Parental Support and Academic Performance of Grade 12 Students in Munting Ilog National High School

Abstract

INTRODUCTION

Parental support has a crucial role in their children's education. According to Henderson and Map (2002) "students with involved parents are more likely to earn higher grades and test scores, enroll in high-level programs, be promoted, pass their classes, earn credits, attend school regularly, have better social skills, show improved behavior, adapt well to school and graduate to postsecondary education." The parents are expected to be supportive of the child in all aspects that include socially, physically, mentally, and also emotionally (Epstein,2001).

METHODS

This research used descriptive-correlation research design. It sought to find information and to determine the relationship between parental support and academic performance. Combination of cluster sampling and simple random sampling were used to determine the respondents needed in gathering data. Survey questionnaires were used to collect the needed data.

RESULTS

The result of this research shows that parents of the respondents are partly involved in their children's education. It also shows that the academic performance of the students falls under the general average of 85 which is described as very satisfactory. After correlating the two variables, it shows that there is a significant relationship between the two.

DISCUSSIONS

Studies have shown that children whose parents are involved in their formal education tend to have good performance in school. Some benefits that were identified that measure parental involvement in education include the following: higher grades and test scores, long term academic achievement, positive attitude and behavior and more successful programs (Epstein, 2001). Thus this research reveals the important role of parental support in students' progress.