The Relationship of Parental involvement to the Academic Performance among the intermediate Grade Pupils at Bagbag Elementary School S.Y. 2018-2019

Abstract

INTRODUCTION

Parental Involvement is an individual right and responsibility for families and a social need. It is generally accepted that without the positive cooperation of family and school, it's not possible to reach high standards set for educational outcomes by a demanding society. The main reason of the study is to determine whether relationship existed in academic performance among the intermediate pupils in parent involvement in education.

METHODS

The qualitative data from the survey questionnaire was analyzed using the Statistical Package for Social Sciences (SPSS 20.0). Descriptive Unit-variate and Bivariate analysis procedures were used to described the characteristics of the data collected using absolute numbers and simple percentage to get a general overview of the respondents’ responses.

RESULTS

On pupils’ evaluation on parents' involvement in school activities in terms of school events: parenting, volunteering, learning at home and decision making implies that most indicators given which are perceived by the respondents have an average of 4.14 denoting that the given pupils’ evaluation of their parents’ involvement is usually observed in their daily living. The research has indicated that a clear vision is imperative in getting the parents involved. Whereas parental involvement is not mandated in public education, it should be seen as a viable resource based on the data revealing that it is significant on student achievement. The significant correlation may have been caused by the favorable indicators of the respondent towards the subject.

DISCUSSIONS

The results indicate that the school should apply Epstein six types of involvement that are proven to be successful for school and family partnerships. Recognizing and revitalizing the parents/volunteers’ center at school-site is highly recommended. Family influence matters. Although it seems logical to assume that parental support has positive effects on student achievement, it may also be reasonable to assume that low-achieving children need and receive more support and interference from their parents.