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Background of The Study - CopyNew

This document discusses parental involvement in children's education. It explores how parental involvement can positively impact children's academic achievement, skills development, behavior, and social skills. The document reviews several studies that show increased parental involvement is associated with higher grades, test scores, and educational expectations. It also examines different forms of parental involvement, including involvement at home and at school. Finally, the document discusses how parental educational attainment may influence their ability and willingness to be involved in their children's education.

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Jerico Villanueva
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881 views

Background of The Study - CopyNew

This document discusses parental involvement in children's education. It explores how parental involvement can positively impact children's academic achievement, skills development, behavior, and social skills. The document reviews several studies that show increased parental involvement is associated with higher grades, test scores, and educational expectations. It also examines different forms of parental involvement, including involvement at home and at school. Finally, the document discusses how parental educational attainment may influence their ability and willingness to be involved in their children's education.

Uploaded by

Jerico Villanueva
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Background of the Study

Education as a basic human right was needed to exercise by

everyone. Family as the basic unit of society, is the primary

factor that affects the children’s personality development.

Parents’ engagement on working directly with their children at

learning activities and the development of their children’s

personality may be affected by their educational attainment.

Parents’ should engage on working directly with their

children and on developing their children’s personality. Parental

involvement refers to the amount of participation a parent has

when it comes to schooling and her child’s life. Some schools

foster healthy parental involvement through events and volunteer

opportunities, but sometimes it’s up to the parents to involve

themselves with their children education. Bringing up children and

taking care of them is a great responsibility for parents.

According to Gordon and Louis (1999) as featured by Gomes

(2015), parents play a major factor in making the educational

experience of their children positive. Students need the presence

of their parents in their schooling, especially as they deal with

the demands of society, peer pressure, and changes in adolescence.

The purpose of increasing parental involvement in children’s

schooling is that such involvement is positive for children.


According to Grolnick and Slowiaczek (1992) as featured by

Gomes (2015), the distinctions are between involvement based at

school and based at home. They used this distinction because it is

concrete. The distinction between involvement based at school and

based at home is important because the two embody distinct ways

that parents become involved in children’s schooling, with

distinct effects on them.

It is also possible that some forms of parent involvement

beneficially affect other student outcomes that might be

associated with academic achievement such as educational

expectations, absenteeism, and truancy. If described in this

manner, parent involvement is conceived of as a form of social

capital. Parents invest their time, attention, and resources in

their children with the expectation of a return – namely that their

children will perform better in school. Recognizing that parent

involvement can be with the child, school personnel, or other

parents is important because not all strategies of involvement are

likely to yield the same result. In fact, one of the confusing

aspects of the literature is that so many different

conceptualizations of parent involvement are relied upon, and

these conceptualizations cut across the domains (child, school,

parents) with little discussion of the implications.


According to Epstein (1983) as featured by Gomes (2015),

parental involvement on both the school and home has been argued

to enhance children’s achievement in school. In skill development,

parental involvement in children’s academic lives improves

children’s achievement because of the skill-related resources it

provides children. Skill- related resources include cognitive

skills such as receptive language capability and phonological

awareness, as well as metacognitive skills, such as planning,

monitoring and regulating the learning process. There are a number

of causes why parental involvement may enhance skills among

children. First, when parents are involved in children’s academic

lives, they may gain useful information about how and what children

are learning in school. Construed most broadly, parent involvement

is any action taken by a parent that can theoretically be expected

to improve student performance or behavior.

In other words, parent involvement consists of those actions

that help a child meet or exceed the norms or expectations of the

student role and encompasses parent-child, parent-teacher, and to

some degree parent-parent relations.

In the study conducted by Garcia and Thornton (2014) shows

that the involvement of family in learning helps to improve student

performance, reduce absenteeism and restore parents' confidence in

their children's education. Learners with parents or caregivers


who are involved in learners’ education, earn higher grades and

test scores, have better social skills and show improved behavior.

Which is something that we as a community and the world at large

are in need of, as it would highly contribute in reducing crime

and poverty. Ideally it would help to have a greater percentage of

parental involvement in their children’s education.

Clinton & Hattie (2013), cited that parents can be involved

in their children's learning through becoming part of school

boards, being concerned about their children's academic

performance, showing dedication in their children's learning

through availing themselves during parents meetings, in order to

gain a better understanding of the performance of their children.

Parents can also be involved by means of follow-ups with their

children's subject teachers in order to identify areas where the

children are facing challenges. If the children got fail grade,

parents go to the extent of contacting their teacher, thus,

building and strengthening the teacher and parent relationship

which would show their commitment towards their children's

learning. Parental involvement is a significant element in

education and can also be achieved through home-based parental

involvement like listening to the child as they read, helping them

in completing their homework as well as school-based activities.


According to Llamas and Tuazon (2016), parents become

comfortable when the education system requires their involvement

in school activities. The strong collaboration of parents with

school authorities can lead to increased improvement in both

physical and academic performance of the school.

In the Philippines, parents’ continuously supporting the

development of their children and engage more in working directly

with their children on learning activities at home. Meanwhile,

other parents’ were not interested in engaging on working directly

with their children on learning activities at home and on

developing their children’s personality because they are too busy

in work and business, no knowledge on the lessons on school of

their children, and ignorant.

Therefore, parents’ educational attainment should be examined

as a prime factor that affects their engagement on working directly

with their children on learning activities at home and on the

students’ personality development.

This study aims to determine the impact of parents’

educational attainment to their engagement on working directly

with their children on learning activities at home and on the

personality development of selected students in San Agustin

National High School. Through this study, the parents’ can gain

knowledge that they should engage more on working directly with


their children on learning activities at home and on developing

their students’ personality holistically.

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