Name: Prince Jhon G. Juevesano
Grade & Section: HUMSS – B
October 17,2022
Carlos P. Garcia
PARENTAL INVOLVEMENT AND DROPOUTS OF SENIOR HIGH SCHOOL STUDENTS
(Date)
Author
April
2021, Dr.
Mubarak
Singh
Preeti
Mahajan
Title
Theories/Concepts/Variables
Research Question
PARENTAL
INVOLVEMENT
AND ACADEMIC
ACHIEVEMENT:
A STUDY ON
SENIOR
SECONDARY
STUDENTS
Jeynes (2007) carried out an
analysis of various studies to
study the influence of parental
involvement and encouragement
on the educational outcomes of
urban secondary school children
of California. The results of the
analyses revealed that the
influence of overall parental
involvement was significant for
secondary school children for
both white and minority children.
1.
What is the
significance of
parental role in
defining and guiding
the achievement level
of adolescents?
2.
Is academic
achievement is
directly related to
the parents‘ active
involvement in the
lives of their children.
3.
Is there a
need to develop a
platform for the
parents in order to
prepare the
students for better
adjustments and for
better academic
achievement.
4. What is the
relationship
between parental
involvement and
academic
achievement of
senior high school
students?
Phares and Kamboukos (2008)
conducted a study on mothers‘
and fathers‘ time spent with their
adolescents and found that
mothers spent more time with
their adolescents than fathers.
Shrivastva and Nigam (2008)
conducted a study on the impact
of family climate and value
conflict of home science faculty
and science faculty adolescents.
The results of the study showed
that there is no effect of subject
being studied on family climate of
adolescents.
Methods
The study,
200 students
were selected
randomly
from the
senior
secondary
schools of
Jammu tehsil.
The tool for
collecting data
was parental
involvement
scale
developed by
Vijaya Laxmi
Chauhan &
Gunjan
Ganotra Arora
(2008) and for
assessing
academic
achievement
the result of
the previous
exams i.e.
class 11 was
considered.
Findings
Conclusion
Gaps
1.There is a
significant
relationship
between
parental
involvement
and
academic
achievement
of rural as
well as
urban senior
secondary
students of
Jammu
tehsil.
It is quite
clear that
improved
academic
achievement
is directly
related to the
parents‘ active
involvement in
the lives of
their children.
Parents either
of urban areas
or of rural
areas can play
a significant
role not even
in the
childhood but
also in their
crucial
adolescent
years, when
they are being
prepared to
act as
responsible
adults.
Every
educationist
and
psychologist,
who is
involved in
the
personality
study of
adolescents,
agrees that
adolescence
is a time of
both
opportunities
and risks.
Yet
adolescence
is also a time
when some
young
people
engage in
behaviour
that closes
off their
options and
limits their
possibilities.
Name: Prince Jhon G. Juevesano
Grade & Section: HUMSS – B
October 18,2022
Carlos P. Garcia
PARENTAL INVOLVEMENT AND DROPOUTS OF SENIOR HIGH SCHOOL STUDENTS
(Date) Author
(January 05, 2018)
Mark Owusu,
Amponsah , Eugene
Yaw Milledzi, Eric
Twum
Ampofo, Martin
Gyambrah
Title
RELATIONSHIP
BETWEEN
PARENTAL
INVOLVEMENT
AND
ACADEMIC
PERFORMANCE
OF SENIOR
HIGH SCHOOL
STUDENTS:
THE CASE OF
ASHANTI
MAMPONG
MUNICIPALITY
OF GHANA
Theories/Concepts/Variables
Parental involvement has been
defined in various ways by various
authors in the literature. For
example, typology of parental
involvement
includes
six
categories
such
as
basic
parenting, facilitating learning at
home, communicating with the
school, volunteering at the
school, participating in school
decision
making
and
collaborating
with
the
community (Epstein 1995). Other
authors and researchers in their
studies have used a typology of
parental involvement that is
based on either intuitive appeal
or factor analysis of existing data
(Izzo et al 1995). It should be
noted that studies that did not
apply a multifaceted typology of
parental involvement tend to
either describe it as a onedimensional
construct or
distinguish it broadly by the
context in which it takes place
that is, at home or in school
(Jeynes, W.H. 2003)
Research
Question
1. How do senior
high school
students perceive
their parents’
academic
involvement?
2. What is the
relationship
between parents’
academic
ambition and
students’
academic
performance in
Mathematics and
English
Language?
3. What is the
relationship
between parental
involvement and
students’
academic
performance in
Mathematics and
English
Language?
Methods
Findings
Conclusion
Gaps
The study
utilised the
quantitative
research
design
approach.
Specifically,
a descriptive
correlational
research
design was
employed to
examine the
relationship
between
parental
involvement
and
academic
performance
of Senior
High School
students.
The parental
involvement in its
many and varied
ways is a vital
parameter for
increasing
children’s
educational
aspirations. The
current study has
indicated that
some specific
factors such as
parent-child
communication,
providing material
as well as
emotional support
and monitoring of
children’s learning
at home play an
important role in
increasing
children’s
academic
achievement
The findings from
the study have
led to the
conclusion that
there is a
significant
positive
relationship
between parental
involvement and
students’
academic
performance. This
suggests that
parents’
involvement
through home
works, creating
conducive home
environment for
studying,
motivating and
setting realistic
and high
expectations for
children enhances
academic
performance.
Children
who are not
working hard
at school
may begin to
perceive
school as
valuable
when
parents
actively
demonstrate
that they
value
schooling
through
involvement.
Name: Prince Jhon G. Juevesano
Grade & Section: HUMSS – B
October 18,2022
Carlos P. Garcia
PARENTAL INVOLVEMENT AND DROPOUTS OF SENIOR HIGH SCHOOL STUDENTS
(Date) Author
Title
Theories/Concepts/Variables
Jamie Deanne
Easton, B.A.
APRIL 2015
DOES
PARENTAL
INVOLVEMENT
MATTER IN
HIGH SCHOOL?
There is a large body of literature
demonstrating the importance of
parental involvement for
children’s development,
academic achievement and
behavioral outcomes. However,
there is considerable variation
among studies as to the
magnitude and significance of
these effects. This is especially
true when looking specifically at
academic achievement.
Differences in how parental
involvement is measured and the
control variables included likely
explain this (Fan & Chen, 2001;
Hill & Taylor, 2004). Effect sizes
also vary due to differences in
the operationalization of
academic achievement. Grades
are believed to be more
malleable than test scores to
changes in student behavior, so
studies using them have typically
found larger effects.
Research
Question
(1) Does parental
involvement
positively affect
students’
academic
achievement? (2)
Does parental
involvement
positively affect
students’
engagement in
school?
(3) Is higher
engagement in
school associated
with higher
academic
achievement?
Methods
Findings
Conclusion
Gaps
The current study
examines the
effects of parental
involvement on test
scores, so the
sophomore cohort
was used. The
sample was
restricted to
students with data
from the following:
student
questionnaire (base
year and first
follow-up), parent
questionnaire (base
year), at least one
teacher
questionnaire (base
year), and test
assessment scores
(base year and first
follow-up). The
restricted sample
includes 10,154
students.
The preliminary
regressions
provide evidence
to support the
hypotheses that
parental
involvement is
multidimensional,
that some aspects
of it do positively
affect both
students’
engagement in
school and
academic
achievement, and
that engagement
positively affects
academic
achievement.
Studies examining how
adolescents navigate
the transition to
adulthood have
consistently found that
the quality of a
teenager’s relationship
with his or her parents
is a key component of
healthy development.
This suggests that
helping parents and
high school students
establish and maintain
healthy relationships
built on open
communication,
closeness, and a
fostering of both
separation and
connectedness may
lead to higher
academic achievement.
Parents may
be setting
rules around
homework
and grades
because
students
have a
difficult time
focusing, or
they may be
interacting
with the
school in
response to
behavior
problems.
Name: Prince Jhon G. Juevesano
Grade & Section: HUMSS – B
October 19,2022
Carlos P. Garcia
PARENTAL INVOLVEMENT AND DROPOUTS OF SENIOR HIGH SCHOOL STUDENTS
(Date) Author
Title
Theories/Concepts/Variables
Richard
BraleyJohn R.
SlateJose
Cavazos
2016
Parental
Involvement
and Perceived
At Risk
Student
Performance:
Views from
Predominantly
Hispanic
Parents
A child’s education begins at
home, not in the classroom,
and certainly the home’s
powerful influence does not
end when school begins. It is
a force to be reckoned with,
for good or ill, throughout a
youngster’s school career
(Weaver, 2005). Every parent
known by these authors has
wanted his or her child to
succeed in school and in life.
No parent ever said, “I want
my kid to fail.” Just as no
educator ever gets up in the
morning and says, “I want my
students to fail today.”
Parents and educators want
the same thing, for our
children and students to
succeed. When they do
succeed, both parents and
educators alike are filled with
pride (Weaver, 2005).
Research
Question
1.What is the
relationship
between
parental
involvement
and
perceptions of
their student’s
achievement?
2.What is the
relationship
between
parental
involvement
and
perceptions of
their student’s
attendance?
3.What is the
relationship
between
parental
involvement
and
perceptions of
high school
completion?
Methods
Findings
Conclusion
Gaps
The sample for
this study,
comprised of the
parents of 229
public school
students who
meet the state
definition of atrisk as defined by
TEA in the PEIMS
data standards,
was selected
from all the
schools in the
Harlingen
Consolidated
Independent
School District
located in the
southernmost tip
of Texas, the Rio
Grande Valley.
When asked
about their
involvement at
school, 108
(47.2%) of the
respondents
indicated that
they do
participate in the
school’s parental
involvement
program,
whereas 121
(52.8%) of the
respondents
indicated that
they did
participate in the
parental
involvement
program.
From the findings,
parents reported
that that being
involved in the
children’s academic
achievement is
important. To
enhance and
facilitate that
parental role, the
schools can hold a
meeting with
parents every grade
reporting period to
discuss their
children’s
academics.
Parents and
teachers
must work
hand in
hand in
order to
have
parental
involvement
and our
schools.”
Name: Prince Jhon G. Juevesano
Grade & Section: HUMSS – B
October 19,2022
Carlos P. Garcia
PARENTAL INVOLVEMENT AND DROPOUTS OF SENIOR HIGH SCHOOL STUDENTS
(Date) Author
Steve Johnson
December 2016
Title
Impact of
parental
involvement
on students’
academic
achievement
Theories/Concepts/Variables
The primary question is if
parent’s involvement really
effects theirs children’s academic
achievement? Research has been
supporting this notion. There has
been an enormous amount of
research done on this topic.
Epstein (2001) has found as a
result of his research that there
is a significant effect of parental
involvement on their child’s
academic achievement. Epstein
(2001) conducted parent’s
interview and teacher’s response
interviews to find the correlation
between the parental
involvement and its effect on
student’s achievement based on
teacher’s feedback. The teachers
reported in this study that
students whose parents are
actively involved in their
academic activities are more
likely to participate in the class
than those students whose
parents are not actively involved
with their children.
Research
Question
1.Does parental
involvement
affect students’
academic
achievement at
school?
2.What are the
effects of
parental
involvement on
students’
academic
achievement?
3.Is parental
involvement
different in case
of a male or
female child?
Methods
Findings
Conclusion
Gaps
In their research,
conducted on 144
head start children,
Fantuzzo et al. (2004)
to investigate the
relationship of
various dimensions of
family involvement in
relation to end of
year results, learning
approaches, conduct
problems and
receptive vocabulary.
The research
conducted to
assess the
importance of
parent’s
involvement in
their children’s
academics and its
impact is
suggesting that
the academic and
social
performance of
the children whose
parents take an
active part in their
development is far
better than those
whose parents are
not of much help
in this regard.
Parent are an
important part of a
child’s life. They should
be equally involved in
their child’s academic
activities. As we can
conclude from the
discussion in this
literature review that
the academic
achievement of the
children is directly
related to their
parent’s involvement in
their schools and at
home. Parent must find
time to pay visits to
their children’s school
and meet their
teachers to find out
about their child’s
academic achievement
and conduct at school.
Home-based
involvement
alone was a
strong
predictor of
low conduct
problems,
better scores
and learning
motivation.
This research is even
more important to
suggest the school
administration to
advice and train
parents to show their
positive involvement
and thus contribute
to the academic
success of their
children.
Name: Prince Jhon G. Juevesano
Grade & Section: HUMSS – B
October 20,2022
Carlos P. Garcia
PARENTAL INVOLVEMENT AND DROPOUTS OF SENIOR HIGH SCHOOL STUDENTS
(Date) Author
Title
Theories/Concepts/Variables
(JUNE 2022) ELLEN
LOUISE
GUINALING
AMANTE , REY
ALMER
LIBUANGAN
GINDAP, LPT,
MAED ARWIN
ANCLA VARQUEZ ,
ANGELO
FEMENTERA
MAUREAL ,
DANREY JAMES
DUMAYO TORRES
, JAMES NIEL
CAUPIT
MASEPEQUIÑA ,
RUTH ENANORIA
ARIG , GRANT
DOMINIE
MAGLAO GALANG
, CHAN-CHAI
POROL PABLEO ,
JENMMY BANSI
POGPOG,
CHERYLYN OLACO
GRANADA11,
JAYMANS
MAÑACAP
MAGNANAO1
THE
RELATIONSHIP
BETWEEN
PARENTAL
INVOLVEMENT
AND
ACADEMIC
MOTIVATION
OF GRADE 11
AND 12
SENIOR HIGH
SCHOOL
STUDENTS
In a study conducted in the
Philippines, lack of motivation
results in several problems such
as being tired and becoming
sleepy at school. This is because
some of their teachers do not
know how to deliver topics that
they need to learn and thus
making them sleepy. If they are
being sleepy at school this leads
to the teacher scolding them and
making their academic
motivational lower.
Parents play an essential
function in their children's
education, such as doing
homework (Froiland, 2020; Moe
et al., 2018). Showing parental
involvement has a crucial impact
on students' academic
motivation (Mahuro and Hungi,
2016) and behavioral
engagement in facing school
tasks.
Research
Question
1. What the
extent of
parental
involvement;
2. What the level
of Grades 11 and
12 senior high
school students’
academic
motivation; and
3. What is the
significant
relationship
between
parental
involvement and
academic
motivation of
Grades 11 and 12
senior high
school students.
Methods
Findings
Conclusion
Gaps
The goal of this
research is to know
the correlation
between parental
involvement and
academic motivation
among Grades 11 and
12 senior high school
students. The
descriptivecorrelational
approach was used in
this research.
Furthermore, a
universal sampling
technique was used,
resulting in 206
respondents out of
the 796 total
population.
This result shows
that the parents
are involved in the
schoolwork of
their youngsters.
According to
Hoover et al.
(1995) and
HooverDempsey
et al. (2001),
parents agree that
they have an
important role in
homework.
Homework help
reports that it is
particularly
effective in
improving
performance
(Epstein, 1986;
Sanders et al.,
1999; Fan et al.,
2012). Parental
behavior supports
this belief.
Essentially, the child
should have a sense of
self-efficacy because
when they believe that
they can achieve, then
they will (Pint Rich,
2004). Students will
not pursue a goal if
they think that it is
impossible to reach.
Extrinsic motivation
causes students to see
a greater number of
goals as impossible,
whereas an intrinsically
motivated student
believes that anything
is possible with effort
and sees a smaller
number of goals as
unattainable. At this
point, parental
involvement is crucial.
1. Students
may express
to their
parents their
preferences
regarding
their
educational
needs.
2. Teachers
may
communicate
with the
parents to
inform them
of their
children’s
preference
regarding
their
educational
needs.