Views on Parental involvement and its Perceived Effects in Academic Performance among Selected Elementary Pupils from Talisay District: Basis for an Enhancement Program

Abstract

INTRODUCTION

The main objective of the study is to explore the pupils' views on the parent-child relationship, perceived parental involvement and its perceived effect on academic performance.

METHODS

The study utilized the descriptive method of research through the survey technique. The questionnaires will be the major instrument used in gathering data. The questionnaire proper includes their views on parent-child relationships and parenting and their perceptions on the involvement of their parents in their academics and its effects on their academic performance. Weighted mean was computed to describe the perceptions of the Grade VI pupils on the involvement of their parents in their academic and its effect on their academic performance.

RESULTS

The respondents believe to a great extent that children have to be protected and respected. They also believe that children are hurt when their parents yell and argue in front of them and as they are put down and yelled at by parents, they lose self-esteem.The statistical test showed that there is no significant correlation between perceived parental involvement and views on parent-child relationship based on r = 0.345, p>0.05. The statistical test showed that there is no significant correlation, between perceived parental involvement and views on parenting based on r = 0.354, p>0.05. The statistical test showed that there is no significant and negative negligible correlation between the perceived parental involvement and the perceived effect, r = -0.041, p>0.05.

DISCUSSIONS

Based on the findings, the respondents believe to a great extent that children have to be protected and respected and that they are hurt when their parents yell and argue in front of them and as they are put down and yelled at by parents, they lose self-esteem. The parents are perceived to be involved to a great extent in their education. The perceived effect of parental involvement in their academic performance is found to be at a great extent. There is no significant relationship between family beliefs and perceived involvement. There is no significant relationship between family belief and perceived effectiveness of parental involvement in the academic performance of the respondents. There is no significant relationship between the perceived parental involvement and the perceived effect of parental involvement on the academic performance of the respondents. An enhancement program aimed at maximizing the involvement of a parent in decision making and volunteering was put forward.