PARENTAL PRESSURE AND ITS EFFECT ON THE ACADEMIC PERFORMANCE AS EXPERIENCED BY SELECTED SENIOR HIGH SCHOOL STUDENTS IN GENERAL DE JESUS COLLEGE DURING THE ACADEMIC YEAR 2023-2024

Abstract

Parental pressure on children’s academic achievement and emotional health has drawn considerable attention. While parental support and involvement in a child’s education can be beneficial, excessive pressure may lead to various difficulties and concerns. Thus, this study aimed to determine the effects of parental pressure on the academic performance of selected senior high school students at General De Jesus College during the academic year 2023–2024. This qualitative study employed a phenomenological research design and used purposive sampling to carefully select the participants. Semi-structured interview questions were used as the primary data-gathering instrument. A total of 14 participants were interviewed, consisting of senior high school students aged 16 to 18 years across all academic strands. The results showed that most of the participants were female, and the majority were 16 years old. Most participants experienced parental pressure in various forms, including being compared with others, high expectations regarding academic achievement and grades, and pressure to perform better academically. As a result of parental pressure, participants experienced effects such as improved academic performance, lack of focus due to pressure, lack of sleep due to extensive review, and a strong emphasis on obtaining high grades. Despite these challenges, students employed coping mechanisms such as socializing with friends, engaging in hobbies, and maintaining a positive mindset. This study emphasizes the complex effects of parental pressure on adolescents and highlights the importance of comprehensive support networks within learning environments to promote well-being and academic achievement despite these challenges.