EXPLORING THE RELATIONSHIP BETWEEN STUDENT PROFILES,

SCHOOL ENVIRONMENT, PARENTAL INVOLVEMENT, AND

STUDENT ENGAGEMENT

Bravo, Jollibee
Bantay, Joel Jase
Franco, Janella Venies
Sartiga, Maria Patricia

Introduction
Student engagement refers to the students being actively involved in
their learning tasks and activities. Globally, researchers consistently
highlighted academic achievement as an important outcome of student
engagement. Student engagement has three dimensions; cognitive,
behavioral, and emotional all crucial for maximizing educational outcomes
(Fredericks et al., (2004). Additionally, OECD (2019) reports that
engagement is a key factor that influences the motivation and performance
of students. Understanding this is important for developing strategies that
enhance education and support students worldwide.
In the Philippines, the issue of student engagement has been
increasingly recognized as a significant factor affecting educational
outcomes. According to (Baguinat et al., 2022) more involvement and a
close relationship between students and their teachers are said to be
essential components of high-quality, effective teaching and learning in
higher education that will lead to academic success. Moreover, involving
parents is essential for student engagement, especially when it comes to
students who struggle with learning. Parental involvement is still a major
challenge in the Philippines, despite numerous efforts by the Department of
Education to improve parental participation, including scouting activities,
Brigada Eskwela, and Parent-Teacher Associations (Darias-Behemino, et., al
(2024).
The school environment is the physical and social aspects of a
learning place that influence student engagement, according to (Vondracek
et al., 1986) the social context of the school environment has an impact on
students development. The school environment creates a foundation that
makes students feel comfortable, safe, and motivated to learn, school
engagement is a variable that influences the educational aspirations of
students. Moreover, according to (Vondracek et al., 1986) the ideal school
environment can encourage student engagement. However, the relationship
between the school environment and student engagement is complex. With
a healthy school environment can help provide the students with a higher
level of engagement by creating a sense of belonging and promoting and
providing opportunities for students to feel valued and supported.
Parental involvement is an important factor in student engagement.
Research from all around the world shows that parental involvement
improves academic performance and student engagement. According to Fen
and Chen (2024) meta-analysis revealed that students who have parents
who are actively involved in their education typically reveal higher levels of
engagement and better academic performance. Moreover, parental support
improves students' emotional and behavioral engagement in their learning
through actions like giving homework assistance and attending school
events according to Jeynes (2024). Therefore, parental involvement is
important to raise a learning environment that will encourage student
success and engagement.
The aim of our research is to explore the relationships of student
engagement, school environment, parental involvement, and student
profiles. We chose this topic because of its importance in improving
educational practices and outcomes. Engagement encompasses cognitive,
emotional, and behavioral traits. Behavioural engagement refers to
involvement in academic and social activities while cognitive engagement
encourages deep learning of concepts and skills according to (Fredricks et
al., 2004). The goal of the research is to understand better these
relationships in order to inform educational strategies and interventions
that will improve student engagement and lead to academic success.

Conceptual Framework
Figure 1 presents the conceptual framework of the study.
 Figure 1. Conceptual Framework
The main variable of the study will be student engagement. Other
variables include the profile of the respondents, their school environment,
and parental involvement. The study will explore the relationship between
the profile of the respondents, the school environment, and parental
involvement in their engagement as a student.

Statement of the Problem

The general problem of the study is: How may the relationship
between profile, school environment, parental involvement, and student
engagement among SHS students of ECBNHS, SY 2024-2025, be explored?
Specifically, the following problems will be answered
1. How may the profile of the respondents be described in terms of
1.1 Sex
1.2 Strand; and,
1.3 Socio Economic Status?
2. How may the school environment of the respondents be described:
2.1 Teacher-Student Relationship;
2.2 School safety; and,
 2.3 Peer relationship?
3. How may the parental involvement be described in terms of
3.1 Communication on teachers,
3.2 Attendance of school event,
3.3 Support at home; and,
3.4 Encouragement and motivation?
4. How may the student engagement of the respondents be described in
4.1 Participation in class,
4.2 Investment in learning; and,
4.3 Interest and motivation?
5. Is there a significant difference in student engagement when
respondents are grouped based on profile?
6. Is there a significant correlation between student engagement and school
environment?
7. Is there a significant correlation between student engagement and
parental involvement?

Scope and Delimitation

The study generally wants to explore the relationship between profile,
school environment, parental involvement, and student engagement among
SHS students of ECBNHS, SY 2024-2025. Specifically, the study will explore
the profile of the respondents in terms of sex, strand and socio-economic
status. Also, it will explore the school environment of the respondents.
teacher-student relationship, school safety, peer relationship, support
services, and school facilities. The parental involvement of the respondents
will be described in terms of communication on teachers, attendance of
school event, support at home, and encouragement and motivation.
Furthermore, the student engagement shall be explored in terms of
participation in class, investment in learning and interest and motivation.
Moreover, the study will explore the relationship between profile and
student engagement, between school environment and student engagement
and between parental involvement and student engagement.
Significance of the Study
 This study will help to establish a better understanding of students
engagement. Furthermore, the study could potentially benefit the following:
Students. This study will provide knowledge to students on
understanding the impact of parental involvement and school environment
to their engagement as a student and improve insights on how they can
make their studies better. Students would be able to identify the things that
may affect their engagement to study.
Teachers. The given data would guide the teachers to have a better
understanding to the students' engagement. They could help each other in
implementing plans that will help them an the school to be more engaging
to Students. Additionally, they would be able to identify what factors
influence their students engagement.
Parents. This study would give insights, especially to parents who
play a significant role in their child's education journey. The given data will
help them to understand the impact of their involvement to their children's
engagement as a student and provide better support and appropriate
guidance.
Future researchers. The results of this study can provide a solid
foundation for future research in the field of the relationship between
school environment, parental involvement, and student engagement. This
may serve as a source of information about the relationship between school
environment, parental involvement and student engagement.

METHODS
The study used the quantitative method of research to answer the
research questions. Particularly, the descriptive cross-sectional research
design was used to describe the profile of the respondents, the school
environment, parental involvement, and student engagement. Frequency
and percentage were used to explore the profile in terms of sex, strand,
and socio-economic status. Furthermore, mean and standard deviation were
used to describe the students' school environment in teacher-student
relationship, school safety, and peer relationships. This was also used to
describe parental involvement in terms of communication on teachers,
attendance of school events, support at home, and encouragement and
motivation. Additionally, this was used to describe student engagement in
terms of participation in class, investment in learning, interest and
motivation.
 The study compared students' engagement when respondents
grouped based on profile variables. The independent samples t-test and one-
way analysis of variance were used to evaluate the groups. Moreover, the
study used a correlational research design to find the relationship of
student engagement between school environment and parental
involvement. The Pearson-r product moment was used to measure the
correlation.
To gather the data, the researchers developed a survey instrument
that an expert in the field of educational research validated. The
questionnaire has 4 domains with a total of 53 items. The respondents were
selected using random sampling and they responded to the instrument
using Google Forms.
Research ethics were meticulously integrated throughout every phase
of the research process. This began with obtaining informed consent from
all participants, ensuring they were fully aware of the study's purpose,
procedures, and their right to withdraw at any time without penalty.
Confidentiality was strictly maintained, with data being anonymized to
protect participant privacy. Ethical considerations also extended to the fair
and unbiased reporting of results, avoiding any manipulation or
misrepresentation of data. The study adhered to all relevant guidelines and
regulations, ensuring that the research was conducted with the utmost
Integrity and respect for the individuals involved. This comprehensive
ethical approach ensured the validity and trustworthiness of the research
findings.

RESULTS AND DISCUSSION

Table 1. Profile of the respondents

Profile Frequency Percentage
Sex
Male 45 44.12
Female 57 55.88
Strand
 STEM 63 61.76
ABM 14 13.73
HUMSS 16 15.69
ICT 2 1.96
EIM 1 0.98
SMAW 1 0.98
HE 5 4.90
Socio-economic Status
Low-income class 55 53.92
Lower middle-income class 30 29.41
Middle-middle income class 14 13.73
Upper-middle income class 3 2.94
High-income class 0 0

The respondents' profile reveals a diverse group of students in terms

of sex, strand, and socio-economic status. Among the respondents, the
majority are female, with 57 participants, accounting for 55.88% of the
sample, while 45 males make up the remaining 44.12%. The academic
strands of respondents are distributed across seven strands, with the
highest proportions in the STEM strand representing 61.76% (63 students)
of the sample. The HUMSS strand follows, with 16 students (15.69%), while
the HE strand compromises 14 students (13.73%) and the ICT strand
compromises 2 students (1.96%). Lastly, the EIM and SMAW strands have
the lowest representation, with 1 student each, making up 0.98% of each of
the respondents. Regarding socio-economic status, the majority belongs to
the low-income class with 55 students (53.92%), followed by the lower-
middle income class with 30 students (29.41%), middle-middle income class
with 14 students (13.73%), and upper-middle income class with 3 students
(2.94%). There are no respondents from the high-income class. This
indicates a predominantly low to lower-middle income respondent base.

Table 2. School environment in terms of teacher-student

relationship
 Indicators Mean SD DR
Feel comfortable approaching 3.21 0.65 Agree
teachers
Feel that teachers understand 3.00 0.72 Agree
personal problem
Teacher cares about academic 3.34 0.64 Agree
success
Teacher motivates participation 3.32 0.60 Agree
in class
Teacher treats students fairly 3.13 0.77 Agree
Composite 3.2 0.5 Agree

The respondents' school environment in the teacher-student

relationship, reflected by a composite mean of 3.2 (SD=0.5) indicates a
general agreement that they feel a good relationships with their teachers.
Among the indicators, "Teacher cares about academic success" has the
highest mean score of 3.34 (SD=0.64), suggesting that respondents are
particularly inclined to teachers care about the academic success of their
students. The second highest mean is for "Teacher motivates participation
in class", with a mean of 3.32 (SD=0.60), highlighting that the teacher
motivates the participation in the class of their students. Conversely, the
indicator with the lowest mean, "Feel that teachers understand personal
problems", scored 3.00 (SD=0.72), suggesting that some of the respondents
do not feel that their teachers understand their personal problems.
"Teacher treats students fairly" also scored lower, with a mean of 3.13
(SD=0.77), indicating that while respondents are generally treated fairly by
their teacher, some are not. The respondents' general agreement with
viewing good relationships with their teachers, as reflected in the composite
mean of 3.2, aligns with the existing literature on school environment and
student relationships with their teachers. Given the significant impact of
student-teacher relationships on students' sense of belonging and their
short- and long-term outcomes, schools prioritizing positive staff-student
relationships can expect widespread benefits (Allen et. al, 2021). Moreover,
according to (Hoy et. al 2002), a positive school climate is characterized by
strong, positive interpersonal relationships between students, teachers, and
administrators.
 Table 3. School environment in terms of school safety
Indicators Mean SD DR

Feel safe while on school grounds 3.17 0.69 Agree

Believe the school takes threats 3.16 0.66 Agree

seriously

Emergency procedures are clearly 3.25 0.54 Agree

communicated

Feel secure traveling to and from school 3.13 0.67 Agree

There are effective measures in place to 3.25 0.59 Agree

ensure student safety
Composite 3.19 0.48 Agree

The respondents’ perceptions of the school environment in terms of

safety yielded a composite mean of 3.19 (SD = 0.48), signifying agreement
that their school provides a safe and secure atmosphere. Among the
indicators, “Emergency procedures are clearly communicated” and “There
are effective measures in place to ensure student safety” scored the highest
means, both at 3.25 (SD = 0.54 and 0.59, respectively). This suggests that
students recognize clear protocols and preventive measures that prioritize
their safety. The indicator “I feel secure traveling to and from school”
received the lowest mean of 3.13 (SD = 0.67), indicating a slightly lower
level of agreement regarding safety during commutes, though still within
the range of agreement.
The overall findings reflect that students generally feel safe in their
school environment, consistent with literature emphasizing the importance
of safety for fostering conducive learning environments. According to a
study by La Salle et al. (2019), clear communication and structured safety
measures significantly enhance students' perceived security, reducing
anxiety and allowing them to focus better academically. These findings
further align with recommendations from the National Center for School
Safety (NCSS, 2020), which highlights the role of well-defined emergency
protocols and safety measures in improving both the physical and
psychological well-being of learners.

Table 4. School environment in terms of peer relationship

 Indicators Mean SD DR

Feel comfortable expressing my 3.13 0.71 Agree

opinions to my peer group

Treated well by my classmates 3.16 0.61 Agree

Enjoy spending time with my classmates 3.29 0.71 Agree

Feel belong in group activities with my 3.18 0.68 Agree

classmates

Conflicts among my peers resolves fairly 3.04 0.66 Agree

Composite 3.16 0.54 Agree

The respondents’ perceptions of the school environment in terms of

peer relationships yielded a composite mean of 3.16 (SD = 0.54), indicating
agreement that their interactions with peers are generally positive. Among
the indicators, “Enjoy spending time with classmates” received the highest
mean score of 3.29 (SD = 0.71), suggesting that students particularly value
social engagement with their peers. This was followed closely by “Feel
belong in group activities with classmates,” which scored a mean of 3.18
(SD = 0.68), reflecting a sense of inclusion in collaborative activities. The
lowest-scoring indicator, “Conflicts among peers resolve fairly,” had a mean
of 3.04 (SD = 0.66), suggesting that while students generally perceive
fairness in resolving disputes, there may still be room for improvement in
conflict management among peers. Overall, the findings highlight the
importance of fostering healthy peer relationships in schools, consistent
with studies by Wentzel (2017), which emphasize the positive correlation
between supportive peer interactions and academic success. Additionally,
Goodenow and Grady (1993) argue that a sense of belonging in school
environments enhances students’ motivation, social development, and
overall well-being, aligning with the observed results.

Table 5. Parental involvement in terms of communication on

teachers
Indicators Mean SD DR
The parents knew the teachers. 3.07 0.85 Agree
The parents communicated with 2.69 0.93 Agree
the teacher about the student’s
progress.
Both parents and teachers 2.88 0.84 Agree
seemed to be working together
to improve the student’s
learning.
The student believed that the 3.16 0.63 Agree
parents trusted the teacher’s
judgment about the student’s
education.
The student believed the 3.14 0.72 Agree
parents and teacher worked
together for the student’s
success.
Composite 2.99 0.64 Agree

The tables shows the general agreement of respondents in parental

involvement in terms of communication with teachers (mean=2.99,
sd=0.64). The indicator with the highest mean is “The student believed that
the parents trusted the teacher’s judgment about the student’s education”
(mean=3.16, sd=0.63). Additionally, the second highest mean (mean=3.14,
sd=0.72) is for “The student believed the parents and teacher worked
together for the student’s success” Moreover the lowest mean score among
all indicators “The parents communicated with the teacher about the
student’s progress” (mean=2.69 sd=0.93). Similarly with the second low
mean “Both parents and teachers seemed to be working together to
improve the student’s learning” (mean=2.88, sd=0.84). The data reveals a
generally high level of parental involvement in communication with
teachers.
All indicators show strong agreement indicating positive perceptions
of communication and collaboration. According to Epstein (2009), parental
involvement is most effective when it is perceived as a collaborative effort
between educators and parents. The irdicators with the highest mean score
“The student believed that the parents trusted the teacher’s judgment about
the student’s education” shows that the students parent have trust on their
teachers judgement about their education. On the other hand the second
highest mean score “The student believed the parents and teacher worked
together for the student’s success” highlights the importance of
collaborative effort for student achievement and well-being. Additionally
the lowest mean score “The parents communicated with the teacher about
the student’s progress” Although the general of the respondents seemed to
agree this might suggest that while communication occurs, it may be less
frequent or less comprehensive than other aspects of parental involvement.
Moreover the second lowest mean score “Both parents and teachers
seemed to be working together to improve the student’s learning” While
still indicating agreement, this indicator shows a slightly lower mean than
the top three. This implies that, while collaboration is perceived, it may not
be as consistently strong or as clearly perceived as the other factors.

Table 6. Parental involvement in terms of attendance of school

events
Indicators Mean SD DR
Parents regularly attend school 2.89 0.92 Agree
events such as parent-teacher
meetings or school
performances
Parents' attendance at school 2.86 0.84 Agree
events encourages students to
perform better academically
More engaged in school 2.79 0.88 Agree
activities when parents
participate in events
Parents prioritize attending 2.88 0.87 Agree
school events that are
important to students academic
and personal growth
Parents' presence at school 3.05 0.79 Agree
events shows their commitment
to student education
Composite 2.89 0.75 Agree

According to the table, respondents generally agreed on parental

involvement indicators in terms of school event attendance (mean=2.89,
sd=0.75). Indicator 5 has the highest mean: “Parents’ attendance at school
events shows their commitment to student education” (mean=3.05,
sd=0.79). The second indicator with the highest mean is indicator 1
pertaining to “Parents regularly attend school events such as parent-
teacher meetings or school performances” (mean=2.88, sd=0.92). On the
other hand, the indicator with the lowest mean is “More engaged in school
activities when parents participate in events” (mean=2.79, SD=0.88). This
is followed by the indicator “Parents’ attendance at school events
encourages students to perform better academically” (mean=2.86,
sd=0.84).The results reveal a generally positive perception of parental
involvement across all indicators, with a composite mean of 2.89 (SD =
0.75), suggesting a broad agreement among respondents about parents'
attendance of school events.
According to Harris and Goodall (2007), parental involvement can
include a wide range of activities within or within the school. Parents view
parental engagement as providing support to students, whereas teachers
see it as a means of improving behavior. The high mean score for “Parents'
presence at school events shows their commitment to student education”
shows the importance of parents' involvement in school events to students.
Involving parents in education has been reported to yield positive outcomes
in many aspects including increased student Attendance to and satisfaction
with school, better academic achievement, motivation, school Attachment,
responsibility and confidence, better social adaptation, and fewer discipline
Problems (Nihat Şad & Gürbüztürk, 2013). Additionally, the second highest
mean score “Parents regularly attend school events such as parent-teacher
meetings or school performances” indicates that parents tend to attend
formal events in school. According to Feuerstein (2000), parent involvement
encompasses a wide range of behaviors, including discussing school with
children and attending parent-teacher conferences. However, the indicators
with the lowest mean score were “More engaged in school activities when
parents participate in events” and “Parents’ attendance at school events
encourages students to perform better academically”. While still showing
agreement, these indicators suggest that the impact of parental
participation on student engagement and academic performance might be
less pronounced or less consistently perceived than other forms of parental
involvement.

Table 7. Parental involvement in terms of support at home

Indicators Mean SD DR
Parents provide the necessary 3.42 0.62 Agree
resources to help succeed
academically
 Students feel supported at home 3.10 0.81 Agree
when parents take an interest in their
schoolwork
Parents regularly check their child 2.65 1.00 Agree
homework and help them when
needed
Parents set aside time to help with 2.56 0.96 Agree
school-related tasks
Feeling encouraged to study when 2.92 0.84 Agree
parents create a conducive learning
environment at home
Composite 2.93 0.68 Agree
The table shows that respondents generally agreed on parental
involvement indicators in terms of home support (mean=2.93, sd=0.68).
The indicator with the highest mean is indicator 1: “Parents provide the
necessary resources to help students succeed academically” (mean=3.42,
sd=0.62). The second indicator with the highest mean is indicator 2, which
states that “Students feel supported at home when parents take an interest
in their schoolwork” (mean=3.10, sd=0.81). On the other hand, the
indicator with the lowest mean is "Parents set aside time to help with
school-related tasks” (mean=2.56, SD=0.96). This is followed by an
indicator for “Parents regularly check their child’s homework and help them
when needed” (mean=2.65, sd=1.00).
The results indicate a generally positive view of parental support, with
an overall composite mean agreement score of 2.93 (SD = 0.68). According
to Hoover-Dempsey and Sandler (2017), parental involvement is a “rich
vein” of ongoing parental influence in children’s lives as they progress
through elementary, middle, and high school. This implies that the benefits
of a strong home-school relationship extend beyond children’s early
educational achievement and continue into adulthood. The highest mean is
“Parents provide the necessary resources to help succeed academically”,
this demonstrates that most parents have provided the necessary resources
to help their children succeed academically. According to Jaiswal (2017)
parents play a dynamic role in nurturing their children’s educational
development. They facilitate the resources for learning and promoting
success, and they offer financial, emotional, and motivational support.
Additionally the second highest mean “Students feel supported at home
when parents take an interest in their schoolwork” highlights the
importance of parental engagement and emotional support in fostering a
positive learning environment at home, according to Jackson (2010) when
parents took a personal interest in the education of their children, then
child get a strong message that education is important to success in life.
Moreover, the lowest mean scores were for “Parents set aside time to help
with school-related tasks” and “Parents regularly check their child’s
homework and help them when needed”, which implies that although there
is still some form of agreement, parental support may be less frequently
demonstrated or perceived in the areas of direct homework assistance and
allocating specific time for schoolwork.

Table 8. Parental Involvement in terms of encouragement and

motivation
Indicators Mean SD DR
Parents encourages students to 3.40 0.67 Agree
pursue their academic goals
Feeling more motivated to study 3.5 0.57 Strongly Agree
when parents acknowledges efforts
Parents regularly praise 3.18 0.81 Agree
achievements, which motivates to
keep improving
Parents encourage students to pursue 3.12 0.86 Agree
extracurricular activities that
complement studies
Parents encouragement plays a key 3.32 0.70 Agree
role in students' motivation to attend
school regularly
Composite 3.30 0.57 Agree

The table shows that the respondents generally agreed on parental

involvement indicators in terms of encouragement and motivation
(mean=3.30, sd=0.57). Indicator 2 has the highest mean: “Feeling more
motivated to study when parents acknowledge efforts” (mean=3.50,
sd=0.57). The second indicator with the highest mean is indicator 1
pertaining to “Parents encourage students to pursue my academic goals”
(mean=3.40, sd=0.67). On the other hand, the indicator with the lowest
mean is “Parents encourage students to pursue extracurricular activities
that complement studies” (mean=3.12, SD=0.86). This is followed by the
indicator “Parents regularly praise achievements, which motivates to keep
improving” (mean=3.18, sd=0.81).
The table shows a general agreement among respondents regarding
the positive influence of parental involvement in terms of encouragement
and motivation (mean= 3.30, SD=0.57). According to Gonzalez-DeHass et
al., 2005, Marchant et al., 2001), the more parents are involved, the higher
children’s academic motivation, grades, standardized test scores and well-
being are. The highest mean score “Feeling more motivated to study when
parents acknowledge efforts” emphasizes the importance of parents’
acknowledgment of students’ motivation to study. Moreover the second
highest mean score “Parents encourage me to pursue my academic goals”,
Highlights the significance of direct parental encouragement in academic
pursuits. high parental expectations are linked to student motivation to
achieve in school, social resilience, aspirations to attend college, high
grades, to achieve high scores on standardized tests, and persist longer in
school, (Linberg et al. 2019). Furthermore, the indicator with the lowest
mean “Parents encourage students to pursue extracurricular activities that
complement studies”, even though the majority of respondents concurred, it
demonstrates that some parents do not support or practice extracurricular
activities as much. Similarly with a low mean score “Parents regularly
praise achievements, which motivates to keep improving”. Suggesting that
although parental praise is valued, its effects may not be as strong as those
of other types of encouragement.

Table 9. Student engagement in terms of participation in class

Indicators Mean SD DR
Actively participate in class 3.21 0.71 Agree
discussions
Asking questions when don't 3.14 0.81 Agree
understand something
Contributing to group projects 3.40 0.60 Agree
by sharing ideas and
completing my assigned tasks
Volunteer to answer questions 3.13 0.78 Agree
in class
Making an effort to be 3.25 0.64 Agree
attentive in class
Composite 3.22 0.57 Agree

Data shows that the respondents' student engagement in terms of

participation in class, with a composite mean of 3.22(SD= 0.57), indicates an
overall agreement of positive class participation. The highest mean score, 3.40
(SD= 0.60), is for the indicator “Contribute to group projects by sharing ideas
and completing assigned tasks” suggesting that contributing to group projects is
a significant factor in their engagement. The second highest mean 3.25( SD=
0.64), is for “Make an effort to be attentive in class”, reflecting a tendency
towards being active. On the lower end, “Volunteer to answer questions in
class” has a mean score of 3.13(SD=0.78), indicating that respondents may not
engage in answering questions in class. Additionally “Ask questions when don't
understand something” has a mean of 3.14 (SD=0.81), suggesting that while
respondents generally ask questions to their teacher some of the respondents
are not. This finding aligns with previous research suggesting that active
participation in class is positively associated with student learning outcomes
(Pascarella & Terenzini, 2005).Similarly, according to Brown (2008)
Attentiveness is a crucial aspect of effective learning, as it allows students to
absorb information and participate meaningfully in discussions.

Table 10. Student engagement in terms of investment in learning

Indicators Mean SD DR
Genuinely interested in the 3.32 0.62 Agree
subject matter
Puts effort into understanding 3.34 0.55 Agree
the concepts and skills taught
in class
Willing to spend extra time 3.31 0.72 Agree
studying and practicing to
improve my understanding
Seek feedback from my 3.19 0.73 Agree
teachers and classmates to
improve learning
Committed to developing 3.39 0.58 Agree
skills in this subject
Composite 3.31 0.58 Agree

The respondents' student engagement in terms of investment in

learning, with a composite mean of 3.31(SD=0.58), suggests a positive
learning investment. The highest mean score 3.39(SD=0.58) is for the
indicator “Committed to developing skills in this subject” indicating the
dedication to develop skills. The second highest mean 3.34(SD= 0.55), is for
the indicator “Puts effort into understanding the concepts and skills taught
in class”, showing the importance of exerting oneself to understand
something. On the lower end, “seek feedback from teachers and classmates
to improve learning “has a mean score of 3.19(SD= 0.73), suggesting that
some respondents may not want to take feedback from others. Additionally,
“Willing to spend extra time studying and practicing to improve
understanding” has a mean of 3.31(SD= 0.72), indicating making extra time
to study and practice. The findings align with the broader body of research
on student engagement. The high level of student engagement in seeking
feedback and developing skills aligns with the positive impact of feedback
on learning, as highlighted by Hattie (2009). The willingness to spend extra
time studying and practicing is consistent with the importance of self-
regulated learning and the role of effort in achieving academic success.

Table 11. Students engagement in terms of interest and motivation

Indicators Mean SD DR
Find the subject matter 3.29 0.57 Agree
interesting and engaging
Curious to learn more about 3.35 0.62 Agree
the topics covered in class.
Enjoy the activities and 3.12 0.76 Agree
assignments in this class
Look forward to coming to 3.30 0.59 Agree
this class
Excited to apply learning in 3.37 0.61 Agree
this class to real-world
situations.
 Composite 3.29 0.50 Agree

The respondents' student engagement in terms of interest and

motivation, with a composite mean of 3.9(SD= 0.50) indicates overall
agreement with interest and motivation in learning. The highest mean of
3.37(SD= 0.61) is an indicator that “Excited to apply what learning in this class
to real-world situations, suggesting that respondents strongly believe in the
importance of being excited to use what you’ve learned. The second highest
mean is 3.35(SD= 0.62), “Curious to learn more about the topics covered in
class”, reflecting a positive curiosity of the respondents to learn. On the lower
mean 3.12(SD= 0.76) is for the indicator “Enjoy the activities and assignments
in this class”, indicating slightly less enjoyment in activities and assignments.
Additionally, “Find the subject matter interesting and engaging” has a mean of
3.29(SD= 0.57), showing that while respondents generally find their subject
interesting and engaging, some may find it not. The findings align with the
study of Renninger, and Hidi (2015)., The Power of Interest for Motivation and
Engagement describes the benefits of interest for people of all ages, explains
that interest can be supported to develop and that the development of a
person's interest is always motivating and results in meaningful engagement. It
has long been known that engagement and motivation are crucial for learning
and success. They have a favorable correlation with academic achievement,
usage of adaptive learning strategies, satisfaction of school, educational goals,
and class involvement (Ginns, Martin, & Papworth, 2018; Green et al., 2012).

Table 12. Comparison between Student engagement across profile

Variables F/t-val p-val Decesions Remarks
Sex 1.141 0.218 Do not reject Not
significant
Strand 0.684 0.605 Do not reject Not
significant
Socio-economic 0.919 0.435 Do not eject Not
status significant

In terms of sex, there is no significant difference in student

engagement between male and female respondents (t= 1.241,p= 0.218).
Regarding the academic strand, there is also no significant difference in
student engagement between strands (t= 0.684,p= 0.605). Similarly, for the
socio-economic status, no significant difference was found in student
engagement. (t= 0.919, p= 0.435). The findings align to (Anne Grete
Danielsen, et,al,.) Students’ socioeconomic status, parents’ educational
level, sex, and immigrant background impact on students’ motivation,
learning, grades, and development

Table 13. Correlation between Student engagement and school

environment
Variables Rho Corrrelatio p-val Decision Remark
n
Student 0.63 High <.001 Reject Ho Significan
engagement t
and school
environmen
t

The correlation between school environment and student engagement

is significant with a correlation coefficient of 0.63 (p= <.001) this
correlation is a highly positive relationship between school environment and
student engagement since the p-value is less than 0.05, the null hypothesis
(Ho) is rejected, suggest that there is a statistically significant relationship
between the two variables. This implies that higher levels of the school
environment are associated with higher levels of student engagement,
although the relationship is relative. The findings align with (Fredricks,
Blumenfeld, & Paris, 2004) research that consistently emphasizes the
significant role that a positive school environment plays in fostering student
participation and motivation.

Table 14. Correlation between Student engagement and parental

involvement
Variables Rho Corrrelatio p-val Decision Remark
n
Student 0.494 Moderate <.001 Reject Ho Significant
engagement
and
parental
involvement

The table shows the correlation between parental involvement and

student engagement with the Rho coefficient of 0.494(p=<.001). This
indicates a moderate positive relationship between parental involvement
and student engagement. Since the p-value is less than 0.05, The null
hypothesis (Ho) is rejected, showing that there is a significant relationship
between the two variables this means that higher levels of parental
involvement are associated with higher levels of student engagement. This
means that as parental involvement increases, student engagement tends to
increase as well. These findings support Parental Involvement and Student
Engagement. Parental involvement significantly impacts students’
engagement, with higher levels of parental involvement correlating with
increased student engagement P., E., & Sagun, R. D. (2024). Additionally,
according to Smokoska, (2020), Parental involvement is vital for students’
engagement and success in school, a priority for parents worldwide.

Conclusion
The students generally perceived a positive school environment,
particularly in terms of teacher-student relationships, school safety, and peer
relationships. A strong positive correlation was found between student
engagement and the overall school environment, indicating that a supportive
and conducive learning environment is crucial for student engagement. The
students reported generally positive levels of parental involvement, particularly
in providing resources, taking an interest in schoolwork, and offering
encouragement. A moderate positive correlation was found between student
engagement and parental involvement, suggesting that parental support plays a
significant role in fostering student engagement. Overall, the study suggests
that a positive school environment and active parental involvement play a
significant role in fostering student engagement. While student profiles did not
show significant effects on engagement, it is important to acknowledge the
diverse needs of students and to create inclusive learning environments that
cater to individual differences.
The study reveals that there are no significant differences in student
engagement across sex, strand, or socio-economic status suggesting that these
factors do not have a substantial impact on respondents' engagement as a
student. However, a significant positive high correlation between student
engagement and school environment was found, indicating individuals with
higher levels of school environment tend to experience higher levels of student
engagement. Additionally, a significant positive moderate correlation between
student engagement and parental involvement was also found, individuals with
higher levels of parental involvement tend to experience higher levels of
student engagement. This highlights the importance of having a good
environment and positive influencers, as these qualities are linked to enhanced
engagement, even though other demographic factors do not appear to influence
these attributes significantly.

Recommendation

To strengthen the school environment it is recommended to continue to

cultivate positive teacher-student relationships, prioritize school safety
measures, and promote healthy peer relationships. Additionally, focus on
creating a sense of belonging and fostering a supportive learning environment
should be. Enhance parental involvement by developing strategies to increase
parental involvement in school activities, communication with teachers, and
support for students' academic endeavors is recommended. Also, to provide
parents with resources and information about how to effectively support their
children's learning. Address individual student needs by recognizing the diverse
needs of students and implementing strategies to address these needs.
Consider factors like learning styles, cultural backgrounds, and socioeconomic
status when designing educational interventions.
Lastly, conduct further research to explore the specific aspects of school
environmental involvement that have the strongest impact on student
engagement. And Investigate the influence of different types of parental
involvement and how they interact with other factors. By implementing these
recommendations, the school can create a more supportive and engaging
learning environment that will contribute to student's academic success and
overall well-being.

References:

- Anito, Jovito Jr., Baguinat, Paterno III, & Boholano, Helen. (2022).
Philippine Student Engagement Assessment (PhSEA) Questionnaires:
Emerging Tools towards Promoting Student Success and Higher Education
Quality: https://www.researchgate.net/publication/363735047
- : Raja, G & Gangwar, Prof & Rastogi, Ekta & Bajaj, Dr. (2023). Role of
Parental Involvement in Education -A Study.: https://www.researchgate.net
- Canoy, S., Eborda, A. R., Melecio, E. M., Mustapha, J., Sagun, R., & Dy, K.
G. (2024). Parental Involvement and Students’ Engagement Among Junior
High School Students in a State University Laboratory High School in
Mindanao, Philippines. Psychology and Education: A Multidisciplinary
Journal, 21(2), 102–113: https://doi.org/10.5281/zenodo.12216254
- Darias-Behemino, Jecelle, Alegrado, Aiza, Sarsalijo, Darlen Mae, & PhDd,
Wenefredo. (2024). Perceived Parental Involvement and Engagement of
Students with Learning Difficulties. International Journal of Research
Publications: https://www.ijrp.org/paper-detail/6558
- Education GPS, OECD. (2024): https://gpseducation.oecd.org
- Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic
Achievement: A Meta-Analysis. Educational Psychology Review, 13, 1-22:
https://link.springer.com/article/10.1023/A:1009048817385?fbclid
- Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School
Engagement: Potential of the Concept, State of the Evidence. Review of
Educational Research, 74(1), 59–109:
https://journals.sagepub.com/10.3102/0034654307400105
- Germani, Sara, & Santis, Cristiana. (2022). The Effect of Parental
Involvement on Students’ Motivation to Learn and Well-being:
https://www.researchgate.net/publication/362411790.
- Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses
related to achievement. London Routledge:
https://www.scirp.org/reference/referencespapers?referenceid=927539
- Jaiswal, Sandeep. (2017). ROLE OF PARENTAL INVOLVEMENT AND
SOME STRATEGIES THAT PROMOTE PARENTAL INVOLVEMENT:
https://www.researchgate.net/publication/324030112
- Jeynes, W. H. (2005). The Effects of Parental Involvement on the Academic
Achievement of African: https://psycnet.apa.org/record/2005-13250-006?
fbclid
- Lange, Randall. (2014). Pascarella, T. and Terenzin, P. (2005). How
College Affects Students, A Third decade of Research (2 nd ed.). San
Francisco: Jossey-Bass. Journal of Student Affairs in Africa.
10.14426/jsaa.v2i2.80.
- Lerner, Rachel E., Grolnick, Wendy S., Caruso, Alessandra J., & Levitt,
Madeline R. (2022). Parental involvement and children’s academics: The
roles of autonomy support and parents’ motivation for involvement:
https://doi.org/10.1016/j.cedpsych.2021.102039
- Lindberg, Emine, Yıldırım, Erdal, Elvan, Ozlem, Öztürk, Durdane, &
Recepoğlu, Serpil. (2019). Parents’ Educational Expectations: Does It
Matter for Academic Success?. SDU International Journal of Educational
Studies, 6, 150-160. https://doi.org/10.33710/sduijes.596569.
- Pascarella, E. T., & Terenzini, P. T. (1991). How College Affects Students:
Findings and Insights from Twenty Years of Research. San Francisco, CA:
https://www.scirp.org/reference/referencespapers?referenceid=1385141
- P., E., & Sagun, R. D. (2024). Parental Involvement and Students’
Engagement Among Junior High School Students in a State University
Laboratory High School in Mindanao, Philippines. Psychology and
Education: A Multidisciplinary Journal, 21(2).
https://doi.org/10.5281/zenodo.12216254
- Vondracek, F.W., Lerner, R.M., & Schulenberg, J.E. (2019). Career
Development: A Life-span Developmental Approach (1 st ed.). Routledge:
https://doi.org/10.20935/AL1712?fbclid
- Yang, Dong, Chen, Peng, Wang, Kai, Li, Zhuoran, Zhang, Chen, & Huang,
Ronghuai. (2023). Parental Involvement and Student Engagement: A Review
of the Literature. Sustainability, 15, 5859.
https://doi.org/10.3390/su15075859.

Appendices
Instrument
PART 1. Profile
Instructions: This part aims to gather data about your demographic profile. Please choose one for
each question by putting the mark check (/) in the box corresponding to your answer.
 Profile Response

Sex Male

Female

Strand STEM

ABM

HUMSS

ICT

EIM

SMAW

HE

Socio-ecomic status Low-income class

Lower-middle income class

Middle-middle income class

Upper-middle income class

High income class

Part II.
Instructions. For this part, you are requested to evaluate yourself in terms of the indicators listed
below. Please provide response for each number by checking the box corresponding to your
answer. Please use the following as a basis for your response.

Score Descriptive Interpretation

 4 Strongly Agree Very true of me

3 Agree Sometimes true of me

2 Disagree Rarely true of me

1 Strongly Disagree Not true of me

TEACHER-STUDENT
RELATIONSHIP

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 I feel comfortable approaching my

teachers

2 I feel that my teachers understand my

personal problem.

3 My teacher cares about my academic

success

4 My teacher motivates my
participation in class

5 My teacher treats students fairly

SCHOOL SAFETY

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 I feel safe while on school grounds

2 I believe the school takes threats

seriously

3 Emergency procedures are clearly

communicated

4 I feel secure traveling to and from

school

5 There are effective measures in place

 to ensure student safety.

PEER RELATIONSHIP

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 I feel comfortable expressing my

opinions to my peer group

2 I am treated well by my classmates

3 I enjoy spending time with my

classmates.

4 I feel belong in group activities with

my classmates

5 Conflicts among my peers resolves

fairly.

COMMUNICATION ON TEACHERS

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 My parents knew my teachers

2 My parents communicate with my

teacher about my progress

3 Both my parents and teachers seem to be

working together to improve my learning

4 I believe that my parents trust my teacher

judgement about my education

5 I believe my parents and teacher work for

my success together

ATTENDANCE OF SCHOOL EVENTS

 Indicators Strongly Agree Disagree Strongly
Agree Disagree

1 My parents regularly attend school events

such as parent-teacher meetings or school
performances.

2 My parents attendance at school events

encourages me to perform better
academically

3 I am more engaged in school activities

when my parents participate in events.

4 My parents prioritize attending school

events that are important to my academic
and personal growth

5 I believe my parents' presence at school

events shows their commitment to my
education.

SUPPORT AT HOME

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 My parents provide the necessary

resources to help me succeed
academically (e.g., study materials, and
quiet space).

2 I feel supported at home when my parents

take an interest in my schoolwork.

3 My parents regularly check my homework

and help me when needed.

4 My parents set aside time to help me with

school-related tasks.

5 I feel encouraged to study when my

parents create a conducive learning
environment at home
ENCOURAGEMENT AND
MOTIVATION

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 My parents encourage me to pursue my

academic goals

2 I feel more motivated to study when my

parents acknowledge my efforts

3 My parents regularly praise my

achievements, which motivates me to
keep improving.

4 My parents encouraged me to pursue

extracurricular activities that complement
my studies.

5 My parents encouragement plays a key

role in my motivation to attend school
regularly.

PARTICIPATION IN CLASS

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 I actively participate in class discussions

2 I ask questions when I don't understand

something

3 I contribute to group projects by sharing

my ideas and completing my assigned
tasks.

4 I volunteer to answer questions in class

5 I make an effort to be attentive in class

INVESTMENT IN LEARNING
 Indicators Strongly Agree Disagree Strongly
Agree Disagree

1 I am genuinely interested in the subject

matter

2 I put effort into understanding the

concepts and skills taught in class

3 I am willing to spend extra time studying

and practicing to improve my
understanding.

4 I seek feedback from my teachers and

classmates to improve my learning

5 I am committed to developing my skills

in this subject

INTEREST AND MOTIVATION

Indicators Strongly Agree Disagree Strongly

Agree Disagree

1 I find the subject matter interesting and

engaging

2 I am curious to learn more about the

topics covered in class.

3 I enjoy the activities and assignments

in this class

4 I look forward to coming to this class

5 I am excited to apply what I learn in

this class to real-world situations.

In compliance with the Data Privacy Act, we ensure that all personal information collected for
this research will be handled with the utmost confidentiality and used solely for the purposes
outlined in this study. We will collect only the data necessary to achieve our research objectives,
and all information will be stored securely. Participants’ identities will be protected, and data
will be anonymized where possible. We adhere to all applicable laws, regulations, and ethical
standards to safeguard participants’ privacy and rights.
Appendices
Validation
 Appendices

Assent Form
Dear respondents,
Greetings!
We are students from STEM 12-A, currently conducting a study titled:
“Exploring the Relationship Between Students Profile, School Environment,
Parental Involvement, and Student Engagement.” The goal of our research
is to better understand these relationships in order to inform educational
strategies and interventions that will improve student engagement and lead
to academic success.
Purpose of the Study: We are conducting a research study titled
“Exploring the Relationship Between Students Profile, School Environment,
Parental Involvement, and Student Engagement Among Senior High School
Students in E. C. Bernabe National High School S. Y. 2024-2025.”
What Will Happen: If you agree to take part in this study, you will be
asked to complete a brief survey. The entire process will take only
approximately 20 minutes.
Voluntary Participation: Your participation is completely voluntary. You
can choose not to participate or stop at any time without any consequences.
Confidentiality: Your responses will be kept confidential. We will not share
your information with anyone outside the research team.
Benefits and Risks: Your honest response could help us propose solutions
toward developing a support system for students who need assistance.
There is no risk in participating in the study.
Contact Information: If you have any questions or concerns about the
study, feel free to contact us at the following:
Contact Number: 09703863709
Email: bravojollibee@gmail.com
Facebook: Jollibee Bravo
Sincerely,
Jollibee Bravo
Joel Jase Bantay
Janella Franco
Ma. Patricia Sartiga