulfillment of The Requirements in

Practical Research 1

Erin Mae S. Tabing

11-STEM 2

May 2022

I
 Gerona Junior College

Gerona, Tarlac

APPROVAL SHEET

This research study entitled “Contribution of Parents in Improving the

Academic Performance of their Children in GJC” prepared and submitted by Erin

Mae S. Tabing has been approved and accepted as partial fulfillment of the

requirements for Practical Research 1

Research Instructor

II
 ACKNOWLEDGEMENT

The researcher would like to thank and give her appreciation to the

people who helped her and made contributions to the completion of this study:

To God, for widening her understanding and patience as well as for

giving her the wisdom, knowledge, guidance, and protection all throughout the

completion of this study;

To her family, for always being there and for their unwavering guidance,

support, and motivation that they gave her throughout the completion of this study;

To her friends, for always motivating and boosting up her mood

whenever she encounters some hurdles in completing this research;

To her research teacher for teaching the researcher about everything

that she needs to know in order to complete her research study;

Lastly, to the participants, for sacrificing some of their time in order to

participate and answer all of the questions in the survey.

III
 Title: Contribution of Parents in Improving the Academic Performance of

their Children in GJC

Researcher: Erin Mae S. Tabing

ABSTRACT

The need for parent’s contribution and parental involvement in their

children's academic performance is getting higher, especially now that the

educational system has changed into an unfamiliar mode of learning which is online

and modular .Parents need to be aware of their participation and involvement's

importance; hence this study aims to identify the contribution of parents in

improving the academic performance of their children. It aims to know about the

parents' knowledge about their children's education, parental involvement,

students' performance with their parents' guidance and support, and parents'

actions when their children are struggling and finding their academic activities

stressful.

This study is qualitative research adopting a phenomenological design,

conducted among the Grade 11 Senior High School students of Gerona Junior College

Inc. When she chose the 15 Grade 11 Senior High School students from the strands

of ABM, GAS, HUMSS1, HUMSS2, STEM1, and STEM2, she utilized convenience

sampling. The researcher employed open-ended questions using Google Forms and

interviews (via chat) as the instrument for data collection in this study.

IV
 The study then found out that although most parents are highly

knowledgeable about their children's education and have high involvement.

Additionally, parents show their support and guidance differently, and when

children experience hurdles, they receive something or nothing at all. Hence,

students should be more open, be prepared and open-minded when they talk to

their parents about their education. Parents should spend more time with them and

be more considerate and cautious about their words and actions. Also, the teachers

and school administrators should create more programs and activities to strengthen

the relationship between them, the parents and the students.

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 TABLE OF CONTENTS

Title Page I

Approval Sheet II

Acknowledgement III

Abstract IV

Table of Contents VI

Chapter 1 1

The Problem and Its Setting 1

Background of the study 1

Statement of the Problem 6

Significance of the Study 6

Scope and Delimitation 7

Chapter 2 9

Review of Related Literature and Studies 9

Related Literature 9

Local 9

Foreign 13

Related Studies 16

Local 16

Synthesis 23

Foreign 24

Synthesis 32

Conceptual Framework 34

VI
 Definition of Terms 35

Chapter 3 38

Research Methodology 38

Research Design 38

Population and Sample 39

Research Instrument 39

Data Gathering Procedure 40

Chapter 4 - Preparation, Analysis, and Interpretation of data 42

Chapter 5 - Summary of Findings, Conclusions and Recommendations 56

Summary of Findings 56

Conclusions 60

Recommendations 63

BIBLIOGRAPHY 66

APPENDICES 71

COPY OF THE SEMI STRUCTURED QUESTIONNAIRE 72

COPY OF THE TRANSCRIPTION OF THE INTERVIEW CONDUCTED 73

Researcher’s Resume 84

VII
 Chapter 1

The Problem and Its Setting

Background of the study

Parents are our first educators, first friends, and our first supporters and a

well-known quote of Hull states, “At the end of the day, the most overwhelming key

to a child’s success is the positive involvement of parents. ”

All the knowledge and values first came from them, and as children grow up,

time, support, and guidance are needed to be motivated in their studies. The more

that parents involve themselves in their children's studies, whether through

attending parents meetings, school programs, or offering guidance in school

assignments, the higher the improvement in the academic performance of their

children (Chen, 2021).

As stated in Presidential Decree No. 603, Article 1, children are one of the

nation's most valuable assets; thus, measures should be taken, to promote his

welfare and enhance his chances of living a happy and useful life. The shaping of a

child's character begins at home, and its atmosphere and conditions greatly

influence the child's development. As a result, every family member should aim to

make the home a wholesome and harmonious environment. The family is the basic

unit of society; thus, it plays an important role in the education of their family

members.

1
 Family is the basic unit of society and the shaping of the child's behavior starts

at home; thus, it is not surprising that the family, especially parents, will affect their

children’s education. If the family fails to maintain a harmonious and peaceful

environment, then the child may suffer greatly, as it negatively influences the

students' performance, behavior, attendance, and academic performance. This study

found out that family problems seriously affect the students' performance and may

harm the students emotionally. On the other hand, if a student grows up in a

harmonious family and develops a good culture, the students will develop a positive

spirit and a positive outlook on life (Brian et al., 2019).

It is believed that children will be the hope of our country because they are

the new generations. In order to fulfill their destiny, they must first be educated. In a

descriptive-correlational research study, it is observed that one of the factors that

influence a student’s educational success is parental involvement; thus, this study

looks into the connection between the academic performance of students and

parental involvement. This study expressly established an understanding that

parents, teachers, and academic establishments should recognize the significance of

parental involvement or the guardian-child relationship to serve as an opportunity

for improvement as increased parental involvement would benefit the students

(Tus, 2021).

According to another study, parental involvement is a significant predictor of

children's academic performance. Parent involvement and support are critical in

their child's education, especially now that we are using blended learning. Hence, it

is accepted that parents place a high value on their children's development and

2
success. Being an effective parent is a difficult task that requires eternal love,

devotion, and patience. As evidenced by the parents' coded responses, love and

affection may influence their children's academic performance. When their children

receive high grades or perform well in their subjects, their parents praise them

because for them these are the methods to encourage their children to complete all

of their learning tasks. Teachers, who's considered as the second parent together

with our first educators, the parents, should work hand in hand to improve the

academic performance and knowledge of the children as well as provide

opportunities for socializing (Panol et al., 2021).

Life is not easy and some people do not have enough money. Due to this,

some parents tend to go abroad to earn enough money to meet their children's

needs and wants. As a result, their direct involvement in their children's education

becomes limited, that is why they try to use other methods to make up for it. Some

parents are excluding their children from doing housework, avoiding immoral or

bad habits, and maintaining quality family relationships. However, if the parents

stay abroad for very long periods of time, the bond and closeness between them and

their children will weaken. It may also cause some problems in education as the

guidance and presence of their parents will lessen (Jabar, 2020).

In another study, a significant relationship between the level of parental

involvement with their children's education at home and their children's academic

performance in terms of parenting, learning at home, decision making, and

communicating exists. According to this study, parental involvement in their child's

education was well-received overtime, as it is a factor that influences children's

3
academic success. However, some parents have overlooked the significance of

parental involvement as they are unaware of the domino effect if they show their

engagement in terms of the student's academic performance. In today's hectic

world, a lack of concern for parental involvement is demonstrated in the educational

performances, attitudes, family problems, pre-marital sex, and dropouts of their

children (Leander & Fabella, 2020).

This study is significant as many research studies have shown that involving

parents in education leads to positive outcomes. Parenting is significant in

Philippine culture because family is the center of one's social world. However, in

social contexts over the last ten years, the environments in which Filipino families

are accustomed have rapidly changed. Children's learning is increasingly shifting

toward a broader view of 21st-century learning. As children's education

increasingly takes place in a variety of settings, parents assist in ensuring that these

settings best support their children's specific learning needs (Bartolome et al.,

2017).

Several studies have already been conducted to investigate the factors that

influence students' educational performance in many educational establishments

and the majority of these concentrated on parents, teachers, and students as their

variables. The majority of these studies are quantitative research and although the

following research already studied parental involvement in detail, insufficient

attention has been paid to the contribution and the things that parents do to

improve the education of their children as well as its impacts on the children's

academic performance; thus, this paper aims to address this research gap.

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 To know more about the real contribution of parents in education, this issue

deserves further exploration. Knowing more about the things that parents do in

order to involve themselves and its impact on their children’s academic

achievements should also be identified. The importance of the parents’

contributions are still underestimated; thus the researcher suggests delving deeper

about this topic.

Many studies claim that there is a significant relationship between parents

and academic performance. Knowing about the contribution of parents is important

as it will help people be more aware of the importance of guidance, support and

involvement of parents when it comes to education, this topic needs to be explored.

This will also help the parents, students, teachers and school administrations to

efficiently work together in improving the academic performances of the students.

This study aims to identify the contribution of parents in improving the

academic performance of their children. This study first identified the knowledge of

parents regarding their children's education, the way parents involve themselves in

the education of their children, the student's performance with their parent's

guidance and support, and the things that parents do when the students are

struggling and finding their academic activities stressful. Then the researcher goes

on to analyze the gathered data and confirm whether the relationship between

parents and academic performance.

5
Statement of the Problem

This research attempts to identify the contribution of parents in improving

the academic performance of their children in Gerona Junior College.

Specifically, it attempts to answer the following:

1. What are the things that parents know about the extracurricular and

academic achievements of their children?

2. How do parents involve themselves in the academic performance of their

children?

3. How do the students perform in their classes with their parents’ guidance

and support?

4. What are the things that parents do when the students are struggling and

finding their academic activities stressful?

Significance of the Study

The purpose of this study is to identify the parents' contribution to

improving the educational performance of their children. It aims to find out the

relationship between parents and academic performance. Through this, people will

be more aware of the importance of guidance, support, and involvement of parents

when it comes to education.

The following benefits from this study:

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Students: This study will help them improve their performances in school and will

also be a way for them to be more open to their parents, leading to the improvement

of the bond between them.

Parents: With the help of this study, the parents will be more aware of their actions

and will help them be more engaged and supportive toward their children.

Teachers: Teachers are said to be our second parent; thus, this study will benefit

them because they will be more knowledgeable about the possible reasons for the

behaviors of their students and will improve their way of handling them.

School Administration: With the help of this study, they will be more aware of the

programs and activities they will formulate to make the parents more involved in

the education of their children.

Other Researchers: The findings and conclusion may be taken as a basis for

conducting another similar study to this.

Scope and Delimitation

The study is all about the contribution of parents in improving the academic

performance of their children. This study aims to find out about the knowledge of

parents regarding their children's education, the parent's involvement in the

education of their children, the student's performance with their parent's guidance

and support, and the things that parents do when their children are stressed out or

struggling.

7
 The researcher conducted qualitative research and it was conducted online

to Grade 11 Senior High School students of Gerona Junior College Inc. The

researcher used convenience sampling in choosing the 15 Grade 11 Senior High

School students. It means that the respondents were those who are conveniently

accessible to the researcher. The data gathering started on April 11 until April 18,

2022. In this study, the researcher utilized open-ended questions via Google Forms

and interview (via chat) as the instrument for gathering data and used the

phenomenological research design.

8
 Chapter 2

Review of Related Literature and Studies

This chapter presents the related literature and studies after the thorough and in

depth search done by the researcher. This will also present the synthesis of the

articles and conceptual framework to fully understand the research to be done.

Related Literature

Local
Over the past few years many studies about the role and contribution of the

parents in the improvement of the students' academic performance have been

conducted. Based on various literatures, both foreign and local, indicates that family,

especially parents, is a significant predictor of children's academic success. These

literatures divided the contributions of parents and studied them one by one.

Majority of them studied the impact of parental involvement in academic success.

Other things that parents do that may influence academic performance such as

parents' attention, parents support, parental participation and parents’ engagement

have all been studied too.

There is a reason for every success in a student's life and it is usually due to

hard work which is essential for academic success, but it could also be influenced by

parenting styles. The family contains various cultures, religions, and ethics, and it is

undeniable that the environment, particularly the family, influences the children the

9
most. Furthermore, it has a significant impact on all stages of human life, from

preschool learning to college, and it plays an important role in social and

educational development as it influences a child's success in many areas. Parenting

style is a set or system of behaviors that describe the parent-child interactions over

a system of behaviors. Generally speaking, it represents parents' strategies for how

they raise their children. There are three basic parenting styles: authoritarian,

permissive, and authoritative. The first one, authoritarian parents, are said to

impose more control over their children and tend to place less trust in their

children. On the other side, the permissive parents have been observed to have a

lower level of parental engagement and control over their children. Lastly, the

authoritative parents have been reported to have a higher degree of trust,

engagement, observing behavior, and child disclosure than other types of parents.

Authoritative style helps encourage students to learn; thus, proving that it has a

higher positive influence on academic performance. Even so, the three types of

parenting have an impact on students' educational success as measured by school

activities, academics, and projects (Paler et al., 2019).

In the Philippines, family is regarded as an important part of society. It has

been shaped by the Filipino peoples and culture's distinct history, values,

experiences, adaptations, and ways of being (Alampay, 2013). With a long history of

political and social strife, it appears that Filipino parents face immense challenges

when it comes to bringing up their children (Blair, 2014). Filipino parents, on the

whole, have authoritarian traits. The findings reveal that the foregoing cultural

values of helping others, shyness, and repaying debts were some of the

10
interdependent themes that pervade the dynamics of Filipino parenting and parent-

child relationships characterized by respect for parental authority and obedience on

the part of children, family cohesion, and meeting familial obligations (Alampay,

2013). As time goes by, Filipino parenting behaviors may change; thus, before

developing policies and frameworks for parental involvement, the consequences of

these emerging beliefs and behaviors for Filipino families and children's

development must be thoroughly examined. Although Filipino parents of all

socioeconomic backgrounds assume that education is crucial to their children's

success and are willing to go to great lengths to help their children succeed in

school, retention is a major concern in Philippine schools, as many students are not

continuing past the elementary grades. Even though Filipino parents are involved in

their children's education and want them to succeed, the filial responsibilities

embedded in their culture require the needs of the family to prevail over the needs

of each individual child (Blair, 2014).

According to the findings, parents are more interested in communicating

with teachers and the school than in collaborating with the school community and

participating in decision making with them. Furthermore, the researchers

discovered that the vast majority of parents are very active in guiding and assisting

their children. Despite the benefits, they have encountered challenges, the most

common of which is time management. It is believed that if parents have positive

attitudes toward their involvement in their children's online learning, they will be

more receptive to participating in online classes and will thus reap numerous

benefits. Overall, parents believe that parental involvement is both necessary and

11
beneficial to their children's online learning; Thus, they actively engage with their

children and strengthen the parent-child relationship (Garen et al., 2021).

Likewise, another study agreed that one of the factors which influence a

student’s educational success is parental involvement. Based on the findings of Tus

(2021), it was revealed that parents were still working on increasing their

involvement in school, particularly during this difficult time of pandemic and the

researcher has expressly established an understanding that parents, teachers, and

academics establishments should recognize the significance of parental involvement

or the guardian-child relationship to serve as an opportunity for improvement.

According to Wallace and Hentgens (2017, as cited in Tus, 2021), if children are

treated negatively or harshly, for instance yelling, physical abuse, imposing violence

and other punishments, will eventually lead to negative effects on children's outputs

and educational performance. Meanwhile, if parents are more positively and

actively engaged in their children's education, they will be motivated and more

satisfied and enthusiastic towards learning. Increased parental involvement would

benefit the students; thus, when it comes to providing guidance, empowering,

engaging and supervising the children, the parents, who are the first educators,

must still be responsible.

As stated in a journal article by Brian et al. (2019), if parental support is not

properly given and if children become more exposed to family problems such as

financial problems, bad relationships, and bad habits, their children will only suffer

as it negatively influences the students' performance, behavior, attendance, and

12
academic performance. Lack of financial support impacts the student’s attendance

and compliance with the school projects and activities as some students choose not

to attend the class than to stay hungry in school. Family relationships focus more on

affecting the student’s emotional level which affects their focus in class and the

wrong culture of the family brings out bad behavior and habits to the students. On

the other hand, the students will develop a positive spirit and a positive outlook on

life if a student grows up in a harmonious family and develops a good culture.

Foreign

The findings of Fajoju et al. (2015) indicate that parents should be more

engaged in their children's education and monitor their educational progress.

Furthermore, school counselors and instructional therapists should employ a

variety of strategies to increase parental involvement in their schools. The results

regarding the link between cooperation and academic accomplishment can be

confirmed by raters' choices, as this association exists in assessments done by

educators. Thus, a study reveals that in Swedish schools, students, educators, and

guardians assign varying implications and equivalence to students' enthusiasm in

school concerning academic success. Students associate the investment with social

collaboration rather than academic achievement, whereas instructors regard

students' support as more closely linked to movement and academic performance

(Niia et al., 2015).

In an online school, one of the most important parental contributions is to

foster children's aspirations and ambitions in order to help them achieve their goals

13
and secure a brighter future (Curtis & Werth, 2015; Keaton & Gilbert, 2020; Pobbi,

2020). When choosing if online learning is ideal for students, parents should think

about how it will alter their connection with their children (Borup et al., 2019).

Children and instructors should also have caring relationships with their parents

(Borup, 2016; Borup et al., 2019). Parents who communicated with the school on a

regular basis via email or phone were the most successful online learners (Curtis &

Werth, 2015).

We should be mindful of the importance of parental attention as it can

influence student achievement motivation. The attention of parents, both mother,

and father, can contribute to student achievement motivation as the higher the

concern of parent’s attention, the higher the student achievement motivation.

Achievement motivation is important, as it is observed that students who have high

achievement motivation will strive to achieve success and avoid failure. For higher

achievement motivation, for students to succeed in school, and for a better future

and communication, cooperation between the school, parents, and students needs to

be improved (Nofrizal et al., 2020).

Another article investigated the influence of parents in the Tarime District,

and it aims to learn about parents' attitudes toward their children's academic

success in secondary school. Based on the findings, most parents were merely

concerned about their children attending school even though the majority of them

were aware that skill development is a critical strategy for economic

14
competitiveness and growth. Thus, this study then recommends that parents should

encourage their children in many educational concerns (Mariba, 2017).

As stated in the study of Agabrian (2007), educators cannot do it alone; thus,

there is a need for parental involvement in children’s academic performance.

Parents play a crucial part in their children's education as they serve as mediators

between students and the school. Parents can mold their children's behavior and

teach them to follow society's moral guidelines. Parental involvement could also

improve children's views and behavior toward others in and beyond their

communities, along with their cultural identity. As a response, the government and

policymakers should realize that parents are their children's first and most

important educators and that their active engagement in their children's academic

performance is needed.

These related literatures have provided an insight about the

contributions of parents in improving the academic performance of students. The

significance of parental involvement, parents attention, parents ambition, parents

participation, parenting styles and other contributions have already been explored

which helps increase the awareness of society, especially the family on how they can

help their children in reaching success. Recent literature has also revealed the

possible reasons for lack of parent's participation and engagement. All this foreign

and local literature had been collected to support and be a guide to the purpose of

the current study which is to identify the contributions of parents in improving the

academic performance of their children in Gerona Junior College.

15
Related Studies

Local
Since the pandemic, many of our lifestyles and habits have changed as the

technology continues to advance, the children tend to become more digitally native

which widens the gap between them and their parents. Today, the responsibility of

parents increases as while they are working to provide for their children’s needs

and wants, they should also be able to aid and make sure that their children will

continue learning amidst the pandemic. If not supported and if parental

participation is not properly executed, then there will be a huge effect, not only in

the academic performance of their children, but also in their emotional aspect.

As observed in the study of Leander and Fabella (2020), parents have

underestimated the importance of parental involvement as they are too busy; thus,

affecting the overall performance of their children. At first, the researcher

hypothesized that there is no significant relationship between the parent's

involvement and academic performance and there is also no significant relationship

between the profile of respondents and parental involvement, however the

computed chi-square values proved the opposite, leading them to reject it. The

study used descriptive relational research design and in choosing the 265 parents of

students from Grade 7 level of Marikina High School, SY 2019- 2020 which are their

respondents, the study utilized systematic cluster sampling. To gather data, they

used the deportment part of the student's report card, utilized a Likert Scale

Questionnaire to identify the level of Parental Involvement, and based on Epsteins'

Framework on Parental Involvement the researchers used the Family Involvement

16
Questionnaire. As a result, it was revealed that children who have their parents

involved in their education tend to focus more on schoolwork as it is a primary

motivator for them to strive harder and not give up easily when they are having a

tough time, but disadvantages also exist, such as the thought of not being trusted,

anxiety, too much pressure, and depression. The study also found out that the

moderately satisfactory marks of the Grade 7 students could be due to the high level

of parental involvement in their children's education which can be affected by the

high educational attainment and higher monthly salary of parents. The overall

study's findings imply that parental involvement is vital to achieving students'

academic success, particularly those with poor grades. With that, the study

recommends that the potential of new formats and media should be explored to

increase parental involvement. Parents must also learn to speak their language and

become conversant with the technology that comes naturally to the young to

connect with them as well as understand the available tools and reflect on how to

use them to improve communication with their children. Thus, the school should

collaborate and consider holding a seminar workshop for parents about online

resources and technology.

Parental involvement is a significant factor in children's academic

achievement and performance at home and school; thus, Panol et al. (2021) study

determined the impact of parental involvement on students' completion of Science

learning tasks using a survey questionnaire as the primary data-gathering tool. The

study used a mixed-method approach to examine data from 204 parents of Grade 11

students on the academic track at Narra National High School in Narra, Palawan,

17
Philippines. As a result, they discovered that most parents are mostly college

graduates, full-time, employed, and authoritative in terms of educational attainment,

employment status, and parenting style. It also shows that parental involvement

level is unrelated to parents' profile or the number of completed tasks. The number

of learning tasks completed by students, on the other hand, is determined by the

level of parental involvement. Eternal love, patience, and devotion are the things

that are needed to be an effective parent, making it a difficult task. As supported by

the parents' coded responses, love and affection may influence the children's

academic performance. When children receive high grades or perform well in their

subjects, parents praise them as an encouragement to accomplish all of their

learning tasks. In this regard, parents, as our first educators and teachers as our

second parents, should share the obligation regarding the education and

socialization opportunities of the children. Additionally, the study recommends the

need for strong parental involvement in the students’ learning, and the initiation of

awareness campaigns that will strengthen parental involvement in supporting the

education of their children

A qualitative study examined the existing works of literature on parental

involvement in Early Childhood Education in terms of communicating from school,

volunteering and participating in school activities, and learning at home. Parental

involvement pertains to the quantity of participation a parent has in his or her

children's education. Some schools promote healthy parental involvement, but some

parents are hesitant to get involved in their children's education. It has received

support in Western countries, but there is a body of literature that investigates the

18
significance of social and cultural influences, as well as the effects of parental

involvement in and aspirations of their children's progression and education. It is

crucial for schools to acknowledge the existence of cultural variations in parent

involvement because there are differences in when, why, and how parents with

diverse backgrounds are engaged in their children's education. Since family is

deemed as the center of one's social world, parenting is important in Philippine

culture. As time goes by, children's learning is undeniably shifting toward a larger

vision of 21st-century learning, and as children's educations take place in a variety

of settings, the parents need to ensure that these settings best support their

children's learning needs. The study relied on the assessment of documents in

gaining an in-depth comprehension regarding parental involvement in the

Philippines and advocating a School-facilitated Parental Involvement. The child is

one of the most important assets of the nation, as shown in the Child and Youth

Welfare Code of the Philippines, and the success and improvement of the children's

life and welfare is also bounded by the moral support and supervision provided by

his parents or guardians. The family background seems to be a strong predictor of

parental participation and most parents, if properly convinced, can devote much

time and effort to helping their children's education, both at home and at school. In

this case, it proves that parents have a lot of contribution to their child's cognitive

development in the early years, so interaction between home and school should be

retained, particularly during primary school years, for a child to prosper (Bartolome

et al., 2017).

19
 As a response to a shortage of parental involvement research in the

Philippine context, Garcia (2018) utilized a phenomenological research design to

examine and explore the experiences of low-income parents on their involvement in

their children's education. The researcher claims that Parental involvement in the

academic performance of students is a crucial component of academic success. As

most children from low-income families receive insufficient support (PIDS, 2012, as

cited in Garcia, 2018), and many parents lack the skills to help their children

succeed academically, it is crucial to look into how Filipino parents can assist and

contribute to their children's academic success. Thus, this study identifies the

meaning of parental participation and the way it becomes visible among low-income

Filipino families, the factors that facilitate or hinder parental involvement, and the

possible pattern that may arise to describe the relations between parental

involvement and children’s academic outcome. The respondents came from a public

school in Caloocan City, in which the researcher used purposive sampling. Low-

income parents of high-achieving, average, and underachieving third-grade students

took part in this study, consisting of 27 biological mothers, one biological father, one

grandmother, one adoptive mother, and one legal guardian/aunt. To gather data, the

researcher used an interview as her research instrument, and it was held in the

researcher's house, lasting from 19 to 71 minutes. As a result, the findings reveal

that Filipino parents believe that assisting their children with academics, motivating

them, and providing support at home help their children succeed in school.

Responses to questions about academic socialization, communicating with teachers,

and volunteering at school, on the other hand, reveal the cultural attitudes and

20
practices in the Philippines that are linked to traditional parenting and extreme

poverty. The findings also reveal implications on how Filipino parents and teachers

might help their children achieve educational success. This study will aid educators

and school programmers in determining how to assist parents in supporting their

children's learning; thus the study recommends that school staff should be mindful

that obstacles to parental involvement involve teacher-related and policy-related

issues that administrators should resolve first in order to foster increased parents

engagement. Understanding these culturally-rooted concepts while keeping in mind

the parents' economic situation might assist Filipino parents by emphasizing their

participation in their children's academic performance and offering specific parental

involvement tactics.

A study by Budhrani et al. (2021) employs a phenomenological research

design to understand then reports on the work-from-home parents' transitional

lived experiences, which reveal their roles and activities while juggling occupation,

parenting, and aiding children with distant learning. During the strike of the COVID-

19 pandemic, this study adds to the literature on remote and online education by

providing a new perspective on work-from-home parent experiences. The

researchers utilized a three-step coding procedure to organize a macro-micro view

of parent engagement. The ten 30 to 45 years old parent respondents were engaged

in an in-depth semi-structured 1-hour interview. As a result, it was revealed that the

participants were of the middle class, lives in the urban city of Metro Manila, had

secure jobs, had higher educational attainment, and had access to Internet

technology. The role of "supporting learning" was regarded as the most significant

21
and crucial to the success of all others. Based on the findings, parents place a high

value on their children's health, bonding time, socialization, and life skills. Also, the

study revealed that teachers were less prepared and performed activities unique to

student needs; thus, parents took the position of the main instructor. Parents acted

as digital classroom supervisors, helping with schedules, assignments, and projects

while also participating in online chat groups. For improvised study and workplaces,

parents renovated living spaces and furniture. While balancing five academic tasks

such as organizing, facilitating, monitoring, encouraging, nurturing, and supporting

learning, parents still displayed a positive outlook. Parents also aid their children in

developing an online learning mentality, but they struggle to maintain their

children's focus and find the correct balance of screen time. With this in mind, this

study suggests that schools must assist parents by providing a thorough overview of

curriculum requirements, assessment standards, and facilitation methods

appropriate for the remote learning modality that children will use. Professional

development workshops for parents on juggling numerous duties of work, family,

and distant learning should also be organized by parent leaders or community

groups.

Synthesis

The following studies reveal the importance and contribution of parental

involvement in improving the academic performance of students. According to

Bartolome et al. (2017), children are one of those most important assets of the

country; thus, their education must be improved to benefit the individual and the

22
country. Also, since family is regarded as the center of one's social world and is

believed to be a strong predictor of academic success in the Philippines, the

involvement of the family, especially parents, are significant. Additionally, the

findings of Garcia (2018) show that Filipino parents believe that assisting their

children with academics, motivating them, and providing support at home will help

their children achieve educational success. Similarly, the results found in the study

of Leander and Fabella (2020) revealed that children who have their parents

involved in their education tend to focus more on schoolwork as it is a primary

motivator for them to strive harder and not give up easily when they are having a

tough time. Also they found out that the moderately satisfactory marks of the

students could be due to the high parental involvement. Although the findings of

Panol et al. (2021) shows that parental involvement level is unrelated to parents'

profile or the number of completed tasks, the number of completed learning tasks

by students, on the other hand, is determined by the level of parental involvement.

In summary these studies proved that there is really a contribution of parents that

will eventually lead to the improvement of academic performance of the students.

Foreign

There were five studies that looked into the connection, role, contribution

and influence of parents in the academic performance of students in a way that is

related to this study. Some break down the contribution of parents in improving the

academic performance of the students into parts which involve parental aspiration,

23
parental support, parental involvement and parental participation while other

studies look at the overall contribution.

The study of Alibekova (2020) examines the effect of perceived parental

educational aspirations, and perceived parental academic support on the academic

achievement, regarding mathematics, reading, and GPA of the 7, 8, and 10th graders

White, African American, Hispanic, and Multi-racial adolescent students in a public

school district in Northwest Ohio, USA. Unlike other studies in this field which look

at parental involvement as a mix of paternal and maternal influence, this study

looked at the individual effects of mothers' and fathers' support and ambitions on

adolescents' academic functioning. This study utilized a mixed-methods approach as

part of a broader four-year longitudinal research project known as the Adolescent

Academic Context Study (AACS) wherein an embedded correlational mixed-

methods methodology was adopted, with qualitative data (n = 53) complementing

the core quantitative data analysis (N = 754). Also, whether race/ethnicity affected

such associations was investigated in this study. The research findings were

examined and evaluated using Bronfenbrenner's ecological theory of human

development and Coleman's social capital theory as theoretical frameworks.

Initially, 1044 participants completed a survey as part of the broader longitudinal

study in 2009; however, the final sample was composed of 754 students since 290

instances were eliminated from this specific study for a variety of reasons. In

January 2010, 53 adolescents were interviewed one-on-one; 25 were females, and

28 were males; 28 were from middle school, and 25 were from high school.

Quantitative analysis showed that both paternal and maternal aspirations

24
contribute to adolescent student achievement; nevertheless, it seemed that father

aspirations, in particular, displayed a more consistent and stronger association with

all three measures of achievement and was the only family variable that showed

significance for ethnically minority students. On the other side, mother aspirations

were connected with higher math competence in White children but not in ethnic

minoritized youth. Additionally, mothers' support was said to be connected to the

GPA in a good way for White students, but not for ethnic minority participants.

Furthermore, among ethnic minoritized adolescents, mother support was slightly

negatively associated with math and reading results. Lastly, father support had no

significant influence on the whole sample; nevertheless, it was slightly negatively

connected to reading scores among ethnically minoritized students, as it was with

mother support. It also reveals that, regardless of race/ethnicity, most teenage

students consider their parents as supportive and have high educational ambitions

for them. However, it is crucial for educators entering a classroom to remember that

parental participation varies across demographic groups and has varying levels of

impact as some parents are unable to give enough school-related assistance, or they

may lack the necessary finances but they still want their children to succeed

academically. On that account, the study recommends designing programs that

assist adolescent families in gaining access to social capital outside the house, which

will be beneficial to their children's future. These programs should encourage

parental engagement, where parents and their children attend a series of sessions

focused on providing knowledge about college, scholarship prospects, and

professional preparation (Paik & Walberg, 2007 as cited in Alibekova, 2020). It is

25
also feasible to form online support groups for parents where families may widen

their connections and build their school-related social capital. Mentorship programs

at school and in the community, such as interest groups and sports, should also be

considered.

The study by Martinez (2015) determines if there were any differences in

fourth-grade children's English language arts (ELA) and mathematics achievement

between those whose family members were involved in school and those whose

family members were not involved. Due to the favorable contribution to student

academic performance proposed by some researchers and the legal obligation of the

No Child Left Behind (NCLB) Act of 2001 to implement parent participation

measures, parental involvement has become a focus on school campuses

nationwide. Additionally, decades of studies show that family involvement in

students' education is a beneficial and significant component that helps academic

progress, and have revealed that family participation boosts educational success.

The sample involves 30 fourth-grade students whose family members were very

involved in school and 30 fourth-grade students whose family members were not,

which are identified by the classroom teachers. The researcher examined the

cumulative end-of-year ELA and mathematics district benchmark test scores for

Grade 4, wherein the district employees created the district benchmark tests.

Independent t-tests were used to compare the district benchmark mean scores in

ELA and mathematics between the two groups. Based on the results of the

cumulative end-of-year district benchmark examinations for ELA and mathematics

for grade 4, students with highly involved family members outscored those with

26
non-involved family members. To evaluate student progression and mastery of

these requirements, the tests are matched with the previous California Academic

Content Standards in ELA and mathematics, wherein every 6 weeks of instruction, a

cumulative multiple-choice test was given. Based on the findings, the highly

involved family members were identified as parents, siblings, guardians, aunts,

uncles, and grandparents. They attended conferences and sought parent-teacher

meetings to discuss their children's educational goals or problems via phone,

internet, or written notes. With various pieces of evidence showing that parental

involvement can indeed lead to academic success, the study recommends that

schools must focus on fostering and stimulating parent involvement wherein some

of the methods include allowing parents to engage in governance activities,

implementing parent outreach training programs, completing assessments, and

organizing involvement assistance for parents whose children have special needs.

Based on the study of Simweleba and Serpell (2020), parental involvement is

one of the most important factors in students' academic achievement; thus, this

study aimed to assess whether an intervention to improve the interaction of parents

with Grade 4 learners ages 10–15 in homework would enhance the student

learning' performance in Chitonga and Mathematics. The study employs a quasi-

experimental design using quantitative methods, aided by informal qualitative

observations. The study took place in 2 rural primary schools in the Kalomo District

of Southern Province, Zambia. The respondents are Grade 4 students and their

parents, with a total of 168 participants; 84 students and 84 parents. The

Elementary tests in Mathematics and Chitonga, the quality of parent–child

27
interaction in homework, the quality and frequency of parent–school

communication in homework, and the use of home resources in the instruction of

children to improve Chitonga and Mathematics skills were all evaluated.

Questionnaires and interviews were sent to collect data from parents while tests in

Mathematics and Chitonga, systematically developed by the national regulatory

body, were set to assess the learners’ performance. As a result, the findings indicate

that the post-test scores of learners in Mathematics and Chitonga in the intervention

school were significantly higher, in addition to increased parent–child interaction

and the use of home resources in instruction. With this, the researchers conclude

that interventions which empower parents with knowledge and skills for greater

involvement in their children’s homework can be effective in improving the

students' performance. Without parents, the connection between the school,

students and home becomes incomplete. Hence, the researchers conclude that

strategies that provide parents with knowledge and skills to help them become

more involved in their children's homework can be efficient in enhancing students'

academic performance. With this, recommendations may be developed with the goal

of encouraging the Ministry of General Education to formulate a strategy for

involving parents more actively in their children's educational activities. A critical

precondition for such parental involvement in rural schooling is the incorporation

of a language of everyday discourse familiar to the parents into the curriculum and

teaching methods of local schools. While the current study had a small sample size,

the outcomes were encouraging enough to recommend that the government's

28
teacher training programs include this type of intense focus on parental support for

homework as one approach of mobilizing local resources to aid children's learning.

According to the study by Ceka and Murati (2016), the term home education

refers to the learning impact of the family on children; thus they conducted a study

that analyzes the influence of the parents over their children’s education within the

family environment. It concentrates on the reasons why each family's educational

potential varies. As a result, it reveals that students in different family situations

gain a range of experiences through different activities and are frequently exposed

to a variety of influences and expectations from the individuals with whom they

interact. In today's social circumstances, the family bears a huge and difficult

responsibility, as they have to take proper care of the child's health, physical

development, overall education, and intellectual affinities. The formation of better

moral convictions and values and behaviors, habits to a firm and well-behaved

cultural relations in both the family and the society in which the child lives are also

included in their lists of responsibilities. The findings also indicate that the family as

an institution must provide conditions for the development of favorable interactions

with work, which is a tendency of people towards a better establishment of a

realistic approach for the better development of the children's personalities. Based

on this, we can conclude that education on the premises of family life has a dual

meaning wherein it must be first viewed from the perspective of its contribution to

overall child-raising and education, which is essential for the correct creation of

children's personalities and, further their preparation for leading an independent

life. The focus must also be placed on the family as a whole, and children's roles

29
must depend on their approach and contribution to family problems, which must be

addressed and finally resolved by them. Offering educational support to children

from their parents, such as assistance with homework, would help children in

developing a daily learning routine. This attitude should be encouraged by parents

by praising, congratulating, and awarding their children for how well they perform

in this activity. This strategy would also develop the children's sense of respect for

other family members. Providing educational support to children from their

parents, such as preparing their homework, eventually creates the so-called habits

of the everyday routine of action to the process of learning, which makes the parents

proudly show off and praise them; thus creating and strengthening better mutual

communication between the parents and children. Also, since the findings reveal

that rewarding and praising the children is a powerful motivator for improved

mutual respect and intimacy among all members of a close family; thus, the

members of the family, especially parents, should consider doing it.

Another study looks into the roles of parents in improving their children's

academic performance in public secondary schools in Tanzania's Nyamagana

District. The study employed a mixed research approach to arranging qualitative

and quantitative data to address the research problem. The sample for this study

consists of randomly selected 88 students, wherein purposive sampling was used in

choosing the WEO, DEO, and some teachers, and convenient sampling was utilized

in selecting the parents. Data were obtained using a questionnaire and an interview

schedule, and two research experts from the Saint Augustine University of Tanzania

validated the instruments. Based on the acquired data, the researchers conclude

30
that parents are not doing too well in terms of parenting since a good portion of

them did not play their roles effectively. On the other side, the parental role in

communication with teachers was well handled as many parents rarely or never

communicated with teachers to follow up on their children's education. The results

also reveal that the rate of the parents participating in the supervision of students’

learning at home and the level of parents’ volunteering in school development

activities was very low. Parents, however, were involved in making decisions about

school-related activities, but parents performed poorly in terms of community

participation. For this reason, the study then suggests that school authorities should

consider organizing seminars and workshops for parents on the importance of their

participation in school-related programs that improve their children's academic

performance (Seni & Onyango, 2021).

Synthesis

The foreign studies conducted by Ceka and Murati (2016), Martinez (2015),

Seni and Onyango (2021), and Simweleba and Serpell (2020) look into the roles and

influences of parents in enhancing the academic performance of their children.

Many years have passed and various studies reveal that family involvement,

specifically parental involvement as well in students' education parental

participation is indeed beneficial and significant in enhancing academic progress,

and boosting educational success (Martinez, 2015). Based on the results, students in

different family situations gain experiences through different activities and are

exposed to influences and expectations from the individuals with whom they

31
interact which is their family (Ceka & Murati, 2016). Since the findings indicate that

the post-test scores of learners in the intervention school were indeed higher, in

addition to increased parent–child interaction and the use of home resources in

instruction, the researchers conclude that interventions which gives parents

knowledge and skills for greater involvement in their children’s homework can be

effective in enhancing the children's academic performance (Simweleba & Serpell,

2020). Similarly in the study of Seni and Onyango (2021), the roles of parents,

including volunteering, participating, decision making, communicating, parenting

and collaborating with the community also helps in enhancing the children's

academic performance. See that the role and contribution of parents is indeed

significant in improving their children's academic performance, various

recommendations arise from this studies, such as the Ministry of General Education

should formulate a strategy for involving parents more actively in their children's

educational activities, and schools must consider organizing seminars and

workshops for parents on the importance of their participation in school-related

programs as well as focusing on fostering and stimulating parent involvement

wherein they should allow the parents to engage in governance activities,

implement parent outreach training programs, complete assessments, and organize

involvement assistance for parents (Martinez, 2015; Seni & Onyango, 2021;

Simweleba & Serpell, 2020). Additionally, simple things like praising, congratulating,

rewarding and celebrating the small achievements of the children will also help in

improving their performance; thus, the parents should take it into account (Ceka &

Murati, 2016).

32
Conceptual Framework

This study deals with the contribution of parents in improving the academic

performance of their children in Gerona Junior College for the school year 2021-22.

The researcher will find out the knowledge of parents regarding the

extracurricular and academic achievements of their children and will also explore

the parents’ involvement in the academic performance of their children.

Additionally, the students’ performance in their classes with their parents’ guidance

and support and the things that parents do when the students are struggling and

finding their academic activities stressful will be identified. The researcher utilized

an open-ended questionnaire via google forms and interview (via chat) to gather

data from her chosen respondents and the gathered data were presented by

themes. It is expected that when parents contribute to the academic performance of

their children it will lead to the improvement of the academic performance of

students.

33
 INPUT PROCESS OUTPUT

1. Knowledge of
parents regarding
the extracurricular Data Gathering
and academic
achievements of 1. Open-ended Improved academic
their children.
questions performance of
2. Parental
involvement in the via Google students
academic
performance of their forms
children.
2. Interview
3. Performance of
students in their (via chat)
classes with their
parents’ guidance
and support.
Presentation of
4. Things that parents
do when the Data
students are
struggling and Thematic
finding their
academic activities
stressful.

Figure 1: Contribution of Parents in Improving the Academic Performance of their

Children in GJC

Definition of Terms

For clarity of meanings, the following terms were operationally and/or conceptually

defined:

34
Academic Achievements. It pertains to the results of the students' academic

performance that shows the degree to which a student has achieved his/her

academic goals.

Academic Activities. It refers to any individual or group activities that have strictly

academic focus. Assignments, projects, quizzes, exams and academic competitions

are included in the lists of academic activities.

Academic Performance. It refers to how the students perform in their classes. It

includes their behavior, their presence and their participation in class. It can be

measured through their grades, academic achievements, academic activities and

extracurricular activities.

Extracurricular Activities. It is also referred to as extra-academic activities or the

activities that are done outside of classes. Educational clubs, sports, student council,

community service are some of the extracurricular activities.

GJC. It is the acronym of Gerona Junior College that is located in Poblacion 3, Gerona,

Tarlac. It is the chosen location of the researcher wherein the study will be

conducted.

Parents. In this study, the parents are not only the biological parents, but also the

guardians, relatives and adoptive parents.

Parents' Contribution. It pertains to the things that parents do to help their children

in their studies such as their love, support, encouragement, motivation, engagement,

involvement and guidance.

35
Parental Engagement. It is one of the contributions of parents in improving the

academic performance of their children. It refers to the participation of parents that

is more meaningful and active than parental involvement.

Parental Guidance. Another contribution of parents is their guidance which pertains

to the proactive guidance given by a parent to a child when the child asks or when a

parent instinctively knows that it is important.

Parental Involvement. It is a broad term that refers to parents' participation in their

children 's academic performance, which may be merely due to the educational

establishment instructing them to get involved.

Parents Support. It is the behavior and assistance of parents toward the child, like

encouraging, praising and giving time and affection that will make the child feel

accepted and loved.

36
 Chapter 3

Research Methodology

This chapter presents the research design, the participants of the study, the

research instrument and the data gathering technique to be used in this study.

Research Design

This research is a qualitative study in which the phenomenological design is

the one being employed. It attempts to identify the contribution of parents in

improving the academic performance of their students.

Neubauer et al. (2019) states that phenomenology, as a research

methodology, is positioned to assist people in learning from the experiences of

others. It is concerned with the investigation of an individual's lived experiences in

the world. To simply put, phenomenology is a research design that seeks to describe

the essence of a phenomenon by exploring it from the perception of those who have

experienced it. The goal of this research design is to describe the significance and

meaning of this experience in terms of what and how it was experienced. Generally

speaking, when utilizing a phenomenological research design, the researcher must

familiarize himself/herself with the philosophical underpinnings of human

experience interpretations.

37
Population and Sample

There are 192 Grade 11 students of Gerona Junior College for S.Y. 2021-2022.

In choosing the respondents the researcher utilized convenience sampling, meaning

that the participants were chosen at her convenience. To accumulate 15

respondents, the researcher had chosen 3 students from the ABM strand, 2 students

from the HUMSS 2 strand, 2 students from the HUMSS 1 strand, 2 students from the

GAS strand, 2 students from the STEM 1 and 4 students from the STEM 2 strand. The

chosen participants were interviewed about the contribution of the parents in

improving the academic performance of their children.

Research Instrument

To gather data, the researcher prepared a set of open-ended questions that

were distributed and answered by the respondents via google forms. Regarding the

follow-up questions, the researcher also utilized the interview (via chat) research

instrument. The participants were asked first about the knowledge of their parents

about their extracurricular and academic achievements. After that, they had been

questioned about the way that their parents involve, support, guide, and help them

in their studies as well as their performance in their classes to know whether the

actions of their parents will influence and contribute to their academic performance.

According to Mena (2021) surveys in google forms can be a very great

alternative as a tool for gathering data in qualitative research when combined with

other traditional techniques, especially during this time of pandemic. He also claims

that it is critical that the open questions point to answers that require an open

38
response. Open-ended questions can stimulate responses in sentences, lists, and

stories that generate deeper and novel insights. It enables researchers to explore

more than they expected, as people may share ideas or motivations and mention

behaviors or concerns that they did not know (Farrell, 2016). Regarding the

interview, it is said that you can conduct it by using any online chat platform as the

opposite of a face to face interview (Rufai, 2020). Additionally, when the pandemic

arises, researchers are not able to meet their participants face to face and usually

the second choice of research instrument is an interview by doing a video call. On

the other hand, due to being busy doing their work, projects and other things, most

respondents would rather want to do the interview via chat or email (Sind, 2020).

Data Gathering Procedure

First of all the researcher created a letter to the advisers of the respondents,

asking for permission and informing them that a research study about the

contribution of parents in improving the academic performance of their children in

GJC will be conducted and the participants are the chosen Grade 11 students.

When already approved, the researcher communicated using the application

Messenger in order to ask for permission to the respondents, regarding their

decisions on whether they will take part in this study or not as well as their free

time to avoid interrupting their classes. Upon the agreement between the

researcher and the participants, the researcher then sent the link to the forms.

After all the 15 participants finished responding, the gathered data had been

coded and transcribed.

39
40
 Chapter 4

Preparation, Analysis, and Interpretation of data

This chapter includes the presentation, analysis and interpretation of

data that has been collected from the actual interview (via chat) and from the

submitted google forms that contain open-ended questions. The purpose of this

study was to find out the Contribution of Parents in Improving the Academic

Performance of their Children in GJC. The results of the interview and the answered

open-ended questions (via google forms) then revealed the following themes: a) the

knowledge of the parents regarding the extracurricular and academic achievements

of their children, b) parental involvement in the academic performance of their

children, c) the way their parents show their support and guidance on their

children’s studies, d) the performance of students in their classes, and e) the things

that parents do when the students are struggling and finding their academic

activities stressful.

From the statement of the problem that aims to know about the

knowledge of the parents regarding the extracurricular and academic achievements

of their children, the researcher develops a question that asks the students about

the knowledge of their parents about their extracurricular and academic

achievements.

The researcher asked the participants about the things that their parents

know regarding their extracurricular and academic achievements. After

41
understanding the answers of the respondents, the researcher found out that the

answers of the respondents are similar to each other. The answers of student A to

student O, except student F, all have the same ideas.

Student A said that:

“Right now, my mom knows all about my extracurricular and academic

achievements, such as my grades and the activities that I'm participating

in. I always tell my mom all the things that I'm doing, but way back in

elementary, there were things that my mom didn't know about because she

was busy with work.”

Student C also noted that:

“I don't really join to extracurriculars and academic achievements but I

know that they know that I'm doing my best to pass.”

Student D also claims that:

“My parents are aware of my academic successes because they are aware

that those achievements were achieved as a result of my desire and doing

my best to reach them.”

Student I also answered that:

“Lagi ko silang inu-update if anong nangyayari sa school. if may award ba

ako or non and okay lang sa kanila yun and that makes me happy because

they don't care if my grades are low.”

Also, according to Student M:

“They know everything about my academic achievements and

extracurricular also I don't hide anything to my parents.”

42
Also, student E added a more detailed answer stating:

“I can say that they know every details of my academic matters. When it

comes to my academic achievements, they are updated most of the time.

Since Grade 1, they knew my grades since 1st quarter to 4th quarter until

my grade 6 days. Also, they knew the awards that i'm going to have and

they knew the awards that I have for the past years. They will always find a

way to know how is my academic status, it is good or bad or just okay.”

On the contrary, Student F said that:

“They don't know any because I don't tell them. Last time that I let them see

my grades they told me that I just cheated so I'll never show them again.”

With the statements of the 14 respondents, it implies that their parents

knows a lot when it comes to their extracurricular and academic achievements, such

as their grades, their performance in class, their awards, when they join clubs like

the student council and drum and lyre, and when they join competitions such as

quiz bees, school bands, and journalism. However, there is one participant that

claims that he is not informing his parents about his extracurricular and academic

achievements.

With all the collected information about the knowledge of parents

regarding the extracurricular and academic achievements of their children, it can be

interpreted that the parents are very knowledgeable regarding their children’s

extracurricular and academic achievements. Their knowledge can be attributed to

their relationship with their children as when they tend to have a positive outlook to

whatever their children are saying, like telling stories about their day at school the

43
children will be more open to telling them things about their academic performance.

On the contrary, if parents tend to criticize or show a negative reaction whenever

their children are telling them something regarding their school performance, the

children may feel that telling these things are not important to you so they will just

keep it to themselves.

After knowing the knowledge of parents about the extracurricular and

academic achievements of their children, the researcher proceeded to the question

that was formulated under the second statement of the problem which is all about

the parents' involvement in the academic performance of their children. The

researcher then asked the students about their parents’ way of involvement in their

academic performance.

According to student A:

“My mom never pressures me to get high grades and always tells me she's

proud of me and she knows that I'm doing my best. She also always reminds

me to know my limitations.”

Student D said that:

“My parents participate in all events if they are needed, particularly my

mother.”

Student E stated that:

“By asking me how was my performance in every quarter and subject. In

this way, they will be involved from the academic performances that I have.

Because when they are doing, they feel at peace. Also, they have the

updates that they want to know.”

44
Student G claims that:

“In my age they just give reminders that "you always have to be

hardworking, it's okay to fall as long as you can pass this school year". And

it motivates me in my academic performance.”

Student H also added that:

“My mother is a teacher so she knows when to involve herself. She attends

PTA meetings and gets my report cards and stuff, but it's just that she

won't congratulate me for my achievements unlike my father who always

congratulates me.”

Also, student M stated that:

“My mother is involved with my academic performance because she is

helping me when the assignments are difficult and when there is a project

that would need money to buy some material needed.”

However, student O claims that:

“They don't actually involve themselves in my academic performance.

Maybe a little support or something.”

From the gathered answers of the participants, it has been noted that

most of their parents are highly involved in their academic performance and the

most common way of their involvement is by attending PTA meetings, monitoring

their school performance, checking grades, asking and checking on their

examinations, monitoring and lending a hand when they are doing some

assignments or projects, motivating them, giving them financial and moral support,

as well as simply asking them how their classes went. Contrastingly, there is a

45
student wherein, her parents have low involvement in her academic performance,

but they are at least giving her a small amount of support.

In this regard, it can be concluded that most parents are highly involved

in the academic performance of their children by monitoring them, giving financial

and moral support, lending help in their studies, and attending PTA meetings.

However, there are still some who receive low parental involvement which could be

due to them being busy or they are not just showing it. Their lack of knowledge

about their children’s academic performance or their beliefs that their children may

improve and be independent by not involving themselves too much, can also be the

reason behind it.

Under the third statement of the problem which is all about the

performance of the students in their classes with their parents’ guidance and

support, two questions are formulated: 1) the way their parents show their support

and guidance on their children’s studies, and 2) the performance of students in their

classes.

In order to know the performance of the students in their classes with

their parents’ guidance and support, the way that their parents show their support

and guidance on their children’s studies should be asked first.

In this question, the researcher noticed that most of the respondents’

answers have the same thought. Most of them receive support and guidance in the

same way. Usually, they, particularly student B, A, and N, receive support and

guidance from their parents through motivation and not putting too much pressure

on them.

46
As stated by student B:

“They give motivation and reduce my academic pressure by slowly

lowering their standards.”

On the other hand, students H, K, and C also receive guidance and

support from their parents, but the way they show it is not very evident.

Student C stated that:

“They are not very showy person's, but I know that they always support

me.”

Student H also offered a more detailed answer saying:

“My father always says congratulations and he's vocal about his support.

My mother on the other hand isn't really showy with her support even if

she's a teacher growing up she's made me independent.”

Another way of showing support and guidance is by giving motivational

messages, which is the case for student E and I.

According to student E:

“They will always give me motivational messages and remind me the things

that I need to know. When i'm having a hard time in dealing with the

activities, they will always say that "you can do it, just don't force yourself".

And when i'm studying late at night, they will always say that "Please, don't

be like that. You can continue it tomorrow, just sleep because it is not good

to your health". In these two things, they show their support and guidance

when it comes to my studies.”

47
 However, some claim that they usually receive support and guidance

from their parents, but due to unexpected situations, specifically the COVID-19

pandemic, the support and guidance becomes limited and has decreased.

Student J elaborated this in his answer saying that:

“Since I was a kid they put too much pressure on me when it comes to

studying, I can't blame them for being like that to me, but I really

appreciate when they cheer me up like "its your exam tomorrow, I know

you can do it, we review your lessons right?" but as I was saying, since this

pandemic emerged, they don't usually support me anymore like they used

to, they don't even know Im taking my exams. Their support is still there

though it's just their presence disappear because I grew up, when I was a

kid they used to teach me in every subject, but I think it's because of

growing up since pandemic I started to be independent when it comes on

my academics.”

It can then be concluded that parents have different ways of showing

their support and guidance. Some of them are very showy when it comes to their

support and guidance like always giving motivational messages and always lending

a helping hand, while some are the opposite of it. However, there are some factors

which may affect their way of showing support and guidance which includes

unexpected situations like the COVID-19 pandemic or their beliefs such as when

they show less support or guidance, it will make their children become independent

and be more successful on their own.

48
 After knowing the way that their parents show their support and

guidance on their children’s studies, the researcher then moves on to the second

question under the third statement of the problem. The researcher asked the

participants regarding their performance in their classes.

With this question, the researcher notices that most of the respondents

have an average performance in their classes as 12 out of 15 participants claim that

their performance is not so good, but not so bad also. These respondents are

students B, C, D, E, F, G, I, K, L, M, N, and O.

According to student E:

“A not so good and not so bad performance. There are times that i'm active

like recitating, always participating in the activities during zoom meet and

more. However, there are times that I just want to listen, not to talk, just

observed them and give the chance to others.”

Student K also claims that:

“I think I am doing well,I participate in class and I do not miss my classes. I

am also satisfied with my grades.”

Student M also stated that:

“I think its ok but there are some problem in internet for an example due to

slow internet I wouldn't understand the lesson and when there is no

internet I can't attend classes.”

On the other hand, there are some of the respondents who are unsure of

their performance. There are some doubts on whether they perform well or not.

As stated by student N:

49
 “I think I'm not doing really good, I feel nervous and anxious most of the

time but based from my grades, as well as what my teachers and

classmates say, I'm doing good.”

There are also students who claimed that they are performing very well

due to the awards they are receiving in school and due to being highly participative

in their classes.

Student H stated that:

“I've been an academic awardee from daycare until now so I'd say I do well

in my academic performance.”

However a respondent claims that he deemed his performance as

unsatisfactory and says that he is not doing very good.

Student J gives a more detailed explanation saying:

“Since this second semester, I don't perform well this past few months and I

also got failing grade that disappoint my parents a lot, this pandemic have

the biggest impact on my school life. I dont really enjoy most of it.”

With all the statements, it can be interpreted that most of the students

performed well in their classes which could be due to the high support and guidance

that they are receiving from their family, especially from their parents. There are

also some students who are very sure about their performance, but some are still

unsure whether they performed well or not, which can be due to self-doubt, and low

self-confidence. Some even performed very well and received awards, but some

students did not perform well due to some circumstances. Their performance may

also be attributed to the support and guidance that they are receiving as the more

50
support and guidance they are receiving, the more they are striving to study more

and become more motivated to learn. However, if the students receive no support at

all, they will feel too neglected and may not be able to focus on improving their

academic performance.

In the fourth and last statement of the problem, the researcher

formulated another open-ended question. After that the researcher asked the

participants about the things that parents do when they are struggling and finding

their academic activities stressful. Regarding this question, the researcher noticed

that eight respondents receive help, comfort, advice, material things and

motivational messages when they are struggling and finding their academic

activities stressful.

Student A said that:

“She comforts me and tells me to rest and not to pressure myself. She also

tells me to treat myself and do the things that will help me relieve my

stress.”

Student D also added:

“When I'm struggling and finding my academic activities stressful, my

parents help me by paying my bills or shoppe/lazada check out, and they

reward me with everything I want.”

Student E also provided a more detailed answer saying:

“The first thing they will say is that, "just rest for a while and calm your

mind." Because of this, I will realized that I have my limitations. The second

one, they will say that "remember to not be hard on yourself." Because of

51
 this, I will have a time to ask myself if how is she, is she tired already and

more. Last one thing they do is that they will always give me free time to do

the things that lessen my stress.”

On the other side there are also many respondents that do not receive

anything whenever they are struggling and finding their academic activities

stressful.

Student F stated that:

“Not that much they are just silent. I think that if they involve themselves

they will bother me or make things worse. Also I prefer this because it can

give me peace place and quiet place to my academic.”

Student G also claims that:

“None, maybe I’m just not showing that I’m stressed in my activities

sometimes and I haven't experienced that yet.”

Student H also said that:

“Growing up they let me be independent because I feel like they know that I

can do things alone. I guess they know that I'm already scared to fail

because of their authority.”

Student I then provided another reason saying:

“I'm not telling them if I'm struggling on my studies or stress because I

preferred not to open up about my problems because I know what will they

say. it's better to keep silent for me.”

Student K also added:

52
 “I do not verbalize my struggles to them, so they don't do anything at all. I

am not comfortable ranting to my parents about academic stress because I

know that they will just get mad at me.”

As seen in the statements above, some participants receive comfort

messages or calls, help, motivational messages, things to relieve their stress like

food and clothes, some travel to places to unwind and cheer them up when they are

struggling and finding their academic activities stressful. On the other hand, some

students do not get anything at all, and the reasons reveal that they are not

comfortable in voicing out their academic struggles and some just do not tell it to

their parents.

Considering all of these, the parents offer help, give material things, take

them somewhere to relax for a while, motivate them, cheer them, and call or text

their children as their way of showing concern in the studies of their children. The

reason for this can be due to their high knowledge about the academic performance

of their children which may help them to know what action they can do in order to

relieve their stress and struggles. On the opposite side, in some circumstances,

parents do nothing when they see that their children are struggling and finding their

academic activities stressful, which can be due to their lack of knowledge about

their children’s academic struggles or due to their negative reaction and negative

way of handling it when their children tell them about it, such as criticizing them

when they rant about their struggles or problems regarding their classes, instead of

listening and giving advice. This can lead to their children not being comfortable in

telling them about it and just tends to keep their problems to themselves.

53
54
 Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter contains a summary of the findings, conclusions taken from

the findings, and the corresponding recommendations. This research was conducted

with the primary aim of identifying the contribution of parents in improving the

academic performance of their children in GJC.

Specifically, this study was able to answer the following questions:

1. What are the things that parents know about the

extracurricular and academic achievements of their children?

2. How do parents involve themselves in the academic

performance of their children?

3. How do the students perform in their classes with their

parents’ guidance and support?

4. What are the things that parents do when the students are

struggling and finding their academic activities stressful?

Summary of Findings

The following are the findings based on the collated acquired gathered

data:

1. The parents know a lot when it comes to the extracurricular

and academic achievements of their children, such as their

grades, their performance in class, their awards, when they

55
 join clubs like the student council and drum and lyre, and when

they join competitions such as quiz bees, school bands, and

journalism. However, there are some parents that have limited

knowledge as they are not being informed by their children

when it comes to their extracurricular and academic

achievements.

2. Most of the parents are highly involved in the academic

performance of their children, and the most common way of

their involvement is by attending PTA meetings, monitoring

their school performance, checking grades, asking and

checking on their examinations, monitoring and lending a hand

when they are doing some assignments or projects, motivating

them, giving them financial and moral support, as well as

simply asking them how their classes went. Contrastingly,

there are still some students wherein, her parents have low

involvement in her academic performance, but they are at least

giving her a small amount of support.

3. Students receive support and guidance from their parents in

different ways such as through motivational messages,

financial support, paying tuition, showing their love, providing

necessities and by lowering their standards to avoid putting

too much pressure on them. In some cases the parents are not

very showy when it comes to giving support and guidance, but

56
 the respondents know that it exists. Additionally, in some

unexpected situation like the pandemic, can cause the parents’

support and guidance to lessen and become limited.

4. Most students have an average performance and among these

students, there are some who are still unsure whether they

really performed well or not, but with the observation of their

teacher and classmates they are still performing well in their

classes. Some of the respondents claim that they are

performing very well as they are an awardee from daycare up

until now in their senior high school. On the contrary, there is a

student who claims that his performance in his classes is not

good.

5. Some students receive comfort messages or calls, help,

motivational messages, things to relieve their stress like food

and clothes, some travel to places to unwind and cheer them

up when they are struggling and finding their academic

activities stressful. On the other hand, some students do not get

anything at all, and the reasons reveal that they are not

comfortable in voicing out their academic struggles and some

just do not tell it to their parents.

Conclusions

The following conclusions were taken based on the summary of findings:

57
1. Parents are very knowledgeable regarding their children’s

extracurricular and academic achievements. Their knowledge

can be attributed to their relationship with their children as

when they tend to have a positive outlook to whatever their

children are saying, like telling stories about their day at school

the children will be more open to telling them things about

their academic performance. On the contrary, if parents tend to

criticize or show a negative reaction whenever their children

are telling them something regarding their school performance,

the children may feel that telling these things are not important

to you so they will just keep it to themselves.

2. Most parents are highly involved in the academic performance

of their children by monitoring them, giving financial and moral

support, lending help in their studies, and attending PTA

meetings. However, there are still some who receive low

parental involvement which could be due to them being busy

or they are not just showing it. Their lack of knowledge about

their children’s academic performance or their beliefs that

their children may improve and be independent by not

involving themselves too much, can also be the reason behind

it.

3. Parents have different ways of showing their support and

guidance. Some of them are very showy when it comes to their

58
 support and guidance like always giving motivational messages

and always lending a helping hand, while some are the opposite

of it. However, there are some factors which may affect their

way of showing support and guidance which includes

unexpected situations like the COVID-19 pandemic or their

beliefs such as when they show less support or guidance, it will

make their children become independent and be more

successful on their own.

4. Most of the students performed well in their classes which

could be due to the high support and guidance that they are

receiving from their family, especially from their parents. There

are also some students who are very sure about their

performance, but some are still unsure whether they

performed well or not, which can be due to self-doubt, and low

self-confidence. Some even performed very well and received

awards, but some students did not perform well due to some

circumstances. Their performance may also be attributed to the

support and guidance that they are receiving as the more

support and guidance they are receiving, the more they are

striving to study more and become more motivated to learn.

However, if the students receive no support at all, they will feel

too neglected and may not be able to focus on improving their

academic performance.

59
5. Whenever they see that their children are stressed out or

struggling with their academic activities, parents offer help,

give material things, take them somewhere to relax for a while,

motivate them, cheer them, and call or text their children as

their way of showing concern in the studies of their children.

The reason for this can be due to their high knowledge about

the academic performance of their children which may help

them to know what action they can do in order to relieve their

stress and struggles. On the opposite side, in some

circumstances, parents do nothing when they see that their

children are struggling and finding their academic activities

stressful, which can be due to their lack of knowledge about

their children’s academic struggles or due to their negative

reaction and negative way of handling it when their children

tell them about it, such as criticizing them when they rant

about their struggles or problems regarding their classes,

instead of listening and giving advice. This can lead to their

children not being comfortable in telling them about it and just

tends to keep their problems to themselves.

60
Recommendations

Considering the findings and conclusions of the study, the following

recommendations are offered:

1. Students should become more open to their parents, and tell

them about their academic performance, as well as avoid

keeping their problems, and struggles to themselves.

2. Students should be prepared and be open minded about

receiving feedback or responses from their parents when they

tell them about their academic performance.

3. Parents should be mindful of their actions and words when

giving comments, and responses every time their children tell

them about their academic performance and academic

struggles.

4. Parents should leave more time to bond and strengthen their

relationship with their children, such as taking some time out

of their schedules to have some family meals or family outings.

5. Parents should offer help, give advice, give motivational

message, show their support, and guidance when it comes to

their children’s academic performance.

6. Parents should be more considerate, like they should give their

children some time for them to do their activities and attend

their classes instead of giving them many household chores

61
 while they are having their online classes, in order for them to

focus and concentrate more in their studies.

7. Teachers should build relationships and have more

cooperation with the parents in order to keep them involved in

their children’s academic performance and activities.

8. Teachers should use social media, create online videos that

contain some advice, and make home visits, if possible or just

do some parent-teacher video conferences.

9. Teachers should know important things about their students

and should be more considerate of their situation like they

should not be so strict or terror when teaching, for the students

to be more comfortable when cooperating and participating in

class, and sharing their problems to them.

10. School Administrators should create more programs, meetings

or conferences to keep the parents involved and help them to

be more engaging towards the academic performance of their

children.

11. Other researchers could make more studies that determine and

assess the other contribution of parents when it comes to

improving their children’s academic performance.

62
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68
 APPENDICES

Republic of the Philippines

Gerona Junior College

Poblacion 3, Gerona, Tarlac

Dear Ma’am/Sir,

I would like to ask your permission to conduct a study that is a necessity

for our applied subject, Practical Research 1. I will conduct the research entitled,

Contribution of Parents in Improving the Academic Performance of their Children in

GJC.

In line with this, I am respectfully asking for your permission to give the

selected 15 Gerona Junior College students, Google Forms containing open ended

questions and interview (via chat) them during their free time.

Your affirmative response will be highly appreciated. I assure you that

the participants are aware, and all data collected will be used exclusively for this

research study and will remain confidential.

Respectfully yours,

Erin Mae S. Tabing

Approved by:

Research Teacher

69
 COPY OF THE SEMI STRUCTURED QUESTIONNAIRE

SOP 1 - What are the things that parents know about the extracurricular and

academic achievements of their children?

1. What are the things that your parents know about your extracurricular and

academic achievements?

SOP 2 - How do parents involve themselves in the academic performance of their

children?

1. How do your parents involve themselves in your academic performance?

SOP 3 - How do the students perform in their classes with their parents’ guidance

and support?

1. How do your parents show their support and guidance on your studies?

2. How do you perform in your classes?

SOP 4 - What are the things that parents do when the students are struggling and

finding their academic activities stressful?

1. What are the things that your parents do when you are struggling and finding

your academic activities stressful?

70
 COPY OF THE TRANSCRIPTION OF THE INTERVIEW CONDUCTED

Transcription of the interview conducted by Erin Mae S. Tabing in her

research study, Contribution of Parents in Improving the Academic Performance of

their Children in GJC.

SOP 1 - What are the things that parents know about the extracurricular and

academic achievements of their children?

INTERVIEW QUESTION 1- What are the things that your parents know about your

extracurricular and academic achievements?

PARTICIPANT Response of interviewee

1 Right now, my mom knows all about my extracurricular and academic

achievements, such as my grades and the activities that I'm participating

in. I always tell my mom all the things that I'm doing, but way back in

elementary, there were things that my mom didn't know about because

she was busy with work.

2 My academic awards achievement and also some small achievements

such as getting a high score or participating in journalism.

3 I don't really join to extracurriculars and academic achievements but I

know that they know that I'm doing my best to pass.

4 My parents are aware of my academic successes because they are aware

that those achievements were achieved as a result of my desire and doing

my best to reach them.

5 I can say that they know every details of my academic matters. When it

comes to my academic achievements, they are updated most of the time.

71
 Since Grade 1, they knew my grades since 1st quarter to 4th quarter until

my grade 6 days. Also, they knew the awards that i'm going to have and

they knew the awards that I have for the past years. They will always find

a way to know how is my academic status, it is good or bad or just okay.

6 They don't know any because I don't tell them. Last time that I let them

see my grades they told me that I just cheated so I'll never show them

again

7 They know and always know my quarterly grades. If my grades are high

or become low to this subject I always let them know about it. As for

school activities, I always let them know about it.

8 I'm an only child so they know my academic achievements. They also

know that I'd participated in extracurricular things before.

9 lagi ko silang inu-update if anong nangyayari sa school. if may award ba

ako or non and okay lang sa kanila yun and that makes me happy

because they don't care if my grades are low

10 My parents know everything when I achieve something like being

awardee or wins on a sports, but since this pandemic emerge they dont

know much about on how i perform well on my academics.

11 I keep them updated about my achievements especially when it comes to

school. They know that I have potential in getting high grades so they

expect me to have academic distinction awards. Moreover, they support

me in my extracurricular activities like participating in quiz bees, as well

as being in the student council.

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12 My parents knows that I am a member of Drum and Lyre here in our

school and they are always supporting me in joining extracurricular

activities in our school.

13 They know everything about my academic achievements and

extracurricular also I don't hide anything to my parents

14 They know almost everything that I do because my grandparents are

very strict, they also instruct me to always update my mom.

15 They know about my acads achievement, yung grades ko na tumaas at

bumaba, extracurricular like joining in a school band.

SOP 2 - How do parents involve themselves in the academic performance of their

children?

INTERVIEW QUESTION 1- How do your parents involve themselves in your

academic performance?

PARTICIPANT Response of interviewee

1 My mom never pressures me to get high grades and always tells me she's

proud of me and she knows that I'm doing my best. She also always

reminds me to know my limitations.

2 By giving their support financially and morally.

3 They support me and keep me motivated.

4 My parents participate in all events if they are needed, particularly my

mother.

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5 By asking me how was my performance in every quarter and subject. In

this way, they will be involved from the academic performances that I

have. Because when they are doing, they feel at peace. Also, they have the

updates that they want to know.

6 They let me do thing for my academics and ask some questions about it

7 In my age they just give reminders that "you always have to be

hardworking, it's okay to fall as long as you can pass this school year".

And it motivates me in my academic performance.

8 My mother is a teacher so she knows when to involve herself. She

attends PTA meetings and gets my report cards and stuff, but it's just

that she won't congratulate me for my achievements unlike my father

who always congratulates me.

9 sinasabi ko sa kanila kung ano yung ganap sa akin and about ny studies.

10 Because they expect too much of me since I'm the youngest in our

household, they are involved. I'm sure most parents do, they always ask

me how my online class went, and always check out on me, but most of

the time they are not.

11 Well, they sometimes ask about how my acads are doing. For example,

they ask me about examinations if they are difficult or not...

12 They involve themselves in my academic performance by supporting me

and by giving the things i needed in school

13 My mother is involved with my academic performance because she is

helping me when the assignments are difficult and when there is a

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 project that would need money to buy some material needed.

14 They often ask how my day went through, how my grades are, if I'm

really studying or just slacking off and if my activities makes it hard for

me to sleep or eat.

15 They don't actually involve themselves in my academic performance.

Maybe a little support or something.

SOP 3 - How do the students perform in their classes with their parents’ guidance

and support?

INTERVIEW QUESTION 1 - How do your parents show their support and guidance

on your studies?

PARTICIPANT Response of interviewee

1 My mom always supports and motivates me. She always tells me not to

pressure myself and just do what I can. She reminds me that she's always

proud of me, whatever I do.

2 They give motivation and reduce my academic pressure by slowly

lowering their standards.

3 They are not very showy person's, but I know that they always support

me.

4 When I'm having trouble with my schoolwork, my parents show their

support and guidance by providing all of my necessities, love, and

support.

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5 They will always give me motivational messages and remind me the

things that I need to know. When i'm having a hard time in dealing with

the activities, they will always say that "you can do it, just don't force

yourself". And when i'm studying late at night, they will always say that

"Please, don't be like that. You can continue it tomorrow, just sleep

because it is not good to your health". In these two things, they show

their support and guidance when it comes to my studies.

6 Them just let me to do it and i dont have to get the highest score

7 If I need something connected to my school activities they will provide it

or they will help me in accomplishing it.

8 My father always says congratulations and he's vocal about his support.

My mother on the other hand isn't really showy with her support even if

she's a teacher growing up she's made me independent.

9 My parents always supporting and guiding me when it comes to my

studies. They always say "mag aral ka ng mabuti. sipagan mong mag aral"

and because of that mas lalo akong ginaganahang mag aral dahil sa

pinapakita nilang suporta sa akin pagdating sa eskwelehan.

10 Since I was a kid they put too much pressure on me when it comes to

studying, I can't blame them for being like that to me, but I really

appreciate when they cheer me up like "its your exam tomorrow, I know

you can do it, we review your lessons right?" but as I was saying, since

this pandemic emerged, they don't usually support me anymore like they

used to, they don't even know Im taking my exams. Their support is still

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 there though it's just their presence disappear because I grew up, when I

was a kid they used to teach me in every subject, but I think it's because

of growing up since pandemic I started to be independent when it comes

on my academics.

11 They just keep me on track and nothing more... They only ask about my

performance. They support in a way that they pay my tuition fees for me

to study.

12 They show their support by providing my needs in my study

13 My mother is supporting me in my studies by explaining the things that I

don't understand

14 My mom comforts me every time I rant about the lowest grade that I get.

She constantly tells me that I can do it but I should not pressure myself

too much.

15 They support by providing my education.

SOP 3 - How do the students perform in their classes with their parents’ guidance

and support?

INTERVIEW QUESTION 2 - How do you perform in your classes?

PARTICIPANT Response of interviewee

1 I'm always reciting whenever I know the answers to my teachers'

questions and listen to what they are discussing. But there are times that

I'm not in the mood and it's affecting my performance in class.

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2 Fine, not poor but not excellent neither.

3 I'm not really participative in class, like I won't raise my hand not

because I don't know the answer but because I'm a little bit unsure on

my answer.

4 In my classes, I perform well by giving it my best.

5 A not so good and not so bad performance. There are times that i'm

active like recitating, always participating in the activities during zoom

meet and more. However, there are times that I just want to listen, not to

talk, just observed them and give the chance to others.

6 I do well i guess i trained my best to participate

7 Just fine, I can answer when asked a question about the topic, I can pass

my requirements and for me my grades are okay these past quarters.

8 I've been an academic awardee from daycare until now so I'd say I do

well in my academic performance

9 Sometimes I'm doing well and sometimes not because of laziness

10 Since this second semester, I don't perform well this past few months

and I also got failing grade that disappoint my parents a lot, this

pandemic have the biggest impact on my school life. I dont really enjoy

most of it.

11 I think I am doing well,I participate in class and I do not miss my classes.

I am also satisfied with my grades.

12 I am a student without a 100% confidence level that’s why I always

hesitate to answer in class if there is a question

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13 I think its ok but there are some problem in internet for an example due

to slow internet I wouldn't understand the lesson and when there is no

internet I can't attend classes.

14 I think I'm not doing really good, I feel nervous and anxious most of the

time but based from my grades, as well as what my teachers and

classmates say, I'm doing good.

15 I think I'm doing well with my performance in class. I recite when I'm

called.

SOP 4 - What are the things that parents do when the students are struggling and

finding their academic activities stressful?

INTERVIEW QUESTION 1 - What are the things that your parents do when you are

struggling and finding your academic activities stressful?

PARTICIPANT Response of interviewee

1 She comforts me and tells me to rest and not to pressure myself. She also

tells me to treat myself and do the things that will help me relieve my

stress.

2 Almost none, but sometimes they cheer me up.

3 - they will ask me if I'm still okay. And will lecture me that, studying is

really hard but it's more harder if I won't graduate.

- they always say "you can do it!

4 When I'm struggling and finding my academic activities stressful, my

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 parents help me by paying my bills or shoppe/lazada check out, and they

reward me with everything I want.

5 The first thing they will say is that, "just rest for a while and calm your

mind." Because of this, I will realized that I have my limitations. The

second one, they will say that "remember to not be hard on yourself."

Because of this, I will have a time to ask myself if how is she, is she tired

already and more. Last one thing they do is that they will always give me

free time to do the things that lessen my stress.

6 Not that much they are just silent. I think that if they involve themselves

they will bother me or make things worse. Also I prefer this because it

can give me peace place and quiet place to my academic.

7 None, maybe I’m just not showing that I’m stressed in my activities

sometimes and I haven't experienced that yet.

8 Growing up they let me be independent because I feel like they know

that I can do things alone. I guess they know that I'm already scared to

fail because of their authority.

9 I'm not telling them if I'm struggling on my studies or stress because I

preferred not to open up about my problems because I know what will

they say. it's better to keep silent for me.

10 Nothing, because they knew I dont need their help and they know I can

deal with it myself.

11 I do not verbalize my struggles to them, so they don't do anything at all. I

am not comfortable ranting to my parents about academic stress

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 because I know that they will just get mad at me.

12 They buy me foods and they talk to me about it.

13 When the academic activities are difficult my mother would ask

"kailangan mo ba ng tulong sa ginagawa mo?" when I said yes she would

explain the assignment and help me understand about it.

14 They just talk to me. They sometimes promise to bring me somewhere

that I can consider as a breather, they give me food or they make me

laugh.

15 They don't know when I'm struggling with my acads.

Researcher’s Resume

The researcher’s name is Erin Mae S. Tabing. On

May 20, 2005, she was born in Tarlac Provincial Hospital.

She is currently 16 years old, taking up Science, Technology,

Engineering and Mathematics (STEM) strand at Gerona

Junior College.

The researcher loves making art and crafts, and anything where she can

make use of her designing skills. She really loves reading stories and novels in

Wattpad, especially translated Chinese novels. If she has free time, she writes stories

sometimes or plays some musical instruments like ukulele and flute.

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 She wants to make her passion her profession which is designing so her

ambition is to be an Architect or a Fashion Designer one day. After graduating, she

wants to explore more, discover the world, and travel to different places.

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