Family Beliefs and Perceived Parental Involvement as Correlates to Academic Achievement among Selected Intermediate Pupils: Basis for an Action Plan

Abstract

INTRODUCTION

It has been assumed that academic achievement of students may not only depend on the quality of schools and the teachers, rather the extent of parental involvement has vital role to play in the academic achievement of their children.

METHODS

The focus of this descriptive research is on the careful mapping of circumstance, situation or set of events to describe what is happening and answers the significant differences and relationships that exist or do not exist.

RESULTS

The respondents believe to a great extent that it's a parent's duty to manage their own stress so they don't lose control with their child. Based on the over-all mean value of 2.71, the respondents agree that their parents are perceived to be involved to a moderate extent in their education. Statistical test showed that there is no significant between family beliefs and perceived effect of parental involvement to the academic performance of the respondents.

DISCUSSIONS

This study was undertaken to explore family views and perceived parental involvement as correlate to the academic achievement of the intermediate students in public schools in Talisay District.