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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the background of the study, statement of the problem, scope and
limitations, its significance, definition of terms used, the conceptual framework and paradigm
of the present study.
Introduction
"Parents—the child's primary and most powerful teachers". Since then, parents have
acted as a substance in the formation of disciplined citizens. To fulfill this, parents set
expectations for their children to achieve a goal, but they incur costs when they are perceived
as unrealistic. Expectations highlight what is presumed of a child and can serve as guidelines,
their expectation has an impact on children's development, subsequent educational attainment,
and encompasses learning support both before and during formal education. Almost any parent
wants their children to be the best they can be when they grow up. They don't want their
children to miss out on any possibilities, and they want to provide their children with all of the
opportunities that they did not have. This is why many parents have high ideals for their
children.
Globally, STEM students are facing a risk of over-expectation in their academic
performance Krypel & King (2012). Because, many people think that STEM students must
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
excel fully at everything rather than surviving in the path that they are in, for the fact that they
are in an Academic Track. Thus, STEM students should be aware that they are expected to be
engaged in meticulous studying. In addition to this, over expectation has been shown to have
a negative impact on students' personal and academic growth in higher education. Despite the
fact that moderate optimism has been shown to be beneficial to maintaining achieving
motivation. However, overly optimistic expectations concerning one’s academic performance
was also been observed to have a negative consequences in achievement settings.
STEM is an approach in learning that integrates Science, Technology, Engineering, and
Mathematics. Through the STEM strand, Senior High School students are exposed to complex
mathematical and scientific theories and concepts which will serve as a foundation for their
college courses. The availability of highly qualified scientists, technologists, engineers, and
mathematicians are seen as vital in ensuring economic prosperity, but students are being
'switched off' and disengaged from STEM examinations beyond compulsory schooling. This
was stated in the study conducted by Amrad et al., (2021), entitled “Expectations vs reality:
perceptions of teachers towards STEM students.”
In a similar vein, in a study conducted on 190 students from grade 11 to 12 from three
private schools in Kolkata and three government-aided schools entitled “Academic Stress,
Parental Pressure, Anxiety and Mental Health among Indian High School Students”, it was
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
found out that almost two-thirds of the students experienced pressure from their parents to
perform better academically. Deb et al., (2020). Parental expectation is sometimes good but it
often affects the child's individuality and by this, it affects the academic performance. Also,
many parents have high expectations towards their child’s academic performance, but parental
expectation differs from one another. There is no other way for children than to accept their
parents’ favor.
Contradicting the previous claim, Yamamoto and Holloway (2010) stressed that the
role of parental expectations in affecting children's academic progress has received substantial
attention from psychologists and sociologists over the past half-century. In general, parental
expectations have been found to play a critical role in children's academic success. Students
whose parents hold high expectations receive higher grades, achieve higher scores on
standardized tests, and persist longer in school than do those whose parents hold relatively low
expectations. High parental expectations are also linked to students’ motivation to achieve in
school, scholastic and social resilience, and aspirations to attend college. Furthermore, parents'
academic expectations mediate the relation between family background and achievement, it
also appears to buffer the influence of low teacher expectations on student achievement.
In support of the previous claim, there is currently a significant body of research
confirming that parental participation in school education has a positive influence on students’
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
academic achievement. However, more research is needed to address how the different
expectation of parents and parents’ demographic characteristics influence academic
achievement in STEM subjects, especially considering the empirical evidence from the
Philippine Social Context (2018). Which according to their research in the past decade,
parents’ participation plays an important role in children’s academic achievement, cognitive,
social, and emotional development. Compared to other family factors, such as social economic
status, household size, and educational attainment of parents, parents’ participation is the most
effective factor in predicting children’s academic achievement.
But in some cases, the future of a child is the biggest concern to a parent. Since the
educational institutions in our country are always on the lookout for the brightest and best
students to maintain their reputation, parents feel compelled to raise the bar too high for their
child to match up to the standards. Parents nowadays are too concerned about how the world
would perceive their child which in turn results to parental pressure. The idea of excellence
and success is often generalized by parents based on how others are performing. Apart from
academics, children are also bogged down by rising expectations in various areas where they
have their own interests like sports, music, arts, etc. Hence, without giving care to the
wholesome development of a student, parents keep on pushing the boundaries that ultimately
leads to stress, disappointment, anxiety and in some worst-case scenario, self-harming.
Rogayan et al., (2021). In line with this, parental expectations, according to Carly Seifert
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
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(2017), help their children set good standards for themselves and encourage them to thrive with
excellence and develop their self-esteem; however, if parents set unrealistic expectations for
their children, it tends to have a negative effect on their performances due to too much pressure
their parents put on them.
Insofar, this study is anchored in accordance with the pertinent provisions of the
REPUBLIC ACT NO. 11908, otherwise known as "The Parent Effectiveness Service
Program Act of 2022", in pursuance under its section 4, the assistance and emergence of
parental understanding and abilities for parents and parent-substitutes in order to respond to
parental duties and responsibilities in the areas of early education and student discipline of
children of various ages. And as specified in its section 5, all parents and parent substitutes are
encouraged improve their knowledge and skills in responding to their parental duties and
responsibilities, to ensure the protection of children's rights, to foster positive early childhood
development, and to expand their learning achievement. As rendered in paragraph 4 under the
abovementioned section, parents and parent-substitutes are also encouraged to fully support
their children's cognitive development, particularly their reading comprehension, mathematical
skills, science, and development experience.
The primary goal of this study was to investigate and discover the effects of parents
who have high expectations for their child to achieve, implying a brighter future, and how this
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affects the child in terms of successful achievement. The study looked into the experiences of
those who have taken part in this situation, and how their accomplishments were affected
during that time. To do that, the researchers have undergone through a building process and a
proper understanding of their way of thinking and the concerns they faced at the time. In this
research, the researchers have understood what the Grade 12 STEM students went through and
would be willing to share their perceived experiences in relation to this area of study.
The researchers are currently enrolled in the Academic Track under Science,
Technology, Engineering, and Mathematics, STEM strand at Godofredo M. Tan Integrated
School of Arts and Trades (GMTISAT). In this regard, the researchers selected a study that
tried to shed light on the impact that Parents' expectations have on Grade 12 STEM students.
This study can serve as motivation for the students and awareness for the parents. This research
also sought to inform parents of STEM students about how their expectations affect their
child’s mental, physical, and emotional health as well as their academic performance.
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Statement of the Problem
This study aimed to determine the level of parents’ expectations towards Grade 12
STEM (Science, Technology, Engineering, and Mathematics) students in regard to their
academic performance. This study sought to provide information with the following questions:
1. What is the level of parental expectation towards Grade 12 STEM (Science,
Technology, Engineering, and Mathematics) students in their academic performance?
2. What are the effects of the parental expectations towards STEM (Science,
Technology, Engineering, and Mathematics) students’ academic performance in terms of their;
2.1 Mental health
2.2 Physical health
2.3 Emotional health
2.4 Academic performance
3. What are the strategies employed by the Grade 12 STEM (Science, Technology,
Engineering, and Mathematics) students to overcome their parent’s expectations in terms of
their:
3.1 Mental health
3.2 Physical health
3.3 Emotional health
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
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3.4 Academic performance
4. Based on the result of the study, what programs can be proposed to cite the
importance of the Effects of parental expectations towards the Grade 12 STEM students.
Scope and Limitations of the Study
This research focused on measuring the level of Parental expectation towards
the Grade 12 STEM students and its perceived effect in terms of mental health, physical health,
emotional health as well as the academic performance of the Grade 12 STEM students together
with the strategies they employed to overcome their parent’s expectation. The respondents of
the present study are limited to two sets; The 20 out of the 27 respected parents which are 74%
of it and the 27 proposedly selected Grade 12 STEM section H.D.F. They are chosen based on
the appropriateness of the proposed program by the researchers in accordance of the agreement
with the board of panelists. On the other hand, the selection of the homogeneous section from
Godofredo M. Tan Integrated School of Arts and Trades is limited only to the third district of
Quezon Province wherein the GMTISAT located at San Narciso, Quezon is the locale from
the province that is the main target of the researchers for the research. The instrument used in
this study is the self-made printed survey questionnaire consisted 10 items for the level of
parental expectation towards the Grade 12 TSEM students, and 40 items for the effect of
parental expectation towards the Grade 12 STEM students together with the 20 items in
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
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determining the strategies employed by the Grade 12 STEM students to overcome their
parent’s expectation. The timeframe of the present study is from May 2022 to May 2023.
Significance of the study
The researchers believe that the significance of this study lies primarily in its
contribution and benefits for both parents of the STEM students themselves. Also, this study
helped in understanding each individual and how this study can be beneficial to the following:
For students in STEM fields, this will generate knowledge to the STEM students who
are experiencing high expectations from their parents by the use of strategies and coping
mechanism the researchers suggested.
For parents, this study will make the parents of STEM students aware about their
children in their schoolwork. It is important for parents to understand what his/her child is
going through because studying STEM is not always easy.
For future researchers, those who are planning to conduct a study similar to the
present study can utilize this as a guide for determining how parental expectation affects their
child’s mental, physical, and emotional health, as well as the academic performance.
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Definition of terms
For the clarity of the study, to guide and enlighten the readers, the following
terminologies are hereby defined both conceptually and operationally.
Academic performance. Is determined by continuous assessment or cumulative grade
point average and indicates how well a student, instructor, or institution has met their short or
long-term educational goals (CGPA).
Emotional health - According to (David G. as cited by Kendra, 2022) In psychology,
emotional health is often defined as a complex state of feeling that results in physical and
psychological changes that influence thought and behavior. Emotionality is associated with a
range of psychological phenomena, including temperament, personality, mood, and
motivation.
Mental health - The World Health Organization (WHO) conceptualizes mental health
as a “state of well-being in which the individual realizes his or her own abilities, can cope with
the normal stresses of life, can work productively and fruitfully, and is able to make a
contribution to his or her community”.
Parental expectation. The term “parental expectations” has been defined in various
ways in the literature; most researchers characterize parental expectations as realistic beliefs
or judgments that parents have about their children’s future achievement as reflected in course
grades, the highest level of schooling attained, or class attendance.
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Parents. These are the persons who bring up and cares for another. However, being a
parent does not necessarily mean that you biologically passed your genetics to a child. A parent
can take on different forms, such as a stepparent, grandparent, legal guardian, or a combination.
Physical health - Physical health is defined as an organism's normal function at all
levels, the standard path of biological processes required for individual survival and
reproduction, the dynamic equilibrium of an organism and its processes with the external
milieu, involvement in socially beneficial work, the performance of essential social functions,
the absence of illnesses, painful situations, and the body's capacity to adapt to the constantly
changing environment (Koipysheva, as cited by Villarino 2022).
STEM students. It refers to the students who are currently enrolled in GMTISAT
under Academic Track, Science, Technology, Engineering, and Mathematics (STEM) S.Y.
2022-2023.
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
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Conceptual Framework
Based on the various related literature and studies of the authors mentioned in Chapter
II Review of Related Literatures, which were gathered by the researchers, parental expectation
has both positive and negative effects that might either be helpful or detrimental to the
academic performance of the students.
To understand the clear flow of the present study, the conceptual paradigm of the study
is shown next to this.
Conceptual Paradigm:
INPUT
1. Level of parental
expectation
2. Effect of parental
expectation to the (mental,
physical, and emotional
health as well as the
academic performance) of
the STEM students.
3. Strategies employed by
the STEM students
PROCESS
A. Development
and
validation of survey
questionnaires.
B. Administering and
distribution of the
survey
questionnaires.
C. Organization of the
respondents’
responses
D. Statistical analysis of
data
OUTPUT
“Informative
Pamphlet”
Figure 1 An Input-Process-Output (IPO) on the Effect of Parental Expectation towards the
Grade 12 STEM students’ academic performance
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“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
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Figure 1 shows the conceptual paradigm of the present study that illustrates the Effect of
Parental Expectation towards the grade 12 STEM students’ academic performance. As can be
seen from the Input stage, this seeks to give an answer to the following questions. level of
parental expectation, effect of parental expectation to the Mental, Physical, and Emotional
health of the Grade 12 STEM students as well as in their Academic performance, and strategies
employed by the STEM students to overcome their parent’s expectation. In addition, as
depicted in the Process stage, the development and validation of the survey questionnaires by
the researchers’ research adviser, administering and distribution of survey questionnaires,
organization of the respondents’ responses, and the statistical analysis of data will be done in
order to arrive to the output stage. Lastly, as illustrated in the Output stage, this is the
suggested program of the researchers to the parents of what are the effects of their expectations
on their child’s individualities and academic performance together with the strategies
employed by the Grade 12 STEM students on how they overcome those expectations, which
is entitled “Cognizance on parental expectation and its effect on students”.
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
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“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies connected to the present study after the
thorough and in-depth research done by the researchers. This also presents the summary of the
findings, generalization or conclusions, methodologies and others that includes the ideas and
concepts gathered from different materials such as unpublished researches and online
resources. Those were included in this chapter helps familiarizing information that are relevant
and similar to the present study.
Related Literatures
According to Ma et al., (2014) Parental expectations are generally defined as parents’
beliefs and judgments about their children’s future achievements as reflected in course grades,
how far their children will go in school, expected highest level of education, and so forth.
Moreover, high parental expectations indicate that parents place high value on their children’s
achievements. Based on the ecological systems theory and expectancy-value theory, it can be
determined that adolescents’ expectations and values are influenced by their parents.
Adolescents tend to internalize parental expectations and incorporate them into their own
expectations for success, which in turn may contribute to their academic achievement Zhang
et al., (2011). In relation to this, several researches have also shown that parental expectations
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
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are associated with children’s engagement and motivation to achieve academic success, which
in turn help enhance their academic performance Lazarides, et al., & Nurmi, (2016); Long &
Pang, (2016); Yeung et al., (2010).
Parental expectations can be both helpful and harmful, according to a therapist
named Dr. David Braucher, Ph.D., Expectations are a good way to let kids know that what
they do matters a lot. These expectations demonstrate to kids that we are narcissistically
invested in them, that we view them as an integral part of ourselves, and that they are as
important to us as we are to ourselves. It is helpful when Children gain a strong sense of
belonging as a result of this. Their future aspirations are directly related to our own
aspirations. It sends the message that the child doesn't really matter when parents are overly
accepting of whatever their child does. Children are aware of this because they experience
frustration when important things go wrong. On the other hand, it is harmful when a sense
of being a disappointment, low self-esteem, and shame are present. Parental expectations are
harmful when they are not based on the attunement to children. When fantasies about the
children do not coincide with their interests, talents, and tendencies, expectations can strike a
debilitating blow to children’s development. How their parents perceive them shapes how
children perceive themselves. Children are able to perceive themselves as creating delight
when their parents are joyful with them. Children develop an internalized sense of being a
disappointment when parental expectations are not met and parents feel upset. Children can
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GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
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feel inspired to strive harder when the disappointment is something that can be fixed without
compromising their own identities. Parental disappointment may be painful when a child is not
good at doing what is expected. If a child who lacks musical skill is expected to thrive at it,
they will suffer from persistent poor self-esteem.
As pointed earlier, there are an existing body of researches explaining the basis of
parental expectation which is parenting style, such as the two dimensions of Construct of
Parenting Style proposed by Baumrind (1991) as cited in a study entitled “Parenting Styles in
Relation to Self-Esteem and School Performance of Senior High Students” authored by Narito,
Calope, and Buenaventurada (2019). Parenting style can be defined as activities of parents with
an aim of helping their child to bring forth. There are two main dimensions underlying Parental
behavior according to Maccoby & Martin (1983) as cited by Gafoor and Kurukkan (2014), in
their study entitled “Construction and Validation of Scale of Parenting Style”. And those are,
parental responsiveness and parental demandingness. Parental responsiveness, meant to refer
to as authoritative parenting or supportiveness or acceptance, it also referred to as "the relation
to which parents’ component of developing individuality, self-regulation and self-assertion by
being attuned, supportive and servile to children special needs and demands. Parental
demandingness on the other hand, is known as behavioral control which refers to "the claims
parents make on children to become connected into the family as a whole, through their
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maturity demands, guidance, disciplinary efforts, and willingness to confront the disobedient
child.
For clarification, Baumrind categorized the two previously mentioned dimensions of
Construct of Parenting Style according to whether they are high or low on Parental indulgence,
responsiveness, and demandingness resulting in a quadrant of parenting styles (i.e.,
Authoritative, Authoritarian, Permissive, and Negligent). Each of these parenting styles are
different styles can be found in naturally occurring patterns of parental values, practices, and
behaviors as well as a distinct balance of responsiveness and assertiveness.
Similarly, Mueller and Abrutyn (2016); Nelson (2010) stated that we should consider
the relative importance of parent-child relationships and parent expectations when discussing
the potentially negative impact of intensive parenting. On the other hand, in terms of parentlevel predictors, Asian American pupils in general reported having fewer positive interactions
with their parents than their white counterparts. White males and white females exhibited equal
levels of parent expectations, whereas Asian American males and females diverged. Asian
American males, in particular, reported higher expectations than Asian American females, both
in terms of direct self-report of parental expectations and reports of the types of grades they
thought their parents would be upset by (i.e., Asian American males were more likely than
Asian American females to report parents being upset by A/B grades).
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In a similar vein, having parental expectations helps students achieve excellent marks
in their studies. It also enables them to give their all in all academic accomplishments. Parental
expectations assist them in reaching their goals and improving their learning. Having the
parent's expectations of the kid inspires them not just to do the easiest thing, but also to do the
best thing, and it also affects the child not to be lazy as mentioned by The National Teachers
College.
In relation to this, the socialization of academically relevant child behaviors, beliefs,
and talents has been theorized to be significantly influenced by parents' expectations for their
children's ultimate educational accomplishment. In addition to social transmission of
educationally important beliefs from parents to children, there may be a bidirectional
relationship between parental expectations and their child’s features. They test this theory
using twin data from the Early Childhood Longitudinal Study-Birth and Kindergarten cohorts
that are both longitudinal and genetically informative. According to their behavior genetic
findings, parental expectations partially reflect child genetic variance even when the child is
just four years old. These kid-to-parent impacts were thought to be influenced by two types of
child characteristics: behavioral tendencies (approaches to learning and problem behaviors),
and achievement (math and reading). They discovered within-twin-pair connections between
these child traits and parental expectations using behavior genetic model research. They came
to the conclusion that initial variation in a child's traits affects future educational expectations
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above and beyond past educational expectations by using longitudinal cross-lagged models.
These notions are in line with transactional frameworks where child-to-parent and parent-tochild effects co-occur. Briley et al., (2013).
In that support, according to Curran (2022), parents can help their children navigate
societal pressures in a healthy way by teaching them that failure, or imperfection, is a normal
and natural part of life. Curran said, “Focusing on learning and development, not test scores or
social media, helps children develop healthy self-esteem, which doesn’t depend on others’
validation or external metrics.” However, he stressed that “Young people internalize those
expectations and depend on them for their self-esteem. And when they fail to meet them, as
they invariably will, they’ll be critical of themselves for not matching and reaching up.”
Academic performance is influenced by students' motivation levels. according to Koh,
Tan & Fang (2010). They discussed the relationship between academic achievement and
student motivation. The purpose of their study was to look into how Simulation Based Learning
(SBL) affected students' motivation and their academic standing. The researchers used a
framework based on the following criteria to gauge students' motivation which is the SelfEfficacy Theory (SET) coined by Bandura (1997), selected due to its thorough coverage of the
link between students' motivation and how their needs are seen to be met. The research seduced
that SBL will increase students' motivation since it gives students dynamic learning
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experiences and effectiveness. According to them, students believed that their psychological
requirements were High degrees of self-determined motivation and satisfaction. Students who
participated in SBL had greater mean exam scores for performance, while SBL may have
varying effects on students based on elements include IT knowledge, educational background,
and gender.
As cited in an article entitled, “The power of Parental expectation”. Parent involvement
matters—a lot. In a synthesis of factors influencing student achievement, Marzano (n.d.)
concluded that fully 33 percent of the variance in student achievement could be predicted
by factors related to students' home environment—far more than the influence of school
quality (7 percent) or teacher quality (13 percent). So, in many respects, schools are right to
focus on (or at least not ignored) the influence of family involvement.
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Related studies
In the study of Tus (2021) which is entitled “Amidst the Online Learning in the
Philippines: The Parental Involvement and Its Relationship to the Student's Academic
Performance”. He specifically established an awareness that parental participation or the
relationship between the Parents and their child should be recognized as a chance for
improvement by parents and academic institutions. Improving parental participation would
benefit students in general. This may be achieved by exchanging parental data such as
children's health, nutrition, order, and immaturity. As a result, their study recommended that
schools should aim to absorb and integrate students' families. The advantages of the parenting
sort of inclusion to the students incorporate enhanced control, enhanced school participation,
expanded learning time, and understanding the importance of schooling later in life. In
addition, students' academic work monitoring may raise students' anxiety about the student's
performance, but not in terms of academic performance, School accomplishment is directly
and favorably related to parental expectations and children's performance, and adversely
related to parental involvement to tasks and orientation toward goals and objectives.
His research looked on the relationship between parental engagement and academic
success among the students the following results reached: The parents were still building their
participation in school, particularly during this difficult period. Furthermore, the level of
academic performance revealed that the mean academic performance score of the respondents
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was highly good. This demonstrated that the students did well in class while using online
learning modes. Furthermore, even if there is no correlation between the factors, it is urged
that parent be responsible for giving advice and supervision to their children, particularly
during online learning modalities. He also urged that parent empower, engage, and lead their
children with the principles of the first educators.
In a similar vein, On the conclusion of the study conducted by Moneva and Moncada
(2020) entitled “Parental Pressure and Students Self-Efficacy 1”, they confirmed that
authoritative parenting is the motivation that parents instill in their children to attain a goal. In
the first instance, student self-efficacy is the students' confidence that they can do any
assignment effectively. According to the findings of their study, parents have high expectations
for their children's academic performance. On the other hand, it was shown that the parents
had little attention and went to school infrequently to check their children's school grades and
performance. In terms of student self-efficacy, however, they claimed that they can always
deal if they work hard enough, they can solve complex challenges. However, when it comes
to dealing with unexpected situations, they lack self-efficacy. According to the study's findings
given in Pearson Chi-square, there is a strong relationship between the two variables parental
pressure and student self-efficacy.
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Meanwhile, based on the Conclusion and Discussion of the study conducted by Blair
(2014) “A Comparison of Filipino and U.S. Parents”. Filipino parents were proven to have
strict regulations for their children, implying that Filipino children are expected to follow their
parents' rules. Filipino parents were also shown to spend a great deal of time with their children
each week. This is rather amazing in and of itself given that many Filipino employees' paid
labor positions make it impossible for them to spend significant amounts of time at home with
their family. Even in terms of volunteering at their children's schools, the parents were quite
involved. In general, Filipino parents aided their children with academics, attended activities
with their children.
Rendering, on the Summary and Conclusions of the study conducted by Yamamoto
and Holloway (2012) entitled “Parental Expectations and Children's Academic Performance
in Sociocultural Context”. They discovered evidence showing that Asian American families
have higher parental expectations than other racial/ethnic groupings. There is also conflicting
evidence regarding the educational expectations of Latino and African American households,
which calls for more research. Additionally, they discovered that while earlier academic
success of students is one of the best predictors of parental expectations among European
American households, it is not a very good predictor for families of racial/ethnic minorities.
They found four factors that modify the relationship between past performance and parental
expectations for the future and are probably linked to racial/ethnic minority group membership
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in order to explain this trend. They argued that since effort is mostly within parental control
and hence less constant over time, parents who feel that effort is the primary driver of academic
success are unlikely to base their expectations on past performance. Parents who think that
performance is a function of innate ability, which is usually thought to be fairly stable over
time, on the other hand, are more likely to feel that past performance is a good predictor of
future performance. their review also suggested that parental expectations are strongly related
to student performance among European American families, but less so among minority
families. To explain this pattern, they addressed four processes through which parental
expectations influence children's academic trajectories: (a) raising student motivation; (b)
instilling higher student competency beliefs; (c) stimulating greater parental involvement; and
(d) increasing teachers' expectations of student promise. their review suggests that these
processes do not occur in the same way or to the same degree in all racial/ethnic groups. they
showed how communication difficulties or other problems in the parent-child relationship,
which is sometimes conditioned by ethnic background and immigrant status, may diminish the
motivational effect of high parental expectations.
In support to this, on the Discussion and Conclusion by Tatlah (2019) in his study
entitled “Parental Expectations and Its Impact on Academic Achievement of Students
Mediated by Academic Self-Concept at Secondary Level”. he found out that it is determined
by the outcomes of the students that a statistically significant high positive relationship
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between parental expectations the academic achievement of students is prove. On the other
hand, a substantial there is a slight positive link between pupils' intellectual self-concept and
academic excellence this is the end outcome.
Further support, as based on the Conclusion and Discussion of the study conducted by
Blair (2014) entitled “Parental Involvement and Children’s Educational Performance: A
Comparison of Filipino and U.S. Parents. Journal of Comparative Family Studies”. The
findings of her study clearly show that Filipino parents are very interested in their children's
lives. There is no question that Filipino parents are invested in their children's education and
want them to succeed; but the filial duties ingrained in their culture may sometimes require
parents to prioritize the needs of the family over the needs of the individual kid.
Contradicting the previous claim, on the Conclusion and Discussion of the article
studied by Warikoo et al., (2020) entitled “The Influence of Parent Expectations and ParentChild Relationships on Mental Health in Asian American and White American Families” on
Asian American students, mental health, and violence prevention those who are concerned
about parental academic pressure negatively harming Asian American adolescents should turn
to parenting. Furthermore, it implies that concerns about the negative impact of so-called tiger
parenting are incorrect when high aspirations are emphasized. Instead, talks about Asian
American adolescents and their mental health outcomes should center on the parent-child
connection and how to enhance it. Indeed, they found that the same is true for white American
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families, implying that a separate body of literature focusing on upper-middle-class "intensive
parenting".
Supporting the previous claim, according to the research examined by Li et al., (2019)
entitled, “The relationship between home-based parental involvement, parental educational
expectation and academic performance of middle school students in mainland China: A
mediation analysis of cognitive ability”. Middle school pupils in mainland China's academic
performance, family educational expectations, and home-based parental involvement; the
impact of parental involvement on student academic performance; and the mediating function
that in this relationship, cognitive capacity has a role. First, they discovered that parental
homework supervision, proactive school-related conversation with kids, kid-time, and having
high expectations for kids' future education levels were all linked favorably to kids' academic
success. In contrast, parental tutoring and rigorous discipline showed a negative association
with academic success, whereas financial investment had no discernible relationship with
academic performance. their study's findings also show that among the seven aspects
Education expectations for children have the biggest impact on parental participation, followed
by tutoring and homework monitoring. The impact is lessened when talking to children,
engaging in activities with them, and exercising discipline.
Likewise, Steinmayr (2014) Confirmed that, comprehensive research has shown that
parental expectations and adolescent academic performance have a beneficial association.
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However, little attention has been made to the harmful impact of parental expectations on the
emotional well-being of teenagers. The current study looked at the consequences of high
parental expectations on teenage academic achievement as well as depression. Furthermore, it
investigated whether these associations may be mediated by teenagers' values of academic
achievement, self-efficacy, and parental and school support.
Similarly, Anderson (2015) proved that in his study entitled “Parents: your absurdly
high expectations are harming your children’s achievement” asserting that some parental
expectations are going overboard and might have even become harmful to the child. that
Although parental expectation can help improve children’s academic performance, excessive
parental aspiration can be poisonous. They may be exceeding their capabilities, requiring them
to do more than they should be able to do at their level unknowingly injuring them. Other
consequences include the child having doubts about what they did and what they could have
done better. Adding that “Setting expectations too high is counterproductive.”
It was clear in the aforementioned related pieces of literature and studies that there is a
high level of parental expectation and the perceived effect of it on a student varies in terms of
the parenting style of a parent. However, there are more studies that revealed a greater
significant positive effect. It was then stressed out that parental expectation relevant to the selfactualization and academic performance of students; it is more on deepening the understanding
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of concepts through inquiry. This thought was supported by a vast availability of researches
on inquiry-based and strengthened by the majority of studies.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the chronological procedures and methods of the present study.
It also includes the ethical consideration, the design of the study, its research locale, research
population and sample, research instruments, data gathering procedures, and statistical
treatment of the present study.
Ethical Considerations
Before commencing the research, all subjects have been given and received their
informed consent letter. Prior to approval and completing the letters and questionnaire items,
respondents were given a textual preamble clarifying the study and notifying them of the
voluntary nature of their participation. This part of the research paper clearly demonstrates
that, the researchers applied the principles of ethical considerations coined by Bryman and Bell
(2007). In regards to the involvement in this study, the respondents will not be subjected to
any harm in any way. In consummating this study, comprehensive consent has been sought
from the respondents; the students and their respected parents, and other persons involved in
this study. In addition, the protection of the privacy of research respondents has been ensured
and observed as expressed in Chapter IV, Rights of the data subject wherein stated in section
16. Rights of the Data Subject. – The data subject is entitled to: (a) Be informed whether
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personal information pertaining to him or her shall be, are being or have been processed, which
includes; their name, age, origin, etc. That is in accordance to the REPUBLIC ACT NO. 10173
otherwise known as the “DATA PRIVACY ACT OF 2012”. Respondents' willful participation
in the study has been highly valued. Furthermore, if they wish to do so, withdrawal from the
said survey will be observed. In with this, the researchers also observed proper citation and
referencing from where due various sources of other persons’ work have been carefully
acknowledged. Further, the researchers attest that everything written in this paper is factual,
liable, and free from deviousness.
Research Design
This research study used a quantitative approach and a descriptive-evaluative design of
the variables covering the level and significant effect of parental expectation in terms of the
Grade 12 STEM students’ mental, physical, and emotional health as well as in their academic
performance, along with the strategies. According to Eggen & Kauchak (2010), Descriptiveevaluative design involves tests, surveys, interviews, and observation to describe status or
characteristics, phenomenon or situation. Moreover, Gravetter & Forzano (2018) stated that
survey questionnaire is one of descriptive research. This research used a survey questionnaire
guide as a tool to gather the data. It was a descriptive–evaluative study because it will determine
the level of parents’ expectations and its perceived effects. In addition, the researcher assessed
the level of Academic Performance of the Grade 12 STEM students in GMTMSAT.
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Research Locale
This study was conducted inside the premises of Godofredo M. Tan Integrated School
of Arts and Trades (GMTISAT), located at San Andress Road, Brgy. Pagkakaisa San Narciso,
Quezon. This school is considered to be the biggest secondary school in San Narciso District
1. It is also one of the few existing techvoc DepEd schools in the Division of Quezon alongside
Manuel S. Enverga Memorial School of Arts and Trade (MSEMSAT), Lamon Bay School of
Fisheries (LBSF) and Bondoc Peninsula Agricultural High School (BPAHS). Moreover, the
school is also one of the early implementers of the Senior High School Program, as of now,
the GMTISAT is offering Academic Track; (Science, Technology, Engineering, and
Mathematics, (Humanities and Social Science) HUMSS and (Accountancy, Business, and
Management) ABM and Technical Vocational Track; Automotive, Tile setting, Tailoring,
Cookery, Hair-Dressing, EPAS, EIM, CSS. And as of the latest report from the registrar’s
office, there are 828 officially enrolled Grade 11 and 12 Senior High School Students in this
Institution in both Academic and Vocational tracks.
Research Population and Sample
There were two sets of respondents for the present study (i.e., the 20 out of 27 respected
parents and the 27 Grade 12 STEM students). The researchers used a purposive sampling
technique. It was a purposive sampling technique because the criterion that will be used by the
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researchers is limited to a purposive number of the selected students. The first set of
respondents are the students from a one homogenous section with the exclusion of the 5
members of the present study, which is deducted to 27 overall respondents to represent the
overall population of the Grade 12 STEM with a total of 32 officially enrolled students in
Academic track; STEM (Science, Technology, Mathematics, and Engineering) as of the first
semester of the School Year 2022-2023. On the other hand, the second set of respondents, out
of the 27 selected respected parents only 20 had agreed and responded to be part of the present
study in which they represent the 74% of the sample from its overall population.
Research Instrument
In this study, the researchers used a self-generated survey questionnaires that have
undergone through evaluation of the panelists. The questionnaires are a set of orderly arranged
questions carefully prepared to answer by a group of people designed to collect data and
information that has been used in this study to elicit significant findings. The first part of the
questionnaire seeks to know the level of parental expectations. The second part is the questions
was answered by the Grade 12 STEM respondents of what are the effect of parental
expectations on their, Mental, Physical, and Emotional health. And the third and last part of
the survey questionnaire are the provided strategies done by the Grade 12 STEM students to
overcome their parents’ expectation. The researchers utilized a 4-point Likert Scale Method in
the survey questionnaires to specify the level of agreement of the respondents to the statement
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Data Gathering Procedure
In complying this study, the subsequent and chronological procedure of steps was
regarded and carefully followed:
Survey questionnaire was the main instrument of this study to assess the Effect of
Parental Expectations in Grade 12 STEM Students’ Academic Performance and the level of
Parent's expectation. Beforehand, the researchers provided a letter of approval to their research
adviser to let them start distribution of the survey questionnaires to the respected respondents,
then after it was signed, they have also provided a letter of approval to the respected sets of
respondents, afterwards, they proceeded to distribute the questionnaires. Subsequently, the
researchers had also provided a letter of approval to the 47 overall respected respondents. From
then on, the parents answered the provided survey questionnaires for the level of their
expectation. And after that, the Grade 12 STEM Students answered the survey questionnaires
for Effect of parental expectation in terms of their; Mental health, Physical health and
Emotional health as well as the Academic performance were assessed in this study together
with the strategies they employed to overcome those expectation, to sum up, days or weeks
after the data has gathered the researchers then proceeded to interpret it.
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Statistical Treatment of Data
The researchers used the statistical measures in summarizing, presenting, analyzing,
and interpreting the data gathered.
In order to achieve the interpretations on the effect of parental expectation on the
academic performance of the grade 12 STEM students. The following is the statistical tool in
which was used to answer the problem posed in the present study:
Formula:
W=
4𝑥 + 3𝑥 + 2𝑥 + 1𝑥
𝑁
Where:
W= Weighted Mean
N= total number of respondents
X= number of respondents
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In order to arrive to a definite interpretation of results for each of the weighted mean
ranges will be assigned using the following scale:
Table 1. Statement of the Problem 1. Level of Parents’ Expectation
Scale
Range Interval
Verbal Description
4
3.26 – 4.00
Very High Expectation (VHE)
3
2.51 – 3.25
High Expectation (HE)
2
1.76 – 2.50
Low Expectation (LE)
1
1.00 – 1.75
No Expectation (NE)
In order to achieve the level of parental expectation the following ranges of
intervals are interpreted in the given verbal descriptions; 1.00-1.75 has No Expectation, 1.762.50 has Low Expectation, 2.51-3.25 has High Expectation, and 3.26-4.00 has Very High
Expectation.
Table 2. Statement of the Problem 2. Effect of Parental Expectation
Scale
Range Interval
Verbal Description
4
3.26 – 4.00
High (H)
3
2.51 – 3.25
Moderate (M)
2
1.76 – 2.50
Low (L)
1
1.00 – 1.75
Never (N)
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In order to determine the effect of parental expectation in terms of (Mental health, Physical
health, and Emotional health) the following ranges of interval are interpreted in the given
verbal descriptions; 1.00 – 1.75 has never felt, 1.76 – 2.50 has Low effect, 2.51 – 3.25 has
Moderate effect, 3.26 - 4.00 has High effect.
Table 3. Statement of the Problem 3. The given strategies
Scale
Range Interval
Verbal Description
4
3.26 – 4.00
Always (A)
3
2.51 – 3.25
Frequent (F)
2
1.76 – 2.50
Seldom (S)
1
1.00 – 1.75
Never (N)
In order to estimate the given strategies how effective it is, the following ranges of interval
are interpreted in the given verbal descriptions; 1.00 – 1.75 has Never done, 1.76 – 2.50 has
Seldomly done, 2.51 – 3.25 has Frequently done, 3.26 - 4.00 has Always been done.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This section of the study displays the data in tabulated form after statistical analysis. It
is organized in a manner that it demonstrates significant meaning. These tabulated sets of data
flowed by its respective interpretations are supposed to correspond to the chronological
order of the present study's statement of the problem.
Part I. Level of Parental Expectation among Grade 12 STEM Students
Table 4. Weighted Mean on the Level of Parental expectation among the Grade STEM students
LEVEL OF PARENTAL EXPECTATION TOWARDS THE
GR.12 STEM STUDENTS
I expect my child to…
1. always answer in class recitation
2. pass his/her assignments on time
3. have a high grade on his/her major subjects
4. compete for the highest honors at school
5. do not slack off on his/her studies
6. get the highest score in his/her quizzes and exams
7. overcome his/her weaknesses in his/her studies
8. receive academic distinctions
9. be a leader in-class activities and projects
10. always be active in classes
Overall WAM
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(VHE) Very High Expectation
(HE) High Expectation
(LE) Low Expectation
(NE) No Expectation
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WAM
VD
3.35
3.75
3.40
2.55
3.55
3.20
3.55
3.15
2.80
3.70
3.30
VHE
VHE
VHE
HE
VHE
HE
VHE
HE
HE
VHE
VHE
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Table 4 presents the weighted mean distribution with regard on the Level of Parental
expectation towards the Grade 12 STEM students.
As denoted previously in the table, the 4th statement “I expect my child to compete for the
highest honors at school” garnered the lowest weighted arithmetic mean of 2.55 which is verbally
described as (HE) High Expectation. On the other hand, the second statement “I expect my child
to pass his/her assignments on time” acquired the highest weighted arithmetic mean of 3.75 with
a verbal description of (VHE) Very High Expectation. As a whole, statements 1–10 has an overall
conjugated weighted arithmetic mean of 3.30 which is verbally interpreted as (VHE) Very High
Expectation, implying that Parents holds a very high expectation on the Grade 12 STEM students.
In line with this, as stated in an article entitled “Young People’s Perceptions of their
Parents’ Expectations and Criticism are increasing over time: Implications for Perfectionism,” by
Curran (2022), rendering from the second meta-analysis included 84 study results with a total of
23,975 students conducted between from 1989 to 2021. During those 32 years, parental
expectations, criticism, and their cumulative parental pressure all increased, with parental
expectations raising at the fastest rate by far. He further revealed that "The increase that is
occurring in young public views of their parents' expectations is remarkable," Curran said, adding
that it is up 40% on average since 1989.
Meanwhile, as stated in the findings and conclusions of an article studied by Kaukab
(2016), entitled “The impact of Parent/family involvement on Student’s learning outcomes.” She
asserted that, to avoid their children developing negative associations with education, parents
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should set high but realistic expectations. In addition, according to her, parents should develop a
positive relationship with their children by spending quality time with them, listening to them
carefully and responding to them with compassion; they ought to additionally encourage their
children's performance and progress, and to do this, Parents need to be aware of their children's
grades. They can encourage and admire efforts, as well as help with schoolwork, task preparation,
projects, and assessments. She then recommended for the Institutions to organize seminars, public
meetings, and programs to educate parents on how to assist their children because the effect of
parental expectations in student learning may not be limited to the nursery, primary, or elementary
classes. According to studies, parental participation is particularly useful at middle school and
higher secondary levels for students' moral growth in addition to intellectual development.
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Part II. Effect of Parental Expectation among the Grade 12 STEM students in terms of their
(Mental, Physical, Emotional health, and Academic performance)
Table 5. Weighted Mean on the Effect of Parental Expectation towards Grade 12 STEM
students’ Mental health
EFFECT OF PARENTAL EXPECTATION
A. Mental health
Because of my parent’s expectations I…
1. began to have mental distress
2. am stressed
3. have anxiety
4. started overthinking
5. can't think properly
Sub-WAM
6. became optimistic
7. became inspired
8. obedient/dutiful
9. worked hard
10. realized my potential
Sub-WAM
Overall WAM
WAM
2.81
2.77
2.70
3.11
2.88
2.85
2.77
3.00
2.92
2.88
2.85
2.88
2.86
VD
M
M
M
M
M
M
M
M
M
M
M
M
M
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(H)High
(M) Moderate
(L) Low
(N) Never
Table 5 construes the weighted mean distribution on the Effect of Parental expectation in
terms of mental health of the Grade 12 STEM students.
As illustrated in the table above, in the first 5 statements which signifies the negative
effects of parental expectation in terms of Grade 12 STEM students’ mental health, it was
found out that the third statement “Because of my parent’s expectation I have anxiety” had the
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lowest weighted arithmetic mean of 2.70 which is verbally described as (M) Moderate.
Reciprocally, the 4th statement “Because of my parent’s expectation I started overthinking” has
the highest amongst all the other five, with a weighted arithmetic mean of 3.11 which is
verbally described as (M) Moderate as well as the previously mentioned statement. Combining
all these negative statements resulted a Sub weighted arithmetic mean of 2.85 which is still
verbally described as (M) Moderate.
Contrariwise, moving on to the positive effect of parental expectation in terms of Grade
12 STEM students’ mental health, out of the 5 statements that indicates positive effects, it is
evident that statement number 6 “Because of expectation I became optimistic” got the lowest
weighted arithmetic mean of 2.77 which is verbally described as (M) Moderate. Whereas,
statement number 7 “Because of expectation I became inspired” gained the highest weighted
arithmetic mean of 3.00, which is verbally described as (M) Moderate. Unifying the statements
that corresponds to the positive effect of parental expectation gives the Sub weighted arithmetic
mean of 2.88 which is likewise, verbally described as (M) Moderate.
With that being said, from the aforementioned results, it was revealed that Parental
expectation has both Negative effect of (WAM=2.85) and a Positive effect (WAM=2.88) both
are verbally described as (M), linking these two together reveals the Overall WAM of (2.86)
and is, still verbally described as (M) Moderate effect in terms of the Grade 12 STEM students’
Mental health, however there still a difference with them which is (.03). Ergo, Parental
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expectation was found out to have a greater significant positive effect in terms of the Grade 12
STEM students’ mental health.
The abovementioned result is backed up by a study conducted on the Impacts and
Implications of a journal article published by Wang et al., (2019), entitled “Does parental
involvement matter for Students’ mental health in middle school?” in which they asserted that
an absence of perceived authoritative parenting is associated with increased difficulties with
mental health, self-destructive thoughts and behaviors among middle school students, and it
mitigates the effect of long-established victimization on mental health difficulties, suicidal
feelings and actions. It was found out that, girls appear to benefit more from perceived parental
involvement than boys. They also stated that it is critical to encourage parental participation in
order to improve youths’ mental health, particularly in the academic setting.
Same goes with the findings of Almroth et al., (2019), in his study entitled, “Academic
Expectations and Mental Health in Adolescence: A Longitudinal Study Involving Parents' and
Their Children's Perspectives” implying that, shared high expectations between parents and
children are associated with the best mental health outcomes for the child. This explanation is
consistent with their discovery that the combination of low expectations and high democratic
parenting, which may exemplify a least streamlined parenting style appears to be the most
predictive of children's mental health problems. In addition, high parental expectations may
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result in increased school support and encouragement, which may have a positive impact on a
student's behavior.
Table 6. Weighted Mean on the Effect of Parental Expectation towards Grade 12 STEM
students’ Physical health
EFFECT OF PARENTAL EXPECTATION
B. Physical health
Because of expectations I…
1. have insufficient sleep
2. gained weight
3. loss weight
4. have had a headache
5. was maltreated
Sub-WAM
6. felt so energetic
7. exercise regularly
8. actively participate in school activities
9. performed more enthusiastically
10. worked harder
Sub-WAM
Overall WAM
WAM
2.66
2.14
2.44
2.77
1.85
2.37
2.44
2.42
2.59
2.72
2.00
2.43
2.40
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(H)High
(M) Moderate
(L) Low
(N) Never
Table 6 demonstrates the weighted mean distribution on the Effect of Parental
expectation in terms of Physical health of the Grade 12 STEM students.
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VD
M
L
L
M
L
L
L
L
M
M
L
L
L
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Based from the table above, as seen from the first five uppermost part of the statements
which corresponds to the negative effect of parental expectation in terms of physical health of the
Grade 12 STEM students, statement number 5 “Because of expectation I was maltreated” ranked
as the lowest with a weighted arithmetic mean of 1.85 with a verbal description of (L) Low. And
statement number 4 “Because of expectation I have had a headache” having the highest weighted
arithmetic mean of 2.77 which is verbally described as (M) Moderate. Homogenizing those first
five statements resulted the weighted arithmetic mean of 2.37 verbally understood as (L) Low.
Conversely, the following statements 6 to 10 showcase the positive effect of Parental
expectation in terms of the physical health of the Grade 12 STEM students. With statement
number 10 “Because of my parent’s expectation I worked harder” garnering the lowest weighted
arithmetic mean of 2.00 verbally described as (L) Low, and having statement number 9 “Because
of expectation I performed more fluently” obtaining the highest weighted arithmetic mean of 2.72
that is verbally described as (M) Moderate. Consolidating these 5 bottommost statements, results
to the weighted arithmetic mean of 2.43 which is also verbally described as (L) Low.
Having that in our mind, from the aftermaths, it was revealed that Parental expectation
has both a Negative effect of (WAM=2.37) and a Positive effect of (WAM=2.43) both are
verbally described as (L) Low Effect that garnered an overall WAM of (2.40) which is also
verbally described as (L) Low. The difference between the negative and the positive effect is (.6)
Comparing these two results substantiates that Parental expectation was found out to have a
significant positive effect in terms of the Grade 12 STEM students’ Physical health.
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The latter findings were in contrast to the finding of a study conducted by Thenga et al.,
(2015) entitled “Secondary School Learners’ Stress Coping Strategies” wherein they declared that
respondents manifest that there are challenges that needs to cope. However, they added that stress
is not manifested and has no significant effect physically on students. This suggests that students’
stress does not give impact to the respondents physically. On one hand, emotional stress has been
manifested as well as mental stress in relation to academic performance of the respondents.
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Table 7. Weighted Mean on the Effect of Parental Expectation towards Grade 12 STEM
students’ Emotional health
EFFECT OF PARENTAL EXPECTATIONS
C. Emotional health
Because of expectations, I feel…
1. loneliness
2. self-criticism
3. frustration
4. ashamed
5. discouragement
Sub-WAM
6. contentment
7. gratitude
8. inspired
9. motivated
10. joyous
Sub-WAM
Overall WAM
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
WAM
VD
2.33
2.70
2.77
2.74
2.55
2.61
2.37
2.66
3.07
3.00
2.62
2.74
2.67
L
M
M
M
M
M
L
M
M
M
M
M
M
Verbal Description
(H) High
(M) Moderate
(L) Low
(N) Never
Table 7 illustrates the weighted mean distribution on the Effect of Parental expectation
in terms of Physical health of the Grade 12 STEM students.
As established in the table above, the first 5 statements implies the Negative effect of
Parental expectation in terms of the Grade 12 STEM students’ Emotional health. Wherein,
statement number one “Because of my parent’s expectation I feel loneliness ranked the lowest
among the 5 with a weighted arithmetic mean of 2.33 which possess a verbal description of (L)
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Low. Conversely, statement number three “Because of my parent’s expectation I ranked the
highest with a weighted arithmetic mean of 2.77 and has a verbal description of (M) Moderate.
On the other way round, the below placed statements 6 to 10 denotes the positive effect
of Parental expectation in terms of the Grade 12 STEM students’ Emotional health, it shows that
statement number 6 “Because of my parent’s expectation I feel contentment” yielded the lowest
weighted arithmetic mean of 2.37 baring its verbal description of (L). Whilst, statements number
8 “Because of my parent’s expectation I feel inspired” generated the highest weighted arithmetic
mean of 3.07 with a verbal description of (M) Moderate.
For forth, based from the outcomes, it reflects that Parental expectation has both
Negative effect of (WAM=2.61) and a Positive effect of (WAM=2.74) putting these together
yields an Overall WAM of (2.67) which is also verbally described as (M) Moderate. In
comparison, their difference is (.13) Henceforth, it is evident that Parental expectation have a
significant positive effect in terms of the in terms of the Grade 12 STEM students’ Emotional
health.
This result is in a similar vein with the findings of Gottman (2014), as cited in the study
of Tam et. al, (2021) entitled “The Significance of emotional intelligence to Students’ learning
motivation and academic achievement: A Study in Hong Kong with a Confucian heritage” they
suggested that parents are better to withdraw from their children’s academic lives and allow them
to gain a sense of control for themselves. Alternatively, parents can behave as an emotional
coach, assisting their children in the pursuit of success. Research on how to raise an emotionally
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intelligent child, they discovered two approaches that parents frequently use when dealing with
their children's emotions. Even when they observe emotions in their children, parents who use the
emotion-dismissing approach tend to dismiss those emotions as unimportant or urge their children
to minimize the emotion as soon as possible. Parents who use the emotion-coaching approach, on
the other hand, see emotions as a chance to teach and bond with their children. Furthermore, they
will listen to and validate their child's feelings, ensure that their child develops awareness of their
emotional expression, and eventually help them cope with their emotions. Given the importance
of parents in their children's development, it's not surprising that their practices may have an
impact on their child's capacity for controlling their emotion.
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Table 8. Weighted Mean on the Effect of Parental expectation on the Academic performance
the Grade 12 STEM students
EFFECT OF EXPECTATION TOWARD GR. 12 STEM STUDENTS
D. Academic performance
Because of my parent's expectations I…
1. get nervous in class recitation
2. get below-average scores on quizzes and exams
3. used to skip classes
4. was afraid to cooperate in group works
5. became unconcerned in my studies
Sub-WAM
6. always recite in class recitation
7. to get the highest score on quizzes and exams
8. got high grades in my major subjects
9. used to compete for the highest place in the honors’ roll
10. do not slack off on my studies
Sub-WAM
Overall WAM
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
WM
VD
2.51
2.33
1.37
1.62
1.74
1.91
2.59
2.88
2.92
2.40
2.85
2.72
2.32
M
L
L
L
L
L
M
M
M
L
M
M
L
Verbal Description
(H) High
(M) Moderate
(L) Low
(N) Never
Table 8 illustrates the weighted mean distribution on the Effect of Parental expectation in
terms of the Academic performance of the Grade 12 STEM students.
As indicated in the table above, the first five prominent positions represents the negative
effect of Parental expectation in terms of the Academic performance of the Grade 12 STEM
students. Whereby, statement number three “Because of my parent’s expectation I used to skip
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classes” got the lowest rank amongst with a weighted arithmetic mean of 1.37 and has a verbal
description of (L) Low. Whereas, statement number one “Because of my parent’s expectation I
get nervous in class recitation” ranked the highest with a weighted arithmetic mean of 2.51 and
is verbally described as (M) Moderate. Summing these together yields an Overall WAM of 1.91
comprehended as (L) Low.
Contrary to the erstwhile result, statements 6 to 10 prevails the positive effect of parental
expectation in terms of the Academic performance of the Grade 12 STEM students. In statement
number 4 “Because of my parent’s expectation, used to compete for the highest place in honor
roll” thereupon attained the lowest rank with a weighted arithmetic mean of 2.40 which is verbally
described as (L) Low. On the other hand, statement number three “Because of my parent’s
expectation I got high grades in my major subjects” ranked the highest that yielded a weighted
arithmetic mean of 2.92 with a verbal description of (M) Moderate. With that combination, results
have arrived at the Overall WAM of 2.72 and verbally described as (M) Moderate.
In that certain sense, it was revealed that Parental expectation has both Negative of
(WAM=1.91) and a positive effect of (WAM=2.72). Adding these effects together showcases that
Parental expectation has a Low effect of (WAM=2.32) effect in terms of Grade 12 STEM
students’ Academic performance. However, their difference is undeniably vivid which is (.41)
Subsequently, it is understood that Parental expectation has a greater significant positive effect in
terms of Grade 12 STEM students’ Academic performance.
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The result of the present study, is supported by the study of Yamamoto and Holloway
(2012) as indicated in our chapter II Review of Related Literatures and Studies, entitled “Parental
Expectation and Children’s Academic Performance in Sociocultural Context” They discovered
that while the earlier academic success of students is one of the best predictors of parental
expectation. They found four factors that modify the relationship between past performance and
parental expectations. To explain this pattern, they addressed four processes through which
parental expectation influence children’s academic trajectories (i.e., A. raising student’s
motivation, B. Instilling higher student competency beliefs, C. Stimulating greater parental
involvement, and D. Increasing teacher’s expectations of student’s promise.) Further, they argued
that since effort is mostly within parental control and hence, less constant over time, parents feel
that effort is the primary driver of academic success are unlikely to base their expectations on past
performance.
A positive effect of parental expectation on students’ Academic performance was also
substantiated in the study of Tatlah (2019) entitled “Expectation and its Impact on the Academic
Achievements of Students Mediated by the Academic Self-concept at the Secondary level” In his
study he found out that Significant High Positive effect of Parental expectation is determined by
the outcome or the Academic achievement of the students. He also added that there is a slight
positive link on the outcome between students’ Intellectual self-concept and Academic excellence
which give rise to Parents’ high expectation towards them.
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Table 9. Summation of generalized acquitted weighted arithmetic mean on the Effect of
Parental expectation towards the Grade 12 STEM students’ (Mental, Physical, Emotional
health and Academic performance)
EFFECTS OF PARENTAL EXPECTATION AMONG GRADE
12 STEM STUDENTS
A. Mental Health
Negative
Positive
Sub-WAM
B. Physical health
Negative
Positive
Sub-WAM
C. Emotional health
Negative
Positive
Sub-WAM
D. Academic performance
Negative
Positive
Sub-WAM
Overall WAM of Negative Effect
Overall WAM of Positive Effect
Final WAM
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
WAM
VD
2.85
2.88
2.86
M
M
M
2.37
2.43
2.40
L
L
L
2.61
2.74
2.67
M
M
M
1.91
2.72
2.32
2.43
2.69
2.56
L
M
L
L
M
M
Verbal Description
(H) High
(M) Moderate
(L) Low
(N) Never
Table 9 Implicates the summarized and generalized weighted mean distribution on the
Positive and Negative effects of Parental expectation towards the Grade 12 STEM students in
terms of their Mental, Physical, and Emotional health as well as in their Academic performance.
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As shown previously in the table, the effect of Parental expectation in terms of the Grade
12 STEM students’ (A. Mental health), has both Negative of (WAM=2.85) and Positive of
(WAM=2.88) weighted arithmetic mean which is verbally described as (M) Moderate. In general,
it has a sub WAM of (2.86) Comprehended as (M) Moderate effect as well.
On the other hand, in terms of the Grade 12 STEM students’ (B. Physical health), it was
found out that Parental expectation has a (L) Low effect in general with a sub WAM of (2.40)
which is proportioned to the Negative of (WAM=2.37) and Positive of (WAM=2.43) verbally
described as (L) Low effects.
In addition, it was found out that the effect of parental expectation in terms of the Grade
12 STEM students’ (C. Emotional health), it was found out to have a (M) Moderate effect in
general with a sub WAM of (2.67), having a ratio of Negative of (WAM=2.61) and a Positive
(2.74).
Further, in terms of the Grade 12 STEM students’ (D. Academic performance) it was
found out that Parental expectation has a (L) Low effect in general with a sub WAM of (2.32),
which is divisive in the Negative of (1.91) as (L) Low and a Positive of (2.69) (M) Moderate.
To sum up all the statements that has been stated so far, therefore, from the results of the
data gathered and as demonstrated in the table first to this, it was found out that the Negative
effect of Parental expectation has an (Overall WAM=2.43) verbally described as (M) Moderate,
contrary to the Positive effect of Parental expectation which has an (Overall WAM=2.69)
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described as (M) Moderate. The difference of these two is exactly (.26). With that combination,
the result has arrived to the Final WAM of (2.56) and is verbally described as (M) Moderate as
well. Subsequently, it is understood that Parental expectation has a greater significant positive
effect towards the Grade 12 STEM students.
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Part III. Strategies employed by the Grade 12 STEM students to overcome the effect of parental expectation
in terms of their (Mental, Physical, Emotional health, and Academic performance)
Table 10. Weighted mean of the given strategies (Mental, Physical, Emotional health, Academic
performance)
GIVEN STRATEGIES
A. Mental health
1. Mental reframing
2. Deep breathing
3. I'm doing the 3 3 3 rules for anxiety (i.e., naming 3 things I see, then naming 3 sounds I hear.
Finally, moving 3 parts of my body
4. I'm writing down my thoughts
5. I step back and look how I am responding
Sub-WAM
B. Physical health
1. I am managing my time for academics and household chores
2. Eating balanced meal from 3-5 hours
3. Eating foods that are high in proteins
4. I'm applying a cold or hot patch/compress on the part of my head that is aching
5. Talking heart-to-heart with my parents
Sub-WAM
C. Emotional health
1. I'm trying to open up to my friends or close relatives
2. Letting go of perfectionism and welcoming mistakes
3. Focusing on positive visualization
4. Facing the root of my shame
5. Considering my career goals
Sub-WAM
D. Academic performance
1. I am advance studying the lesson, especially in my major subjects in order to meet the expectation
of my parents
2. I am putting an extra time for my academics so that I can participate in recitation at school
3. I am lending a large amount of time to do my requirements and passing it before the exact due date
4. I am mindful for my attendance at school that's why I never get late nor having an absent
5. I am putting the wors of my parents to action so that they can see the outcome of their advices
Sub-WAM
Overall WAM
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(A) Always
(F) Frequent
(S) Seldom
(N) Never
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WAM
VD
2.77
2.62
F
F
2.29
S
2.25
2.77
2.54
S
F
F
3.07
2.85
2.96
2.40
2.81
2.71
F
F
F
S
F
F
2.85
3.03
3.14
2.70
3.62
3.06
F
F
F
F
A
F
2.74
F
3.00
3.03
3.14
2.92
2.96
2.81
F
F
F
F
F
F
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Table 10 exhibits the weighted mean distribution of the strategies employed by the Grade
12 STEM students to overcome the said expectation of their Parents.
Based from the result of the statements above as shown in the table, in the (A. Mental
health strategies) section, statement number 4 “I'm writing down my thoughts” ranked the lowest
with a weighted arithmetic mean of 2.25 verbally described as (S) Seldom. Whilst, statement
number 1 “Mental reframing” and 5 “I step back and look how I am responding” got the same
highest rank with a weighted arithmetic mean of 2.77 verbally described as (F) Frequent.
Combining all the 5 statements, garnered a Sub WAM of 2.54 verbally described as (F) Frequent.
On the second section, (B. Physical health strategies), statement number 4 “I'm applying
a cold or hot patch/compress on the part of my head that is aching” attained the lowest rank with
a weighted arithmetic mean of with a weighted arithmetic mean of 2.40 verbally described as (S)
Seldom. Whereas statement number 1 “I am managing my time for academics and household
chores” got the highest rank with a weighted arithmetic mean of 3.07 verbally described as (F)
Frequent. Summing all the five statements, yielded a Sub WAM of 2.71 verbally described as (F)
Frequent.
On the third section, (C. Emotional health strategies), statement number 4 “Facing the root
of my shame” acquired a weighted arithmetic mean of 2.70 verbally described as (F) Frequent.
In comparison, statement number 5 “Considering my career goals” achieved the highest rank with
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a weighted arithmetic mean of 3.62 verbally described a (A) Always. With all the 5 statements
combined having a Sub WAM of 3.06 verbally described as (F) Frequent.
On the 4th and last section, (D. Academic performance strategies), with statement number
1 “I am advance studying the lesson, especially in my major subjects in order to meet the
expectation of my parents” receiving the lowest rank with a weighted arithmetic mean of 2.74
verbally described as (F) Frequent. On the other hand, statement number 3 “I am lending a large
amount of time to do my requirements and passing it before the exact due date” obtained the
highest rank with a weighted arithmetic mean of 2.74 verbally described as (F) Frequent.
Integrating all the five statements got a Sub WAM of 2.96 verbally described as (F) Frequent.
And finally, adding all the weighted arithmetic means of the A. Mental, B. Physical, and
C. Emotional health, as well as the D. Academic performance strategies together, garnered an
overall WAM of 2.91 as described verbally as (F) Frequent.
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Table 11. Summation of the generalized acquitted weighted arithmetic mean on the strategies
employed by the Grade 12 STEM students to overcome their parent’s expectations.
STRATEGIES EMPLYOYED BY THE GR.12 STEM STUDENTS
A. Mental health
B. Physical health
C. Emotional health
D. Academic performance
Overall WAM
WAM
2.54
2.71
3.06
2.96
2.81
VD
F
F
F
F
F
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(A) Always
(F) Frequent
(S) Seldom
(N) Never
Table 11 Implicates the summarized and generalized weighted mean distribution on the
strategies employed by the Grade 12 STEM students to overcome of Parental expectation in terms
of their Mental, Physical, and Emotional health as well as in their Academic performance.
As reflected in the table above, the A. Mental health strategies rank the lowest amongst,
with a weighted arithmetic mean of 2.54 verbally described as (F) Frequent, followed by the B.
Physical health strategies with a weighted arithmetic mean of 2.71 verbally described as (F)
Frequent, followed by the D. Academic performance strategies with a weighted arithmetic mean
of 2.96 verbally described as (F) Frequent, ascended by the C. Emotional health strategies with a
weighted arithmetic mean of 3.06 verbally described as (F) Frequent. Combing all these 4 together
arrived at the Overall WAM of 2.81 verbally described as (F) Frequent as well, which reveals that
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the Grade 12 STEM students frequently employ these strategies in order to overcome their
parent’s expectations that the researchers then can scrutinize for them to offer a suitable program.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION
This chapter presents the summary of the study conducted. This also entails the significant
findings after the data gathered has been analyzed and interpreted the significant findings has
been derived in accordance with the level of parental expectation, different perspective of effects,
and strategies employed. Moreover, this imparts the conclusions that the researchers had arrived
at, and this also offers recommendations hereafter that can shed light on how the Grade 12 STEM
students had overcome the said expectations from their parents in which are hereby shown:
Summary of Findings
This study aimed to know the Effect of Parental expectations towards the Grade 12 STEM
students. Specifically, it attempted to prove whether it has a significant impact in terms of the
Grade 12 STEM students’ Mental, Physical, and Emotional health as well as in their Academic
performance, and the strategies that the Grade 12 STEM students have employed to overcome
those expectations. The study was conducted out at Godefredo M. Tan Integrated School of Arts
and Trades located at San Andres Road Brgy. Pagkakaisa San Narciso, Province of Quezon. There
were two sets of respondents they were the 27 Grade 12 STEM students from section H.D.F and
the other set were the 20 respondents out of the 27 respected parents of the first mentioned set
which is 74% representation. Purposive sampling technique was used to select them. This study
used quantitative approach and a descriptive-evaluative method. Relevant data were obtained
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through printed survey questionnaires. Weighted arithmetic mean was used in order to interpret
the data gathered.
After the data gathered has been analysed and interpreted, the significant findings have
been derived in accordance to the level of parental expectation, different perspective of effects
and strategies employed which are hereby shown:
1. Level of Parental expectation towards Grade 12 STEM (Science, Technology,
Engineering, and Mathematics) students in their academic performance?
1.1 It was found out that Parents holds a very high expectation on the Grade 12 STEM
students.
2. What are the effects of parental expectations towards STEM (Science, Technology,
Engineering, and Mathematics) students in terms of their:
2.1 Mental health
Parental expectation in terms Mental health, has both Negative effect of
(WAM=2.85) which is verbally described as (M) Moderate, and a Positive effect of
(WAM=2.88) which is also verbally described as (M) Moderate. linking these two
together reveals the Overall WAM of (2.86) and is, still verbally described as (M)
Moderate effect in terms of the Grade 12 STEM students’ Mental health. Thus, it is
evident that Parental expectation was found out to have a significant positive effect
in terms of the Grade 12 STEM students’ mental health.
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2.2 Physical health
Parental expectation in terms of Physical health has both Negative effect of
(WAM=2.37) which is verbally described as (L) Low, and a Positive effect of
(WAM=2.43) which is verbally described as (L) Low. Garnering an overall WAM of
(2.40) which is still verbally described as (L) Low. Thus, Parental expectation was
found out to have a significant positive effect in terms of the Grade 12 STEM
students’ Physical health.
2.3 Emotional health
Parental expectation has both Negative effect of (WAM=2.61) which is verbally
described as (M) Moderate, and a Positive effect of (WAM=2.74) putting these
together yields an Overall WAM of (2.67) which is still verbally described as (M)
Moderate. Thus, Parental expectation have a significant positive effect in terms of the
in terms of the Grade 12 STEM students’ Emotional health.
2.4 Academic performance
Parental expectation has both Negative effect of (WAM=1.91) which is verbally
described as (L) Low, and Positive effect of (WAM=2.72) which is verbally described
as (M) Moderate, that attained an overall WAM of (2.32) which is verbally described
as (L) Low. Subsequently, it is understood that Parental expectation has a greater
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significant positive effect in terms of Grade 12 STEM students’ Academic
performance.
3. What are the strategies employed by the STEM (Science, Technology,
Engineering, and Mathematics) students to overcome their parent’s expectations in terms
of their:
3.1 Mental health
Mental health strategies rank the lowest amongst, with a weighted arithmetic mean
of 2.54 verbally described as (F) Frequent.
3.2 Physical health
Physical health strategies rank 2nd to the lowest that have a weighted arithmetic mean
of 2.71 verbally described as (F) Frequent.
3.3 Emotional health
Emotional health strategies ranked the highest amongst that have a weighted
arithmetic mean of 3.06 verbally described as (F) Frequent.
3.4 Academic performance
Academic performance strategies ranked 3rd to lowest that have a weighted arithmetic
mean of 2.96 verbally described as (F) Frequent.
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Conclusions:
From the findings of the present study, the following conclusions were formulated:
1. Level of Parental expectation towards the Grade 12 STEM students
1.1 It was found out that Parents holds a Very High Expectation towards the Grade 12 STEM
students
2. Effects of parental expectations towards STEM students in terms of their:
2.1 For the Grade 12 STEM students, Parental expectations have a significant positive
effect in terms of their Mental health.
2.2 For the Grade 12 STEM students, Parental expectations have a significant positive
effect in terms of their Physical health.
2.3 For the Grade 12 STEM students, Parental expectations have a significant positive
effect in terms of their Emotional health.
2.4 For the Grade 12 STEM students, Parental expectations have a significant positive
effect in terms of their Academic performance.
3. Strategies employed by the STEM students to overcome their parent’s expectations
3.1–3.4 It was found out that Grade 12 STEM students frequently employs the given
strategies to overcome their parent’s expectation that the researchers then can contemplate and
probe for them to offer a suitable program.
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Recommendations:
Based on the findings and conclusions of the present study, the following
recommendations are hereafter made and offered:
For the Parents
1. Let their children feel the importance of parents’ expectations for their holistic
development.
2. Remind their children about the school work.
3. Be aware of what their child is going through with their academic study.
For the Students
1. Be open-minded and understand the importance of their parent's expectations.
2. Use their parent’s expectations as their motivation to excel in every undertaking.
For the Future Researchers
1. Use the data gathered and findings as reference for future researches.
2. Examine if there is a significant relation between the demographic characteristics and
educational attainment of parents with regard on their expectations.
3. Identify who among the students perceives a negative or positive effect in terms of their
demographic characteristics.
4. Conduct an evaluative study about the effectiveness of the output.
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SENIOR HIGH SCHOOL DEPARTMENT
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Brgy. Pagkakaisa San Narciso, Quezon
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APPENDICES
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APPENDIX “A”
RESEARCH OUTPUT: INFORMATIVE PAMPHLET
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APPENDIX “B”
Timetable on the utilization and dissemination of the research findings and
output
No.
1.
2.
3.
4.
5.
6.
7.
8.
ACTIVITIES
Submission/Endorsement of 1st the
research output: Parents and
students’ awareness campaign for
the proposal defense
Renaming the research output:
Informative Booklet
Consultation of the new research
output
Crafting the 2nd research output:
Informative Booklet
Coordination for the finished
research output
Feedback of the Research adviser
on the research output: Informative
Booklet
Final revision of the 3rd evaluated
research output: Informative
Pamphlet
Presentation of the revised research
output: Informative pamphlet to the
oral examination committee.
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PERSONS INVOLVED
TARGET DATES
Researchers and Oral
Examination Committee
January 18, 2023
Researchers
March 19, 2023
Researchers and Research
adviser
April 10, 2023
Researchers
April 12, 2023
Researchers and Research
adviser
April 18, 2023
Researchers and Research
adviser
April 22, 2023
Researchers
April 30, 2023
Researchers and Oral
Examination Committee
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APPENDIX “C”
LETTERS and CERTIFICATION
February 23, 2023
MELANIE L. MOREJON
Master Teacher 1
This School
Dearest Ma’am;
GREETINGS OF DELIGHT!
We, the undersigned Grade 12 students of section H.D.F, are currently working with our
research study entitled “EFFECTS OF PARENTAL EXPECTATION TOWARDS THE
GRADE 12 STUDENTS”. In line with this, we humbly ask for your permission to conduct a
survey of our study on your class advisees.
Rest assured that the data that we will be gathered will remain absolutely confidential and to be
used for academic purposes only, in accordance to the Ethical consideration of our research.
We believe that you are with us in our enthusiasm to comply the requirement as compliance for
our subject. We hope for your positive response on this humble matter. Your approval to
conduct this study will be greatly appreciated.
Respectfully yours,
CHRISTINE JOY G. PAISON
JERICHO B.CARABIDO
JAYBE M. OLEA
Approved by:
MELANIE L. MOREJON
H.D.F Adviser
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
JOJO M. MORADA JR.
JOSE JAY R. DEVIDA
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Pebrero 23, 2023
MGA MAGULANG AT TAGA PAG-ALAGA
Munisipalidad ng San Narciso, probinsya ng Quezon 4313
Ang Paaralang ito
Sa kinauukulan,
PAGBATI NG KAPAYAPAAN!
Kami, ang mga mag-aaral ng STEM (Science, Technology, Engineering, and
Mathematics) ay kasalukuyang nagsasagawa ng pananaliksik na may titulong, “EFFECTS
OF PARENTAL EXPECATION TOWARDS THE GRADE 12 STUDENTS’
ACADEMIC PERFORMANCE” sa Paaralan ng Godofredo M. Tan Integrated School of
Arts and Trades, taong 2023.
Kaugnay nito, inihanda po namin ang survey questionnaire na ito upang
makapangalap ng mga datos na kinakailangan namin sa aming pananaliksik.
Dahil dito, kayo po ay aming inaanyayahan na makiisa, gayo’n din aming hinihingi
ang inyong permiso na makilahok sa pananaliksik na ito. Ang inyong positibong pagtugon ay
malugod naming inaasahan. Ang mga datos at ang inyong mga personal na impormasyon na
inyong ilalagda sa survey na ito ay mananatiling kumpidensyal.
MARAMING SALAMAT PO!
Lubos na sumasainyo;
-Mga taga-panaliksi
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CERTIFICATE OF VALIDATION
This is to certify that the research instrument of the following researchers namely:
Jericho B. Carabido, Christine joy G. Paison, Jojo M. Morada Jr.,
Jaybe M. Olea, and Jose Jay Devida
of Godofredo M. Tan Integrated School of Arts and Trades
in their research study
entitled
“EFFECTS OF PARENATL EXPECTATION TOWARDS THE
GRADE 12 STEM STUDENTS”
has been validated.
Issued upon request for whatever purpose it may serve.
DANNY V. CALCABEN
Senior High School Teacher III
GMTISAT
San Narciso, Quezon
__________________
Date
Brgy. Pagkakaisa San Narciso, Quezon
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CERTIFICATE OF VALIDATION
This is to certify that the research survey questionnaire of the following researchers:
Jericho B. Carabido, Christine joy G. Paison, Jojo M. Morada Jr.,
Jaybe M. Olea, and Jose Jay Devida
of Godofredo M. Tan Integrated School of Arts and Trades
in their research study
entitled
“EFFECTS OF PARENATL EXPECTATION TOWARDS THE
GRADE 12 STEM STUDENTS”
has been validated.
Issued upon request for whatever purpose it may serve.
MELANIE L. MOREJON
Master Teacher I
GMTISAT
San Narciso, Quezon
__________________
Date
Brgy. Pagkakaisa San Narciso, Quezon
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SENIOR HIGH SCHOOL DEPARTMENT
CERTIFICATE OF VALIDATION
This is to certify that the research survey questionnaire of the following researchers:
Jericho B. Carabido, Christine joy G. Paison, Jojo M. Morada Jr.,
Jaybe M. Olea, and Jose Jay Devida
of Godofredo M. Tan Integrated School of Arts and Trades
in their research study
entitled
“EFFECTS OF PARENATL EXPECTATION TOWARDS THE
GRADE 12 STEM STUDENTS”
has been validated.
Issued upon request for whatever purpose it may serve.
EDLYN P. UY
Master Teacher I
GMTISAT
San Narciso, Quezon
__________________
Date
Brgy. Pagkakaisa San Narciso, Quezon
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“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
CERTIFICATE OF VALIDATION
This is to certify that the research survey questionnaire of the following researchers:
Jericho B. Carabido, Christine joy G. Paison, Jojo M. Morada Jr.,
Jaybe M. Olea, and Jose Jay Devida
of Godofredo M. Tan Integrated School of Arts and Trades
in their research study
entitled
“EFFECTS OF PARENATL EXPECTATION TOWARDS THE
GRADE 12 STEM STUDENTS”
has been validated.
Issued upon request for whatever purpose it may serve.
MARLON D. LUALHATI
Senior High School Teacher III
GMTISAT
San Narciso, Quezon
__________________
Date
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
80
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
CERTIFICATE OF VALIDATION
This is to certify that the research survey questionnaire of the following researchers:
Jericho B. Carabido, Christine joy G. Paison, Jojo M. Morada Jr.,
Jaybe M. Olea, and Jose Jay Devida
of Godofredo M. Tan Integrated School of Arts and Trades
in their research study
entitled
“EFFECTS OF PARENATL EXPECTATION TOWARDS THE
GRADE 12 STEM STUDENTS”
has been validated.
Issued upon request for whatever purpose it may serve.
GEGE C. RAGA
Junior High School Teacher II
GMTISAT
San Narciso, Quezon
__________________
Date
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
81
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
CERTIFICATE OF LANGUAGE EDITING
This is to certify that the research paper of the following researchers namely:
Jericho B. Carabido, Christine joy G. Paison, Jojo M. Morada Jr.,
Jaybe M. Olea, and Jose Jay R. Devida
of Godofredo M. Tan Integrated School of Arts and Trades
in their research study
entitled
“EFFECTS OF PARENATL EXPECTATION TOWARDS THE
GRADE 12 STEM STUDENTS”
Have undergone through scrutinization,
Proofreading, and was
edited.
Issued upon request for whatever purpose it may serve.
MARJORIE Z. EVASCO
Senior High School Teacher III
GMTISAT
San Narciso, Quezon
__________________
Date
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
82
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
CERTIFICATE OF ORIGINALITY
The researchers of the present study, henceforth assert that this compliance is their own
work and that, to the best of their knowledge and belief, it covers no material previously
published by another person or material to which a significant scope has been addressed for an
award of any other degree or diploma of an Institution/University/Organization of higher
learning, except for where due the credit is given in the text.
They also affirm that the rationale content of this research paper is the result of their
own efforts, despite the fact that they might have received standard practice of assistance from
others in terms of content, demonstration, and linguistic articulation.
CHRISTINE JOY G. PAISON
JERICHO B. CARABIDO
JAYBE M. OLEA
JOJO B. MORADA JR.
JOSE JAY R. DEVIDA
Signature of Advisees over printed name
MELANIE L. MOREJON
Signature of Adviser over printed name
____________________
Date
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
83
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
APPENDIX “D”
INSTRUMENTS
Isang survey ng mga katanungan para sa lebel ng ekspektasyon ng Magulang sa
Akademikong Pagganap ng kanilang anak
Pangalan (Opsyonal): _____________________________________
Tirahan: ___________________________________
kasarian: ______
Mobile no.: _________________
Antas ng inaasahan ng magulang sa Gr.12 STEM na magaaral
Inaasahan ko ang aking anak na…
1. palaging sumagot sa mga class recitation
Weighted mean
4
3
2
2. ipasa ang mga takdang-aralin sa tamang oras
3. magka-roon ng matataas na marka sa kaniyang mga major
subjects
4. makipag kompetensya para sa pinaka mataas na karangalan
5. huwag tamarin sa kanya pag-aaral
6. makakuha ng pinaka mataas na puntos sa kaniyang mga
pagsusulit
7. malampasan ang kaniyang mga kahinaan sa kanyang mga aralin
8. mag-uwi ng mga karangalan mula sa paaraalan
9. maging leader ng mga proyekto at aktibidad
10. palaging maging aktibo sa klase
MGA KATUMBAS
4 = Napakataas na Ekspektasyon
3 = Mataas na Ekspektasyon
2 = Mababang Ekpektasyon
1 = Mababang Ekspektasyon
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
Lagda ng kalahok________________________
1
84
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
A Survey Questionnaire for Gr.12 STEM Students regarding on the Effect of
Parental Expectation in their Academic Performance
Name: ______________________________________
Sex: _________
Address:________________________________________________________
Effect of expectation towards the Grade 12 stem students’
Academic performance
Because of my parents’ expectation I…
Weighted mean
4
3
2
1. always recite in class recitation
2. get the highest score in quizzes and exams
3. had high grades in my major subjects
4. used to compete for the highest place in the honour roll
5. do not slack off on my studies
6. get nervous in class recitation
7. get below average scores in quizzes and exams
8. used to skip classes
9. was afraid to cooperate in group works
10. became unconcerned in my studies
EQUIVALENT
1 = No Expectation
2 = Low Expectation
3 = High Expectation
4 = Very High Expectation
Signature of respondents________________________
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
1
85
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
A Survey Questionnaire for given strategies employed by the Grade 12 STEM
students’ academic performance
Name: ______________________________________
Address: ____________________________________
Sex: ________
Mobile no.: ___________________
Given Strategies
I am…
1. advance studying the lesson especially in my major subjects in
Weighted mean
4
3
2
order to meet the expectation of my parents
2. putting extra time for my academics so that I can participate in
recitation at school
3. lending a large amount of time to do my requirements and
passing it before the exact due date
4. mindful for my attendance at school that’s why I never get late
nor having an absent
5. putting the words of my parents to action, so that they can see
the outcome of their advices
EQUIVALENT
4= Always
3= Frequent
2= Seldom
1= Never
Signature of Respondent: ____________________
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
1
86
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
A Survey Questionnaire for Gr.12 STEM Students regarding on the Effect of Parental
Expectation in their Mental, Physical, and Emotional aspects
Name: _________________________________
Effects of Parental Expectation
A. Mental Health
Because of expectation I…
1. began to have a mental distress
2. have stress
3. have anxiety
4. start overthinking
5. can’t think properly
6. became an optimistic
7. became inspired
8. obedient/dutiful
9. worked productively
10. realized my potential
Effects of Parental Expectation
C. Emotional Health
Because of expectation I feel…
1. loneliness
2. self-criticism
3. frustration
4. ashamed
5. discouragement
6. contentment
7. gratitude
8. inspired
9. motivated
10. joyous
Sex: _________
Weighted mean
4
3
2
1
Address: _______________________
Effects of Parental Expectation Weighted mean
B. Physical Health
4
3
2
1
Because of expectation I…
1. have insufficient sleep
2. gained weight
3. loss weight
4. have had a headache
5. was maltreated
6. felt so energetic
7. exercise regularly
8. actively participate in
school activities
9. performed more fluently
10. worked harder
Weighted mean
4
3
2
1
EQUIVALENT
4 = High
3 = Moderate
2 = Low
1 = Never
Signature of Respondent:
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
________________
87
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
A Survey Questionnaire for Gr.12 STEM Students regarding on the strategies
they employed to cope with their parent’s expectation on their Mental,
Physical, and Emotional health
Name: _____________________________________
Sex: _________
Address: _____________________________________________________
Effects of Parental Expectation
A. Mental Health (strategies)
Weighted
mean
4 3 2 1
1. Mental reframing
2. Deep breathing
3. I’m doing the 3 3 3 rules for anxiety (i.e., naming three things I see. Then,
naming three sounds I hear. Finally, moving three parts of my body; ankle,
fingers, or arm)
4. I’m writing down my thoughts
5. I step back and look how I am responding
B. Physical Health (strategies)
1. I am managing my time for academics and household chores
2. Eating balanced meal from 3-5 hours
3. Eating foods that are high in proteins
4. I’m applying a cold patch or Hot Compress on the part of my head that is
aching
5. Talking heart-to-heart with my parents
C. Emotional Health (strategies)
1. I’m trying to open up to my friends or close relatives
2. Letting go of perfectionism and welcoming mistakes
3. Focusing on positive visualization
4. Facing the root of my shame
5. Considering my career goals
EQUIVALENT:
4 = Highly agree
3 = Moderately agree
2 = Somewhat agree
1 = Not at all
Signature of respondents_______________________________________
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
88
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
APPENDIX “E”
GANTT CHART
NO.
DELIVERABLE TASKS
1
Crafting the research title
2
Approval of the research title
3
Formulating the SOP
4
Commencing Chapters I-III
5
9
Submission of Chapters I-III for evaluation
Revision of the annotated Chapters I-III from
the research adviser
Pre-oral defense
Submission of the manuscript for Proposal
defense
Securing letters to conduct the survey
10
Revision of the survey questionnaires
11
12
Data collection
Analyzation and Interpretation of the data
gathered
Working on Chapters IV-V
13
Submission of Chapters I-V to the Grammarian
14
Working on the research output
Revision of the annotated manuscript from the
Grammarian
Submission of the completed manuscript for a
final defense to the oral examination committee
Final Oral Defense
Revision of the annotated manuscript from the
oral examination committee
Finalization of the manuscript
Submission of the revised manuscript to the
printing press for hard binding
6
7
8
12
15
16
17
18
19
20
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
M
A
Y
J
U
N
J
U
L
A
U
G
S
E
P
2022-2023
O N D J
C O E A
T V C N
F
E
B
M
A
R
A
P
R
M
A
Y
89
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
APPENDIX “F”
COMPUTATIONS
Table 1. Frequency and Weighted Mean on the Level of Parental expectation among the
Grade STEM students
ANTAS NG INAASAHAN NG MAGULANG SA
GRADE 12 STEM NA MAG-AARAL
Inaasahan ko ang aking anak na…
1. palaging sumagot sa mga class recitation
2. ipasa ang mga takdang aralin sa tamang oras
3. magkaroon ng mataas ana marka sa kanyang mga
major subjects
4. makipag kompetensya para sa pinkamataas na
karangalan
5. huwag tamarin sa kanyang pag-aaral
6. makakuha ng pinaka mataas na puntos sa kanyang mga
pagsusulit
7. malampasan ang kanyang mga kahinaan sa kanyang
mga aralin
8. mag-uwi ng mga karangalan mula sa paaralan
9. maging leader ng mga proyekto at aktibidad
10. palaging maging aktibo sa klase
LEGEND
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(NE) Napakataas na Ekspektasyon
(ME) Mataas na Ekspektasyon
(ME) Mababang Ekspektasyon
(WE) Walang Ekspektasyon
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
SCALE
WAM
VD
4
10
16
3
8
3
2
1
1
1
1
0
3.35
3.75
NE
NE
11
6
3
0
3.40
NE
3
6
10
1
2.55
MT
12
7
1
0
3.55
NE
7
11
1
1
3.20
ME
12
7
1
0
3.55
NE
9
4
15
7
2
2
9
6
1
4
1
0
Overall WAM
3.15
2.80
3.70
3.30
ME
ME
NE
NE
90
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Table 2. Frequency and Weighted Mean on the Effect of Parental Expectation towards Grade
12 STEM students’ Mental health
EFFECT OF PARENTAL EXPECTATION
A. MENTAL HEALTH
Because of expectation I…
1. began to have mental distress
2. have stress
3. have anxiety
4. start overthinking
5. can't think properly
4
SCALE
3
2
7
7
9
13
9
10
10
6
7
9
6. became an optimistic
7. became inspired
8. obedient/dutiful
9. worked hard
10. realized my potential
6
9
7
8
7
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(H) High
(M) Moderate
(L) Low
(N) Never
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
1
8
2
7
3
7
5
4
3
6
3
Sub-WAM
12
7
2
11
5
2
13
5
2
11
5
3
13
3
4
Sub-WAM
Overall WAM
WAM
2.81
2.77
2.70
3.11
2.88
2.85
2.77
3.00
2.92
2.88
2.85
2.86
2.86
VD
M
M
M
M
M
M
M
M
M
M
M
M
M
91
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Table 3. Frequency and Weighted Mean on the Effect of Parental Expectation towards Grade
12 STEM students’ Physical health
EFFECT OF PARENTAL EXPECTATION
B. PHYSICAL HEALTH
Because of expectation I…
1. have insufficient sleep
2. gained weight
3. loss weight
4. have had headache
5. was maltreated
6. felt so energetic
7. exercise regularly
8. actively participate in school activities
9. performed more fluently
10. worked harder
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(H) High
(M) Moderate
(L) Low
(N) Never
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
4
SCALE
3
2
5
2
6
9
1
11
9
5
7
5
5
3
5
6
6
1
8
3
7
9
11
5
7
4
10
11
Sub-WAM
7
10
5
12
5
7
10
8
4
10
8
3
10
7
4
Sub-WAM
Overall WAM
WAM
VD
2.66
2.14
2.44
2.77
1.85
2.37
2.44
2.42
2.59
2.72
2.00
2.42
2.39
M
L
L
M
L
L
L
L
M
M
L
L
L
92
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Table 4. Frequency and Weighted Mean on the Effect of Parental Expectation towards Grade
12 STEM students’ Emotional health
EFFECT OF PARENTAL EXPECATION
C. EMOTIONAL HEALTH
Because of expectation I feel…
1. loneliness
2. self-criticism
3. frustration
4. ashamed
5. discouragement
6. contentment
7. gratitude
8. inspired
9. motivated
10. joyous
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(H) High
(M) Moderate
(L) Low
(N) Never
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
4
SCALE
3
2
5
9
8
9
7
7
6
8
5
5
2
5
9
9
5
1
7
8
9
3
8
3
10
3
11
4
Sub-WAM
9
13
3
11
8
3
11
7
0
12
3
3
11
7
4
Sub-WAM
Overall WAM
WAM
VD
2.33
2.70
2.77
2.74
2.55
2.61
2.37
2.66
3.07
3.00
2.62
2.74
2.68
L
M
M
M
M
L
L
M
M
M
M
M
M
93
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Table 5. Frequency and Weighted Mean on the Effect of Parental Expectation towards Grade
12 STEM Students’ Academic Performance
EFFECT OF PARENTAL EXPECTATION
D. ACADEMIC PERFORMANCE
Because of my parent's expectation I…
1. always recite in class recitation
2. to get the highest score in quizzes and exams
3. had high grades in my major subjects
4. used to compete for the highest place in honors’ roll
5. do not slack off on my studies
6. get nervous in class recitation
7. get below average scores in quizzes and exams
8. used to skip classes
9. was afraid to cooperate in group works
10. became unconcerned in my studies
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(H) High
(M) Moderate
(L) Low
(N) Never
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
4
SCALE
3
2
3
8
8
4
8
12
10
10
7
11
2
4
0
0
3
1
10
2
7
2
8
1
12
4
4
4
Sub-WAM
14
7
4
7
10
6
3
4
20
4
9
14
3
5
16
Sub-WAM
Overall WAM
WAM
VD
2.59
2.88
2.92
2.40
2.85
2.72
2.51
2.33
1.37
1.62
1.74
1.91
2.32
M
M
M
L
M
M
M
L
L
L
L
L
L
94
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
Table 6. Frequency and Weighted mean of the given strategies (Mental, Physical, Emotional health, Academic
performance)
GIVEN STRATEGIES
A. Mental health
1. Mental reframing
2. Deep breathing
3. I'm doing the 3 3 3 rules for anxiety (i.e., naming 3 things I see, then
naming 3 sounds I hear. Finally, moving 3 parts of my body
4. I'm writing down my thoughts
5. I step back and look how I am responding
B. Physical health
1. I am managing my time for academics and household chores
2. Eating balanced meal from 3-5 hours
3. Eating foods that are high in proteins
4. I'm applying a cold or hot patch/compress on the part of my head that
is aching
5. Talking heart-to-heart with my parents
C. Emotional health
1. I'm trying to open up to my friends or close relatives
2. Letting go of perfectionism and welcoming mistakes
3. Focusing on positive visualization
4. Facing the root of my shame
5. Considering my career goals
D. Academic performance
1. advance studying the lesson, especially in my major subjects in order
to meet the expectation of my parents
2. putting an extra time for my academics so that I can participate in
recitation at school
3. lending a large amount of time to do my requirements and passing it
before the exact due date
4. mindful for my attendance at school that's why I never get late nor
having an absent
5. putting the words of my parents into action so that they can see the
outcome of their pieces of advice
4
5
6
SCALE
3
2
12
7
10
6
1
5
5
7
2
8
4
3
7
13
9
7
9
13
10
9
3
9
8
6
8
4
9
9
10
10
8
6
19
8
10
13
11
7
4
14
7
7
13
6
WAM
VD
2.77
2.62
F
F
2.29
S
2.25
2.77
2.54
S
F
F
2
1
1
3.07
2.85
2.96
F
F
F
9
2.40
S
4
5
Sub-WAM
2.81
2.71
F
F
4
5
5
2
7
0
6
4
0
1
Sub WAM
2.85
3.03
3.14
2.70
3.62
3.06
F
F
F
F
A
F
2
2.74
F
7
0
3.00
F
17
3
1
3.03
F
13
6
7
1
3.14
F
7
13
5
2
2.92
F
2.96
2.81
F
F
10
8
8
8
8
Sub-WAM
Sub-WAM
Overall WAM
LEGEND:
Range Interval
3.26 – 4.00
2.51 – 3.25
1.76 – 2.50
1.00 – 1.75
Verbal Description
(A) Always
(F) Frequent
(S) Seldom
(N) Never
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
95
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
CURRICULUM VITAE
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
96
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
NAME/POSITION: CARABIDO, JERICHO B. /Executive leader
NICKNAME: “Iko”
PERMANENT ADRESS: Brgy. Pagkakaisa, San Narciso, Quezon 4313
E-MAIL ADRESS: jerichocarabido23@gmail.com
MOBILE NO.: 09519815869
DEMOGRAPHIC PROFILE
DATE OF BIRTH: July 23, 2004
PLACE OF BIRTH: Brgy. Maligaya, San Narciso, Quezon
AGE: 18
GENDER: Male
HEIGHT: 1.56 m
WEIGHT: 99.288 lbs
CURRENT LOCATION: Brgy. Pagkakaisa, San Narciso, Quezon
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
FATHER’S NAME: Jerry N. Carabido
MOTHER’S NAME: Ofelia A. Borromeo
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
97
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
EDUCATIONAL BACKGROUND
HIGH SCHOOL/SENIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, San Narciso, Quezon
•
S.Y. 2022-2023
HIGH SCHOOL/JUNIOR HIGH:
•
St. Joseph’s High School
•
Brgy. Maligaya, San Narciso, Quezon
•
S.Y. 2018-2021
ELEMENTARY/GRADE SCHOOL:
•
San Narciso Central Elementary School
•
Brgy. Pagdadamayan, San Narcsiso, Quezon
•
S.Y. 2010-2017
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
98
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
NAME/POSITION: PAISON, CHRISTINE JOY G. /Assistant leader
NICKNAME: “CJ”
PERMANENT ADDRESS: Brgy. Buenavista, San Narciso, Quezon 4313
E-MAIL ADRESS: christinejoypaison96@gmail.com
MOBILE NO.: 09556351286
DEMOGRAPHIC PROFILE
DATE OF BIRTH: June 05, 2005
PLACE OF BIRTH: Bondoc Peninsula Catanauan District Hospital
AGE: 17
GENDER: Female
HEIGHT: 1.45 m
WEIGHT: 90.776 lbs
CURRENT LOCATION: Brgy. Buenavista, San Narciso, Quezon
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
FATHER’S NAME: Joel B. Paison
MOTHER’S NAME: Ruena F. Paison
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
99
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
EDUCATIONAL BACKGROUND
HIGH SCHOOL/SENIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, Pagkakaisa, San Narciso, Quezon
•
S.Y. 2022-2023
HIGH SCHOOL/JUNIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, San Narciso, Quezon
•
S.Y. 2018-2021
ELEMENTARY/GRADE SCHOOL:
•
Catanauan Central Elementary School
•
Brgy. Pagdadamayan, San Narcsiso, Quezon
•
S.Y. 2010-2017
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
100
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
NAME/POSITION: MORADA, JOJO JR. /Group’s statistician
NICKNAME: “Jojo”
PERMANENT ADDRESS: Brgy. San Juan, San Narciso, Quezon 4313
E-MAIL ADDRESS: moradajojo@786gmail.com
MOBILE NO.: 09514468473
DEMOGRAPHIC PROFILE
DATE OF BIRTH: April 3, 2003
PLACE OF BIRTH: Brgy. Brgy. San Juan, San Narciso, Quezon
AGE: 18
GENDER: Male
HEIGHT: 1.83 m
WEIGHT: 103.54 lbs
CURRENT LOCATION: Brgy. San Juan, San Narciso, Quezon
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
FATHER’S NAME: Jojo M. Morada Sr.
MOTHER’S NAME: Nimfa M. Morada
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
101
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
EDUCATIONAL BACKGROUND
HIGH SCHOOL/SENIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, Pagkakaisa, San Narciso, Quezon
•
S.Y. 2022-2023
HIGH SCHOOL/JUNIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, San Narciso, Quezon
•
S.Y. 2018-2021
ELEMENTARY/GRADE SCHOOL:
•
San Juan Elementary School
•
San Juan Elementary School
•
S.Y. 2010-2017
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
102
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
NAME/POSITION: OLEA, JAYBE M. /Member
NICKNAME: “Jeng”
PERMANENT ADDRESS: Magsaysay, Lopez, Quezon 4316
E-MAIL ADDRESS: oleajaybe@gmail.com
MOBILE NO.: 09053843998
DEMOGRAPHIC PROFILE
DATE OF BIRTH: January 17, 2005
PLACE OF BIRTH: Magsaysay hospital Lopez, Quezon
AGE: 18
GENDER: Female
HEIGHT: 1.52 m
WEIGHT: 102.76 lbs
CURRENT LOCATION: Brgy. Pagkakaisa, San Narciso, Quezon
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
FATHER’S NAME: Jayson B. Olea
MOTHER’S NAME: Belinda M. Olea
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
103
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
EDUCATIONAL BACKGROUND
HIGH SCHOOL/SENIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, Pagkakaisa, San Narciso, Quezon
•
S.Y. 2022-2023
HIGH SCHOOL/JUNIOR HIGH:
•
Eastern Tayabas College
•
Brgy Rizal Poblacion, Lopez Quezon
•
S.Y. 2018-2021
ELEMENTARY/GRADE SCHOOL:
•
Pansol Elementary School
•
Brgy, Pansol Lopez, Quezon
•
S.Y. 2010-2017
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
104
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
NAME/POSITION: DEVIDA, JOSE JAY R. /Member
NICKNAME: “Ote”
PERMANENT ADDRESS: Brgy. Villa Aurin, San Narciso, Quezon 4313
E-MAIL ADDRESS: josejatdevida03@gmail.com
MOBILE NO.: 09054849635
DEMOGRAPHIC PROFILE
DATE OF BIRTH: January 16, 2003
PLACE OF BIRTH: Brgy. Villa Aurin, San Narciso, Quezon
AGE: 20
GENDER: Male
HEIGHT: 1.67 m
WEIGHT: 188.678 lbs
CURRENT LOCATION: Brgy. Villa Aurin, San Narciso, Quezon
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
FATHER’S NAME: Joel L. Devida
MOTHER’S NAME: Celenia T. Roxas
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
105
GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
SENIOR HIGH SCHOOL DEPARTMENT
EDUCATIONAL BACKGROUND
HIGH SCHOOL/SENIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, Pagkakaisa, San Narciso, Quezon
•
S.Y. 2022-2023
HIGH SCHOOL/JUNIOR HIGH:
•
Godofredo M. Tan Integrated School of Arts and Trades
•
Brgy. Pagkakaisa, San Narciso, Quezon
•
S.Y. 2018-2021
ELEMENTARY/GRADE SCHOOL:
•
Pinag-sama Elementary School
•
Brgy, Villa Aurin, San Narciso, Quezon
•
S.Y. 2010-2017
Brgy. Pagkakaisa San Narciso, Quezon
“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”