i

PARENTAL INVOLVEMENT IN ONLINE LEARNING PERFORMANCE

OF JUNIOR HIGH SCHOOL STUDENTS IN MATHEMATICS

______________________________________

A Thesis Presented to the Faculty of

The College of Teacher Education
of the Assumption College of Nabunturan
Nabunturan, Davao de Oro

_______________________________________

In Fulfillment of the Requirements

for the Degree of Bachelor of
Mathematics in Secondary Education

_______________________________________

By

BOCADO, ARCT ANTHONY L.

REDUBLA, CRYSTAL MAE L.
VALDEZ, ALLANA MARIE S.

January 2022
 ii

APPROVAL SHEET

This thesis entitled, “PARENTAL INVOLVEMENT IN ONLINE LEARNING

PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN MATHEMATICS” was
prepared and submitted by ARCT ANTHONY L. BOCADO, CRYSTAL MAE L.
REDUBLA and ALLANA MARIE S. VALDEZ in partial fulfilment of the requirements for
the Subject – MATH 118 (Research in Mathematics) has been examined and is
recommended for acceptance and approval for Oral Examination.

ROMULO G. DORONIO, Ph.D.

Adviser

Approved by the Panel of Examiners Oral Examination

FELINITA III R. DORONIO, MA, MES

Chairman

ENGR. ANJIE L. CABAHUG, MEd, MATRe JODELYN N. PASAGAD, LPT, MA

Member Member

Accepted and approved in partial fulfilment of the requirements for the Subject – MATH
118 (Research in Mathematics)

DELFIN J. ENARGAN, MA
Dean of College
 iii

ACKNOWLEDGEMENT

The researchers have received insight, support, and encouragement from many

people, to whom they are grateful from the bottom of their hearts, and would like to

express their most profound appreciation to them for making this research possible.

To the Almighty Father for His unfailing love, guidance, favor, and divine

providence bestowed upon them throughout the course of the study.

To the adviser, Romulo G. Doronio, Ph.D., for spending time and effort reviewing

the article and providing helpful comments that contributed to the study’s completion

and success.

To Felinita III R. Doronio, MA, MES, Engr. Anjie L. Cabahug, Med, MATRe and

Jodelyn N. Pasagad, LPT, MA for their time and effort in validating the questionnaires,

checking the manuscript, and giving valuable comments and suggestions that helped in

the completion of this study.

To the respondents for their time, effort, and truthful responses to all of the

questions.

To the parents for providing unending moral and financial support, constant

encouragement, and fathomless understanding.

 iv

DEDICATION

This research is entirely dedicated to our dear parents, who have been a source of

inspiration and courage when we felt like giving up, and who continue to provide moral,

spiritual, emotional, and financial support.

To our friends who gave us words of wisdom and motivation to accomplish this study.

Lastly, we dedicated this book to the Almighty God, thanking him for his guidance,

strength, mental power, protection, and abilities, as well as for providing us with a

healthy life. We offer you all of these.

 v

ABSTRACT

PARENTAL INVOLVEMENT IN ONLINE LEARNING PERFORMANCE

OF JUNIOR HIGH SCHOOL STUDENTS IN MATHEMATICS

ARCT ANTHONY L. BOCADO, CRYSTAL MAE L. REDUBLA AND ALLANA MARIE

S. VALDEZ

The purpose of this study was to determine the relationship between parental
involvement, specifically environmental, emotional, and financial support, and students'
online learning performance in mathematics. Before writing the correlational research,
the survey questionnaire was administered first. One hundred junior high school
students who are enrolled in online learning for the academic year 2021-2022 at
Assumption College of Nabunturan, Nabunturan, Davao de Oro, are the respondents to
this study. The result shows that the mean of parental involvement and online learning
performance in mathematics are 3.89 and 23.84, respectively, which results in a 0.04
degree of relationship interpreted as a moderate positive correlation. The test value of
0.40 is less than the critical value of 1.98, which leads to the acceptance of the null
hypothesis. The correlation of the variables determined that there is no significant
relationship between parental involvement and students' online learning performance.
The result implies that the parents are emotionally and environmentally supportive of
their students' performance in online learning and that they are financially supporting
their students' school expenses. The outcome also revealed that the students are not
really engaged, do not work hard to learn online, and do not put forth effort in their
studies. It implies that parental support does not affect students’ performance in an
online learning environment. Furthermore, the researchers were encouraged to
recommend that students are encourage study hard for better online learning
performance. Students must develop good study habits and learning techniques in
order to have better performance in mathematics.

Keywords: parental involvement, environmental support, emotional support, financial

support, online learning, quantitative
 vi

TABLE OF CONTENTS

PAGE
TITLE PAGE………………………….. i

…………………………………………………...

APPROVAL SHEET……………. ii

…………………………………………………….......

ACKOWLEDGMENT ...……………………………………………………………. iii

….....

DEDICATION …………………………………………………………………….. iv

……....

ABSTRACT………………………………………………………….…. v

………………....

TABLE OF CONTENTS……………………………………………………. vi

…………....

LIST OF TABLES ix

…………………………………………………................................

LIST OF FIGURES ………………………………………………………. x

…..................

Chapter

I INTRODUCTION
 vii

The Problem and Its Background………………………………. 1

…………....

Review of Related Literature…………………………………. 3

……………....

Theoretical 21

Framework..............................................................................

Statement of the Problem………………………………. 24

………………….....

Hypothesis……………………………………………………………… 25

……....

Scope and Delimitations of the Study……….. 25

………………………….......

Significance of the Study………………………….. 25

……………………….....

Definition of Terms………………………………….. 26

…………………….......

II METHODS

Research Design……………………………..………. 28

…………………….....
 viii

Research Locale…………………………..……. 29

………………………..........

Research Respondents……………………... 31

…………………….................

Research Instruments……………………….. 31

…………………………..........

Research Procedure…………………….. 32

……………………………............

Statistical Treatment of Data……………... 32

………………………………......

III RESULTS

Demographic Profile of the Respondents. 33

…..............................................

Level of Parental 34

Involvement………………………………………………...

Level of Online Learning Performance in 42

Mathematics…………………....

Significant Relationship Between Parental Involvement and Online

Learning Performance in 43
Mathematics……………………………………....
 ix

Significant Difference Between Online Learning Performance of

Junior High School Students in 45

Mathematics…………………………………….....

IV SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings…………..………. 52

………………………………..........

Conclusions……………………….………………………………….. 52

…..........

Recommendations ………………..……………………………………. 53

…….....

REFERENCES

APPENDICES

A Letter of Permission to School 68

Principal………………………........

B Survey Questionnaire……………………. 69

………............................

C Test 71

Questionnaire…………………………………………………....

D Validation

Sheets...........................................................................
 x

E Consent Form…………………………………………….

……….......

F Turnitin Certification……………………………………….

……….....

G Grammarly

Certification……………………………………………....

H English Language Editor

Certifacation..........................................

I Table of Specification…………….
………......................................

J Item
Analysis.................................................................................
K Reliability
Test...............................................................................
CURRICULUM VITAE

LIST OF TABLES

Table Page

1 Demographic Profile of the Respondents in Terms of Age... 33

……………

2 Demographic Profile of the Respondents in Terms of 33

Gender………….

3 Demographic Profile of the Respondents in Terms of Grade 34

Level…….

4 Demographic Profile of the Respondents in Terms of Gadget 34

 xi

Used......

5 Level of Parental Involvement in Terms of Environmental 35

Support........

6 Level of Parental Involvement in Terms of Emotional 37

Support...............

7 Level of Parental Involvement in Terms of Financial 39

Support.................

8 Level of Online learning performance in 42

Mathematics ...........................

9 The Significant Relationship between Parental Involvement and

Online Learning Performance in 44
Mathematics…………………………………….

10 The Significant Difference between Online Learning Performance of

Junior High School Students in Mathematics According to 46
Age……….

11 The Significant Difference between Online Learning Performance of

Junior High School Students in mathematics according to 47
Gender…….

12 The significant difference between Online Learning Performance of

Junior high school students in mathematics according to Grade
Level..................................................................................................... 47
...

13 The significant difference between Online Learning Performance of

Junior high school students in mathematics according to Gadget
Used………………………………………………………………………… 49
…
 xii

LIST OF FIGURES
Figure Page

1 Research Paradigm………………………………………………………. 23

2 Location Map of Assumption College of Nabunturan…………………. 30

 1

CHAPTER I

INTRODUCTION

The Problem and Its Background

Parental involvement in their children's education can be a beneficial strategy for

enhancing their mathematics skills. During a pandemic, it is crucial to deal with new

normal cases in Montreal, Quebec, Canada. If parents provide their children with a safe

and healthy environment, suitable learning opportunities, support, and a favorable

attitude toward school, parental engagement in their children's education can start at

home. In all of these ways, family involvement in education aids children's development

into responsible, productive members of society (Mount Royal University, 2012). The

study challenges all parents by showing that a child taking online education needs the

same level of assistance as a youngster doing face-to-face studies.

According to Desforges and Abouchaar (2003) parents at home are significantly

more important than any other element that can affect education. The cornerstone of

success is parental involvement, and when parents work with schools and children to

encourage mathematics, good things will happen. Education systems are increasingly

relying on online and virtual education technologies as a method of delivering

instruction. Managing the distance and figuring out the best technique to deliver

teaching between students and the instructor are two issues that online education faces

(Graham et al., 2009). Parents can contribute to their children's math education in an

"equal partnership-oriented" manner, according to Wilder (2014), regardless of how

effective they are.

 2

Parental participation is inadequate in the Philippines, especially in Quezon City,

according to Nierva (2009). History has an impact on a lot of Filipino customs, including

how parents rear their children. The learning process can benefit from effective

involvement strategies that provide parents and kids with communication skills. Parents

who are knowledgeable about how to assist their kids feel more in control and support

their kids' success in learning mathematics. Parents and schools working together can

improve students' academic performance.

In order to study mathematics well, students need to have high expectations for

themselves, according to research conducted by Oracion and Abina (2021). Other

factors, like study habits and psychological-social characteristics, might also have a

significant impact on students' performance and level of satisfaction (Avnet et al., 2019).

The "new normal" during the pandemic includes a new way of studying at

schools, including Assumption College of Nabunturan. Although marginalized people

would suffer, the Department of Education (DepEd) intends to continue providing

remote education throughout the current academic year.

Despite their best efforts, countries like the Philippines acknowledges the

difficulties it may face in implementing remote learning, particularly in terms of access to

technology and other financial requirements. The issue at hand is indicative of broader

socioeconomic challenges such as lack of parental emotional support, absence of

conducive learning environment, and financial constraints. Wealthy individuals are the

only ones who can continue their education without jeopardizing their future (Aldama,

2020). In order to determine how parental involvement influences junior high school
 3

students' online mathematics learning performance at Assumption College of

Nabunturan, the goal of this project is to gather data.

Review Related Literature

After a thorough search, the researchers have presented the relevant literature

and studies in this chapter. This literature review was thematized according to topic –

parental involvement, environmental support, emotional support, financial support,

online learning and mathematics online performance.

Parental Involvement. Parents desire to be involved in their children's education

and are aware that doing so can result in improved performance, which makes parental

involvement vital (Khajehpour & Ghazvini, 2011). Fan and Chen (2001) discovered

evidence to back up the claim that parental involvement boosts academic achievement.

However, parents need more instruction on how to contribute effectively to this process.

Parents' engagement is divided into two groups by the researchers. The first type

(Nguon, 2012) concentrates on what parents do at home to better their children's

education, whereas the second type (Sibley & Dearing, 2014) concentrates on their

participation in school-related activities such parent associations, teacher meetings, and

school events.

Garcia and Thornton (2014) claim that family learning involvement boosts

student achievement, reduces absenteeism, and helps parents regain confidence in

their children's education. Children of parents or other primary caregivers who are

actively involved in their education typically perform better on tests, earn higher grades,

have better social skills, and behave better overall, which would significantly lower

poverty and violence—things that both the rest of the world and our neighborhood need.
 4

Ideal parental involvement in their children's education is increased. In all of these ways,

family involvement in education aids children's development into responsible, productive

members of society. Parents at home are significantly more important than any other

element that can affect education, according to Desforges and Abouchaars (2003). The

cornerstone of success is parental involvement, and when parents work with schools

and children to encourage mathematics, good things will happen.

In Montreal, Quebec, Canada, it is critical to deal with new normal cases during a

pandemic. When parents provide an environment that is secure and healthy, suitable for

learning, provides support, and has a favorable attitude toward school, parental

engagement in the educational experience of their kids can begin at home. Family

participation in education, in all these ways, helps kids grow into productive, responsible

members of society (Mount Royal University, 2012). According to Shah et al. (2012),

parents' comprehension of their responsibility for the education of their children is

crucial. It makes a connection among secondary school students' family lives and

academic growth.

Parental participation is inadequate in the Philippines, especially in Quezon City,

according to Nierva (2009). History has an impact on a lot of Filipino customs, including

how parents rear their children. The learning process can benefit from effective

involvement strategies that provide parents and kids with communication skills. Parents

who are knowledgeable about how to assist their kids feel more in control and support

their kids' success in learning mathematics. Collaboration between parents and schools

can help students perform better academically. As a result of their parents' aspirations

and role as support systems, children pick up skills, beliefs, and knowledge that enable
 5

them to comprehend and control sentiments, set goals, embrace compassion for others,

and make responsible decisions (Redding, 2014). Children perform better when their

parents have high expectations for their academic accomplishments and performance

(Giraldo-Garcia, 2014).

The fundamental tenet of the theory, according to Fredricks et al. (2005) and

Wiseman et al. (2017), is that learning requires an active psychological state made up

of affective, behavioral, and cognitive engagement with parental tools for learning. Veas

et al. (2018) provided an overview of the various facets of parents' participation in their

child's education, including expectations, relationships with schools, perceptions of

support, organization, passion for learning, and availability for helping with homework.

Dotterer and Wehrspannr (2016) found that parental participation is positively correlated

with behavioral and cognitive engagement in urban middle school students. This

improved academic performance, demonstrating that parental participation supports not

only intellectual growth and development but also the behaviors necessary for effective

academic outcomes.

A society must increase its level of educational involvement, which starts with

family support, as Kimu (2012) found in his qualitative study on parent involvement in

Kenyan public elementary schools. He contends that teachers, who serve as the main

conduit between parents and schools and are essential to student development and

family involvement, may promote parent-school relationships. In their study, Boonk et al.

(2018) discovered a strong correlation between parental support for education and

academic achievement. According to Lawrence and Nkoane (2020), South African

school-aged children's academic progress was significantly impacted by their parents'

 6

involvement in their schooling. As stated by Sapungan and Sapungan (2014), including

parents in their children's education equates to the school taking the initiative to

implement changes or encourage the development of the students. Administrators and

teachers have a better chance of putting high-quality educational change into action as

parental participation increases.

According to Cotton and Wikelund (2005), parental involvement in their children's

education has a positive impact on their academic performance. As a result, it is

anticipated that parents who supervise schoolwork, promote participation in

extracurricular activities, take an active role in parent-teacher conferences, and help

kids make plans will have a bigger impact on their kids' capacity to respond and perform

well in school. Students who perform worse academically have more controlling

parents, according to research by Fernandez-Alonso et al. (2017) on the relationship

between parental engagement patterns and academic outcomes.

The curriculum must consider parents as a constant and essential element (Sad

& Gürbüztürk, 2013). They continue by saying that parental involvement at home is

necessary to ensure school-based instruction. It has been shown that parental

involvement in education enhances social adjustment, lowers disciplinary problems, and

promotes academic performance, motivation, school attachment, responsibility, and

confidence. According to Llamas and Tuazon (2016), parents apparently feel more at

ease when the educational system mandates their participation in extracurricular

activities. Collaboration between parents and the school administration can result in a

greater increase in the institution's academic and athletic performance. To assist the
 7

school in achieving its goals, administrators must inspire parental involvement and

contribution (Sapungan & Sapungan, 2014).

Gomes (2015) highlights two benefits of parental involvement: (a) parents are

aware of their children's skills and (b) they are conscious of how and what they acquire

in school. The success of children in primary education depends on the quality, not the

amount, of parental involvement, even though this involvement might take many

different forms (Orkin et al., 2017). Parental engagement is related to how pupils view

the subject and their attitude toward it, according to Senler and Sungur's (2009)

research.

According to Karbach et al. (2013), who conducted research on the connection

between parental participation and academic accomplishment, junior high school

academic achievement is higher than that of primary school. Parental involvement,

according to Waters et al. (2014), is often referred to as any form of support offered to

students in school in order to guarantee the success of a certain academic curriculum

by parents, teachers, guidance counselors, or other people who care for them.

In Imo State's public schools, Ugwuegbulem (2018) investigated the role of family

involvement in children's education. The qualitative analysis of the study included 30

parents from varied socioeconomic backgrounds. According to the study, poor self-

esteem makes it less likely for parents from low socioeconomic backgrounds to

completely participate in the education of their kids. Tran et al. (2020) discovered when

parents give their children the necessary assistance, it stimulates the home

environment and promotes intellectual growth. Lawrence and Nkoane (2020) found that
 8

parental involvement in the education of school-aged children in South Africa had a

major impact on their educational success.

Environmental Support. Based on Baticulon et al. (2021), pupils have trouble

comprehending the subject they are taught. Additionally, it was claimed that kids find it

challenging to study at home because of the commotion, interruptions, and lack of

space. According to Clark et al. (2007) a quiet, distraction-free area is referred to as a

personal space for physical learning online. A pleasant home environment is a key

predictor of students' academic achievement. They continued by saying that without the

support of the family environment, the teaching-learning process at school is

insufficient. Students are encouraged and motivated to study significantly better when

they are exposed to pleasant and distraction-free environments. Furthermore, some

external noise might redirect learners' attention away from the main activity (Hughes,

2014).

Support from parents is believed to improve student achievement and foster an

effective learning environment (Sheldon & Epstein, 2005). On the contrary, studies have

shown that helping students with their homework has a detrimental effect on

performance (Lee & Bowen, 2006), as it reduces children's independence. Nunez et al.

(2015) looked at the correlation between students' ratings of their academic

achievement and their perceptions of the involvement of their parents in their

assignments. Student homework habits, perceived parental participation, and grade

levels in elementary, junior high, and high school are all highly connected with academic

accomplishment. Previous research has shown that parental participation is crucial for

kids to succeed academically (Johnson & Johnson, 2018). The results of this study are
 9

in accordance with other research, which highlights the value of parental involvement in

creating a climate that is conducive to online learning.

A study by Garcia et al. (2018) found that parental respect for online class hours

positively impacted students' engagement and concentration during virtual learning. The

challenges faced in online education include how to deal with the distance and the best

way to provide instruction between participants and the instructor (Graham et al., 2009).

When switching from a typical classroom setting to a home-learning one,

students face additional challenges. Students who do not have a designated physical

place for online study may become agitated by noise and other interruptions (Baticulon

et al., 2021; Bringula et al., 2021). The educational strategy has also changed,

particularly with regard to curricular elements that students must study on their own time

(asynchronously) and that might not be used in a face-to-face setting. There are

challenges with how well students can learn and study in asynchronous sessions.

Online learning difficulties were the subject of a study by Abd Aziz et al. (2020).

These challenges may make it difficult to use efficient online training methods. They

included attitudes, disruptions, technological know-how, and individual prowess as

barriers. People's attitudes toward studying online are referred to as online learning

attitudes. Computing, online, and computer application skills are examples of

technological competencies. Online student interruptions are described as having

restricted access to technology because of things like living in a remote region,

belonging to a minority group, having a disability, or being an older person. Personal

competences are skills connected to earlier online learning experiences. The biggest
 10

impediments to online learning, according to trajectory research, are technological

proficiency and attitudes toward the practice.

Melhuish et al. (2008) notes the clearly defined relationship between parenting

and the cognitive and social development of children in an optimal home learning

environment. Ultimately, these gains influence their academic performance and future

readiness. Additionally, parents who foster a pleasant learning environment at home

benefit their children's cognitive growth and help to ensure the continuity of their

educational experiences. Self-regulation and higher cognitive and social development

are significantly linked to home learning (Melhuish, 2010). Academic performance

depends on academic interaction and relationships. It implies that a student's academic

achievement can be predicted for them depending on their learning style and family

environment (Shahzadi & Ahmad, 2011). Egunsola (2014) recommended that parents

and other significant individuals should create homes that are encouraging and

engaging for learning, not just in academic disciplines but in education as a whole.

Emotional Support. According to other studies, first-generation students had a

worse comprehension of higher education than students whose parents attended

college (Engle, 2007). In addition to providing financial support, medical care, physical

therapy, life counseling, and intensive sibling care, parents also impart information,

wisdom, and emotional support to their children. Students often spoke about four forms

of soft independence and five types of hard independence. These findings shed light on

behaviors that universities should acknowledge as important assets in students and

offer fresh insights into the lived experiences of first-generation students (Covarrubias et

al., 2019).
 11

Higher amounts of parental emotional support were shown to have a moderating

impact on academic results, whereas lower levels of peer emotional support were found

to have a moderating impact on behavioral results (Wentzel et al., 2016). A study

conducted by Johnson and Johnson (2018) highlighted the importance of parental

communication about the value of education in enhancing students' academic

motivation and performance. Meanwhile, research by Brown and Putwain (2021)

emphasized the positive impact of parental pride and recognition on children's self-

esteem and emotional well-being.

Smith et al. (2018) found that parental emotional support had a positive effect on

students' engagement and perseverance in their investigation of the importance of

parental involvement in online learning environments. Kaynak et al. (2023), in a study

on the effect of parental pressure on adolescents' academic performance, found that

excessive homework monitoring and supervision can lead to stress and decreased

motivation. Positive parenting practices benefit children's academic performance, while

their passive attitudes have a negative impact. Their upbeat attitude offers kids the

opportunity to succeed as well as affection, security, stimulation, and encouragement.

According to the study's findings, kids who see their parents as being more supportive

of their actions and exerting appropriate control over them show less animosity and do

better academically (Ahmed et al., 2017).

A study by Garcia et al. (2018) emphasized the significance of parental

engagement in online learning settings and identified emotional support as a key factor

in fostering students' well-being and academic success. All the other factors were

influenced in different ways by the intensity of the relationship between parental

 12

acceptance and adolescents. The influence of fathers was higher among men, and the

influence of mothers was higher for women. This study serves as a starting point for a

theoretical model that predicts academic achievement and psychological and

educational well-being among adolescents (Bully et al., 2019).

Significant findings indicate that low academic performance in secondary school

is mostly brought on by parents' ignorance of and disinterest in their children's

extracurricular activities. Accordingly, the study concludes that parents are mostly

accountable for supporting their kids and cooperating emotionally with school

management. The government, particularly the Department of Education and local

NGOs, must implement awareness programs to ensure that parents take an active role

in their kids' education and that they achieve highly academically (Aman et al., 2019).

According to Khajehpour and Ghazvini (2011), the importance of parental involvement

and emotional stability for children's academic performance cannot be understated.

Structural equation modeling has shown that higher levels of school aid predict a

higher level of parental involvement, less social-emotional concern for children with

English Language Learner (ELL) status, and fewer social/emotional challenges, which

are associated with higher academic results. Contrary to expectations, the results show

that when ELL students attended schools that provided more support services, they had

lower achievements and more social-emotional concerns (Niehaus and Adelson, 2014).

Machebe et al. (2017) recommended that parents always promote their children,

support their moral well-being, and have trust in their academic efforts to achieve

excellence.
 13

Financial Support. It is not surprising that one of the main elements researched

about academic success in the majority of studies on student academic achievement is

financial position. Low level income is believed to have a poor impact on academic

achievement since it restricts access to essential equipment and raises domestic stress

(Eamon, 2005).

Financial support is the fundamental support that a student requires to persist in

their education (Vanthournout et al., 2012). Despite having the best of intentions,

nations like the Philippines realize that implementing remote learning will be difficult,

particularly in terms of access to technology and other financial requirements. This

issue stems from a larger social problem of financial inability, the lack of a conducive

learning environment, and limited parental emotional support. The only people who can

continue their studies without endangering their future are those who are wealthy

(Aldama, 2020).

Even though a college education is essential for achieving upward mobility, low-

income students are much less likely than their wealthier peers to obtain bachelor's

degrees. Few studies have examined the importance of family support once students

start their studies, despite the fact that previous research on higher education has

revealed a number of characteristics that contribute to student accomplishment.

According to Roksa and Kinsley (2019), there are two main categories of family support:

emotional and financial. These two forms of assistance are connected to the academic

success (grades, credit buildup, and resilience) of economically disadvantaged college

students.
 14

A meta-analysis looked at how parental involvement affected students' academic

performance and discovered that parental financial support had a significant impact on

students' performance (Castro et al., 2015). According to the findings of this meta-

analysis, which examined how parental participation influenced student outcomes,

parents' financial support had a beneficial effect on their kids' academic performance

(Liang & Tyson, 2009). The results of this literature review, which investigated the

effects of parental involvement on learning and adjustment, showed a relationship

between parental financial support and better academic performance (Stromquist,

2012).

The academic achievements of students have a major influence on the

socioeconomic status and involvement of their parents in their academic lives.

Regardless of parents' educational backgrounds, their encouragement helps kids feel

confident in school and, by extension, in life (Aman et al., 2019). A study looked at the

connection between parental education and family income and child achievement and

found that parental financial support was a significant factor in determining the

educational outcomes of children (Teti et al., 2017). This study looked at parent and

family involvement in education and emphasized the value of parental financial support

in promoting students' academic success and engagement (McQuiggan & Megra,

2017).

The number of gadgets a student owns has a positive effect on how well they are

regarded as doing academically in online courses. The number of devices that the

learning management system (LMS) owns is referred to as device ownership. Students

who use many devices are more likely to perform well academically compared to those
 15

who find it difficult to access online learning tools (Bringula et al., 2021). In this

research, which explained the connection between parental education, family income,

and child achievement, parental financial support was found to be a significant factor in

predicting the educational achievements of children (Davis-Kean, 2005).

It is not surprising that one of the main variables examined in the majority of

studies on student academic performance and predicting academic achievement is

financial situation. Since it hinders access to essential resources and raises family

stress, financial stability is assumed to have a detrimental effect on academic

performance (Eamon, 2005). The results of Mechebe et al. (2017) show that improving

children's academic performance depends more on parents' involvement in their kids'

extracurricular activities than on their financial situation. Students who receive parental

support often perform well enough to remain in school but may reduce their academic

efforts (Hamilton, 2013).

Results show that parental occupational levels and parental education levels

strongly and positively influence academic performance in accounting studies in Nigeria.

It is recommended, among other things, that all three levels of government help improve

Nigeria's academic achievements by extending educational support to non-educated

parents in the country through adult literacy programs (Odoh et al., 2017). The outcome

of the study by Tortor et al. (2020) indicates that students' financial circumstances alone

are more likely to affect their own choice of major than parental and peer influence. In

other words, despite their obvious effects, parents' and peers' influences do not

significantly correlate with kids' ability to choose for themselves.

 16

Family structure, the family's primary source of income, and location do not

significantly predict academic success once other factors are taken into consideration.

The findings support the notion that the "social" and "economic" the socioeconomic

status have different impacts on educational achievement. While providing financial aid

to deserving schools and families is crucial, policies and initiatives should also be

supported to assist low-income parents in giving their kids the necessary psychological

and educational assistance (Considine & Zappala, 2002). Since they were unable to

support themselves financially, the majority of parents required that their kids stay at

home after graduation (West et al., 2017). The academic achievement of parents is an

important indicator, especially among those in higher socioeconomic strata (Wightman

et al., 2013).

Online Learning. While online education is becoming an increasingly important

part of higher education, many students struggle with distance courses. As a result,

there has been a lot of interest in predicting which students will excel in online courses

and which will fail or drop out before completion (Almeda et al., 2018). In their study,

Cavanaugh et al. (2009) covered both the advantages and drawbacks of online

learning, as well as the literature's existing hurdles to it. Significant advantages include

better access to school, opportunities for excellent learning, enhanced student

achievements and competences, educational preference, and administrative

effectiveness. High start-up costs, problems with the digital divide, difficulty with public

acceptance, and student readiness are some of the difficulties presented by online

learning.
 17

According to the findings of the study of Tuckel and Pok-Carabalona (2023), a

sizable portion of students have unreliable internet and reside in environments that are

unsuitable for online learning. Students, by a slim margin, favor asynchronous online

learning over synchronous online learning. Students favor in-person classes over online

courses for a number of reasons, encompassing many aspects of the classroom

experience. When it comes to being able to focus during class, feeling driven to study,

and making friends with classmates, the differences favoring in-person classes are the

most noticeable. Students who choose these various teaching styles have distinctive

personalities. Drennan et al. (2010) discovered that positive attitudes toward technology

and an autonomous learning mode have an impact on student satisfaction. Additionally,

they discovered that a student's psychological traits, such as an internal locus of control,

might have a direct impact on how satisfied they are with the course. Massed learning is

the term for condensed learning during a brief period of time, like "cramming" for an

exam. In terms of long-term memory, distributed learning performs better.

In a study by Fabito et al. (2021), they discovered that the top three obstacles

and challenges faced by the students were difficulty in clarifying topics or discussions

with the professors, a lack of a dedicated workspace or study area for online activities,

and a poor Internet connection. The study came to the conclusion that neither teachers

nor students were ready for fully online learning. Online learning comprises contact

between students and teachers through the online system, according to Salamat et al.

(2018). Online training and instruction are available for both students and teachers, who

may also do so in the same location. In order to adapt to current changes, we

emphasize the need for education to develop suitable arrangements for implementing
 18

innovative teaching approaches (Demosthenous et al., 2020). Interactive activities,

including teacher-student interaction, student-student interaction, student-content

interaction, and student technology engagement, are all part of online learning.

Students took part in a blended learning course that combined a variety of learning

activities with an internship system in order to use formative evaluation to evaluate

learning results (Nguyen, 2017).

According to Wang et al. (2022), students who have previously taken online

courses often employ more effective learning strategies, which leads to higher levels of

motivation in their classes taken online. Additionally, students who are more satisfied

with their courses and who have higher levels of technical self-efficacy receive higher

final scores. It is advised to offer pupils a variety of fun and exciting learning

opportunities in an online setting. In relation to online learning, learning content can be

interacted with directly through various approaches (documents, videos, audios, etc.).

Numerous synchronous and asynchronous internet-based activities can lead to

interaction. In face-to-face instruction, it may not be as critical to know the majority of

the course material right away as it is in e-learning. Bernard et al. (2004) assert that

online learning can be just as effective as conventional schooling and that parental

involvement may not be a significant determinant of online learning efficacy.

Mathematics Online Performance. Pinxten et al. (2014) studied and stated that

there is a positive connection between self-perceived mathematical knowledge and

mathematical achievement. It would be great if all students truly believed that they could

study math and achieve great results. The development of mathematics through the use

of e-learning boosts student dedication, which enhances performance. Additionally, it

 19

encourages interest, which enhances results. Additionally, it enhances the acquisition of

mathematical content (Mulqueeny et al., 2015). Roberts et al. (2016) investigated how

well online instruction affected students' math performance. Their study found that

online learning enhanced student performance compared to traditional classroom

settings, suggesting a favorable impact on academic accomplishment.

The role of parental participation in indirectly influencing a child's mathematics

performance through self-efficacy is theoretically important. Firstly, some scientists have

shown that parents have a significant impact on self-efficacy in real life. Similarly, the

study by Fan and Williams (2010) confirmed a pattern in which parenting positively

affects the self-confidence of students in mathematics. Levpušcek's (2013) study also

showed a positive and clear relationship between mathematics self-efficacy and

children's learning and problem-solving abilities. As a result, the link between parental

participation and math achievement can be mediated by math self-efficacy.

Understanding various phenomena, such as social reality, economic factors, and

historical details, is aided by mathematics (Carvajalino, 2018). In this situation,

arithmetic is a useful instrument for learning, considering social issues, and presenting

environmental facts (Acharjee, 2018). All of these facts are converted into knowledge

and information through mathematics (Yagci & Uluoz, 2018). Additionally, the language

utilized in mathematics enables precise and in-depth explanations of observed

occurrences (Kartal & Caglayan, 2018). Students are unable to concentrate on their

mathematical activities due to the pandemic's concern and distractions from social

media. Furthermore, due to several constraints and difficulties in remote learning,

students have difficulty understanding their lessons. As a result, mathematics teachers

 20

must maintain a positive attitude and urge students to persevere despite the difficulties

(Casinillo, 2022).

The relationship between totally online classrooms and students' mathematical

notions is still unknown in this COVID-19 epidemic period, despite the identification of

technological, individual, institutional, and community barriers in online learning

(Baticulon et al., 2021). The current recommendations for improving online math

education do not take into account mathematical autonomy within an online learning

environment (Lee & Kung, 2018). According to a recent study on the generally poor

math performance in virtual classrooms (Brigula et al., 2021), the impact of pedagogical

interventions on performance of students in mathematics in online learning

environments deserves additional consideration. However, there is a lack of knowledge

regarding the kinds of mathematics interventions that are successful, particularly in

online learning scenarios.

Self-efficacy, test anxiety, parental participation, and student performance in

Korean middle school mathematics were examined by Orkin et al. (2017). According to

the findings, a student's self-efficacy in learning strategies had the biggest influence on

how well they did in school. To improve learning and academic performance, teachers

should boost their pupils' self-efficacy, encourage parental participation, and lessen test

anxiety. The majority of the theory surrounding the impacts of interventions like self-

reflection is based on research conducted in traditional classrooms, such as that by

Labuhn et al. (2010). Additionally, there is a gap in the state of knowledge concerning

the connection between self-reflection and online math performance as well as methods
 21

for promoting self-reflection among different student groups to enhance math

performance in an online learning environment.

The majority of respondents in the study by Negara et al. (2021) had a high level

of mathematical self-efficacy in online learning, based on the study's results. Further

investigation demonstrates a favorable correlation between mathematics performance

and self-efficacy. These results demonstrate that differences in mathematical ability can

be explained. According to Gu and Lee (2019), the role of age in online mathematics

learning over a specific time period indicating that age is not a determining factor for

online learning performance in mathematics. Research conducted by Garcia et al.

(2018), emphasized that age does not have a significant impact on online learning

performance, including in the domain of mathematics.

Theoretical Framework

Based on the engagement theory developed by Kearsley and Shneiderman in

1998, this research was conducted. It was employed to look into the connection

between parental involvement and students' success with online learning. The

fundamental premise of the theory states that learning necessitates an engaged

psychological state that combines affective, behavioral, and cognitive commitment to

parental learning aids (Fredricks et al., 2005; Wiseman et al., 2017). The theory

additionally states that when the setting and activities for learning are technological,

learners will be naturally encouraged to study. This is because utilizing online learning

tools like video conferencing, email, and Microsoft Teams will significantly raise the level

of learning commitment for all participants. Similar cooperative efforts are used to create

the engagement theory that is based on constructivism. The students' dedication to

 22

online learning is encouraged and strengthened by this. The engagement theory was

chosen by the authors of the study because it explains how to increase teenage

learners' commitment to online learning, which is the focus of the study. To achieve this,

parents are involved in the provision of technology resources, environmental support,

financial support, emotional support, and student success in online learning.

Through analysis of the respondents' answers to a multiple-choice questionnaire

and survey sheet, it was possible to assess the connection between junior high school

pupils' performance in learning mathematics and their parents' engagement. The

correlational research methodology was used in this study to investigate how parental

participation affects online learning performance.

 23

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Parental Involvement
Online
 Emotional Support Learning Performance of Junior
 Environmental Support High School in Mathematics
 Financial Support

Moderating Variable
 Age
 Gender
 Grade Level
 Gadget used

Figure 1. Research Paradigm

 24

Statement of the Problem

This research aimed to respond to the following questions presented below:

1. What is the demographic profile of the respondents in terms of the following:

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Gadget used

2. What is the level of involvement of parents in terms of:

2.1 Emotional support

2.2 Environmental support

2.3 Financial support

3. What is the level of online learning performance of junior high school students in

mathematics?

4. Is there a significant relationship between parental involvement and online learning

performance of Junior high school students in Mathematics?

5. Is there a significant difference between online learning performances of Junior high

school students in Mathematics when grouped according to:

5.1 Age

5.2 Gender

5.3 Grade Level

5.4 Gadget used

 25

Hypothesis
Ho: There is no significant relationship between parental involvement on

online learning performance of Junior high school students in Mathematics

Ha: There is no significant difference between parental online learning

performance of Junior high school students in Mathematics when grouped.

Scope and Delimitation

This study focused on how parental involvement in terms of environmental,

emotional, and financial support can positively influence the online academic

performance of a hundred junior high school students at Assumption College of

Nabunturan (ACN) during the academic year 2021-2022. The number of respondents

exceeded the targeted coverage, so they were not included within the researchers'

limits. Furthermore, the data and findings will be used for further studies.

Significance of the Study

The following individuals will benefit from this research:

Students. This study would help the students in comprehending their learning

circumstances, enhance their academic achievements, and encourage them to confide

their concerns to their parents.

Parents. This study could benefit parents by providing them with a better

understanding of how their involvement can impact their children’s academic

achievement. Knowing the significance relationship of parental involvement, they would

be mindful of their children's studies by guiding them towards success. It might serve

also as an enlightening experience for them.

 26

School Administrators. This study aims to promote awareness of the disparities

between the performance of the students' with and without parental participation.

Future Researchers. This study would benefit the researchers, as it would

enable them to gain insight into parents’ perceptions of their children’s learning process.

Being aware of the notable distinction between qualitative and quantitative data can

assist in recognizing the study’s strengths and areas for improvement.

Definition of Terms

The following terms are encountered within the entire duration of this study:

Emotional Support. It refers to parental actions that show a child is welcomed

and loved, such as showing them physical attention, encouragement, or praise.

Environmental Support. It refers to the combination of everything that parents

and family do including available resources and external influences that impact their

overall development.

Financial Support. It refers to the parent’s ability to meet the financial needs of

the students for their academic needs. Parental financial support provides an important

material safety net that helps their child's academic endeavors.

Mathematics Performance. It refers to the skill shown in the field of

mathematics by the student. Its measurement is the result of a mathematical

performance test.

Online Learning. It refers to a form of distance learning in which a course or

program is purposefully designed to be delivered exclusively online. Faculty members

use pedagogical strategies designed for online learning for instruction, student

engagement, and assessment.

 27

Parental Involvement. It relates to how much a parent participates in their

child's education and daily life including parent's dedication to the school and to their

child, as well as their active involvement. The parent's support may take the form of

material, emotional, or financial assistance.

 28

CHAPTER II

METHODS

In this chapter, we have outlined the process and techniques utilized for collecting

the data. The researchers describe the chosen research design, the study site, and the

participants in this chapter. The success of the study heavily relies on these factors.

Research Design

In order to determine the link between the independent and dependent variables

within a population, this study used a quantitative research design in collecting and

analyzing data through numerical data.

A non-experimental study method known as correlational research uses two

variables (IV) parental involvement and junior high school online learning performance (DV)

to determine the statistical correlation between them. A correlational study design looks at

the causal relationship between two variables without forcing the researcher to alter one of

the variables. Determining a positive or negative relationship is its primary objective. The

two variables are changing simultaneously. Weight increases proportionately with height.

There is a negative relationship.

The association between the engagement of parents and junior high

school children's online learning performance in mathematics was identified by the

researchers. Hence, this strategy was appropriate for the study. The data is provided in a

numerical format, and statistical tools are used to examine it in a quantitatively manner. It

was utilized to explain and provide further details about the nature of the current

phenomenon.
 29

Research Locale

The research study was conducted at Assumption College (ACN) in Nabunturan.

The school is in Purok 1, Arellano Street, Poblacion, Nabunturan, Davao de Oro. There is a

private school in Davao de Oro under the name of ACN. It was founded in 1954 as the

Assumption School of Nabunturan by the daughters of Mary of the Assumption (fma).

Assumption School was the first institution the fma sisters established after arriving in the

Philippines from Canada during World War II. The undergraduate degree programs in

business administration, accounting, the natural sciences, and teacher preparation are now

available at Assumption College. Through its Graduate School Department, the college

also provides a master's degree program in educational management. ACN provides an

enriched basic education curriculum, alongside offering both academic and TVL paths

within its senior high school department.

ACN and its programs have been duly acknowledged by the Commission on Higher

Education (CHED) and the Department of Education (DepEd). The school's Basic

Education program has also received Level I accreditation from the Philippine Accrediting

Association of Schools, Colleges, and Universities (PAASCU). Furthermore, CEAP—the

Catholic Educational Association of the Philippines—includes ACN.

To better understand the effects of parental participation in a time when online

learning becomes prevalent, the researchers performed their study in this school.

Practically speaking, choosing Assumption College of Nabunturan as a research locale

gives advantages for the researchers to conduct and gather information because of the

friends and close schoolmates in the school.

 30

Figure 2. Map of Municipality of Nabunturan showing the location of Assumption

College of Nabunturan
 31

Research Respondents

One hundred junior high school students who are enrolled in online learning for the

academic year 2021–2022 at Assumption College of Nabunturan, Nabunturan, Davao de

Oro, are the respondents of this study. In this study, the researchers used universal

sampling as a sample method. "Universal sampling" is the method of selecting a sample in

which not every member of the population has the same likelihood of being picked and

each individual has an unknown potential of being chosen, according to Richard &

Margaret (1990: 125). Some individuals were unable to complete the questionnaire as a

result of poor internet connection caused by the bad weather condition.

Research Instruments

The researchers utilized two instruments: a semi modified multiple-choice test

questionnaire and a Likert scale–employed survey sheet. The adviser and panels have

approved the validation of both instruments.

The questionnaire in this study was a semi-modified adopted from studies

conducted by the Australian Catholic University 2020, which assessed for content validity.

The questionnaire consists of 30 items divided into two subsections: Part 1 was related to

demographic profile information (5 items). Part 2 contains three sub-topics: environmental

support, emotional support and financial support consist of 5 items for each sub – topic 5 -

point Likert scale (1 = Very low, 2 = Low, 3 = Moderate, 4 = High and 5 = Very high). The

scores that were gathered had their corresponding interpretations.

 32

Research Procedures

The researchers carried out the study with one hundred junior high school students

at the Assumption College of Nabunturan Junior Building. A permission letter was drafted

and signed, the questionnaires were validated, and an informed consent was distributed.

Respondents were provided with the link to the survey and test questionnaires via email,

along with the consent document. Participants were allotted with a time frame of 30 to 60

minutes to provide their responses. A questionnaire was gathered to investigate the

correlation between parental involvement and the online math learning abilities of junior

high school students. The raw data was subsequently subjected to statistical analysis. The

concerns highlighted in the study were tackled by sorting and analyzing the gathered

information.

Statistical Treatment

The statistical treatments that were employed in this study are as follows:

Percentage and frequency are used to determine the respondent's profile based on

age, gender, grade level, and device used by junior high school students.

The parental involvement in financial, emotional, and environmental support was

calculated using the average and standard deviations.

To examine if there are any statistically significant variations between the three

types of parental engagement in junior high school children's online learning performance

in terms of gender, age, grade level, and gadget utilized a one-way analysis of variance

(ANOVA) is performed.
 33

Pearson r – Parents' engagement and junior high school students online learning

performance in mathematics were found to be significantly correlated using new

correlation.

CHAPTER III

RESULTS

This chapter presents the result from the data gathered. Analysis of the data is

now presented in a sequence corresponding to the problem presented. Data were

distributed as a basis for the computation and interpretation of the results.

Demographic Profile of the Respondents

Age. Table 1 shows the demographic profile in terms of age.

Table 1
Demographic Profile of the Respondents in terms of Age
Age Frequency Percentage
12-13 30 30%
14-15 55 55%
16-17 15 15%
Total 100 100%

As shown in Table 1, the following results according to the respondents’

demographic profile in terms of age. There are 30 respondents who are 12 – 13 years

old with 30%; 55 respondents are 14 – 15 with a percentage of 55%; 15 respondents

are 16 – 17 with a percentage of 15%.

Gender. Table 2 represents the demographic profile in terms of gender.

Table 2
Demographic Profile of the Respondents in terms of Gender
Gender Frequency Percentage
Male 47 47%
Female 53 53%
Total 100 100%
 34

As shown in Table 2, the following results according to the respondents’

demographic profile in terms of Gender. There are 47 respondents who are males with

47% and 53 respondents who are female with a percentage of 53%.

Grade Level. Table 3 below represents the demographic profile in terms of

gender.

Table 3
Demographic Profile of the Respondents in terms of Grade Level
Grade Level Frequency Percentage
7 25 25%
8 25 25%
9 25 25%
10 25 25%
Total 100 100%

As shown in Table 3, the following results show to the respondents’ demographic

profile in terms of Grade. The survey showed an equal distribution of 25% per grade

level with 25 respondents each from Grade 7, Grade 8, Grade 9, and Grade 10.

Gadget Used. Table 4 below represents the demographic profile in terms of

gender.

Table 4
Demographic Profile of the Respondents in terms of Gadget Used
Gadget Used Frequency Percentage
Smart Phone 51 51%
Laptop 35 35%
Computer 13 13%
Tablet 1 1%
Total 100 100%

As shown in Table 4, the following results show the respondents’ demographic

profile in terms of Gadget Used. A vast majority of 51% of respondents are utilizing their

cellphones as their primary device, Meanwhile, 35% prefer laptop, 13% opt for

computers, and only 1% utilize tablet.

 35

Level of Parental Involvement

Environmental Support. Table 5 in the next page represents the level of

parental involvement in terms of environmental support.

Table 5
Level of Parental Involvement in terms of Environmental Support
Environmental Support Mean Description
1. My parents help me to identify problem areas in my study 3.57 Often
online.
2. My parents provide a study area for my online class. 4.16 Often
3. My parents respect my online class hours. 4.46 Almost Always
4. My parents avoid asking me to do house chores when I’m 4.14 Often
in my online class.
5. My parents give me privacy during my online class. 4.42 Almost Always
6. My parents help me to organize my room before online 3.28 Sometimes
class.
7. My parents check my cellphone/laptop after I use it. 2.56 Seldom
8. My parents remind me the starting time of my online class. 3.73 Often
9. My parents allow me to stay awake all night. 2.58 Seldom
10. My parents ensure my online learning by checking our 4.24 Often
internet connection.
Overall Mean 3.71 Often

According to Table 5, the overall mean is 3.71, which shows that parents support

their junior high school children' online education at Assumption College of Nabunturan

to a modest extent.

One intriguing finding from the figure is that the highest mean, 4.46,

demonstrates that parents almost always respect their children's online class hours.

This shows that parents consciously avoid upsetting or interrupting their kids during

their online learning sessions because they realize how crucial it is to create a positive

environment. Their parents' high appreciation for their children's online class hours may

enhance their concentration, attention, and overall academic performance.

 36

The lowest mean of 2.56, suggests that parents don't frequently check their

laptop or smartphone after using it. This shows that some parents are not keeping track

of their children’s internet usage which can disrupt from their children's online learning

environment. Even though parental device use is quite low, the mean shows that there

is room for improvement in terms of minimizing potential distractions.

The overall results from Table 5 show that parents at Assumption College of

Nabunturan frequently foster a supportive environment for their junior high school

students to excel in online learning. Undoubtedly, it is crucial to prioritize reducing the

potential distractions brought on by unsupervised technology use. These findings

highlight the need to provide online students with a secure and concentrated learning

environment in order to enhance their learning outcomes.

Previous studies have shown that parental support is essential for children's

academic success (Johnson & Johnson, 2018). The findings of this study are consistent

with earlier research, which emphasizes the importance of parental involvement in

fostering an environment that is favorable to online learning.

Garcia et al. (2018) study shows that appreciation from parents for the time that

their kids spend engaged in virtual learning has a positive impact on their focus and

engagement. The highest mean in Table 5 and this finding are congruent, suggesting

that Assumption College of Nabunturan parents value and respect their children's online

class hours.

As evidenced by the lowest mean in Table 5, it is crucial to address this aspect of

parental participation in order to enhance the learning environment for students. A

pleasant home environment is a key predictor of students' academic achievement. They

 37

continued by saying that without the support of the family environment, the teaching-

learning process at school is insufficient. Students are encouraged and motivated to

study significantly better when they are exposed to pleasant and distraction-free

environments (Clark et al., 2007).

Emotional Support. Table 6 below represents the level of parental involvement

in terms of emotional support.

Table 6
Level of Parental Involvement in terms of Emotional Support
Emotional Support Mean Description
1. My parents give me valuable feedback about my Often
activity/assignment 3.67
2. My parents encouraged me to participate online 4.4 Almost Always
3. My parents encouraged me with positive feelings about Often
4.19
school.
4. My parents always made themselves available Often
3.71
whenever I talked about school related things.
5. My parents always know when I am having a hard time Often
in school related activities. 3.51
6. My parents always told me the benefit of education. 4.55 Almost Always
7. My parents feel proud when I do good in school. 4.55 Almost Always
8. My parents constantly check my homework and other Sometimes
online learning activities. 3.17
9. My parents monitored my learning progress in school. 3.8 Often
10. My parents always inspired me to exert effort in my Almost Always
4.3
studies.
Overall Mean 3.99 Often

An important finding is the highest mean of 4.55 in the table, which suggests that

parents frequently discuss the value of education with their children and express pride

when those children perform well in school. According to this study, parents inspire and

motivate their kids to pursue academic success by actively communicating the

importance of education. Parents encourage their kids' drive, self-esteem, and overall

mental health by emphasizing the benefits of education and exhibiting pride.

 38

Contrarily, the lowest mean, 3.17, suggests that parents may occasionally have a

propensity to closely watch their kids' academic progress and other online learning

activities. This mean exhibits a moderate level of emotional support despite being below

the average. However, parents who constantly check their kids' homework or become

overly involved may have an adverse effect on the child's sense of autonomy and

freedom in their learning process. Parents must establish balance between helping their

children with their academic obligations and letting them manage them on their own.

The data in Table 6 demonstrate that parents at Assumption College of

Nabunturan emotionally support the academic performance of their junior high school

pupils enrolled in online courses. The high mean for expressing the value of education

and displaying pride demonstrates the positive benefits of parental support and

communication on their children's academic motivation. However, parents must

exercise caution when over-checking their children's work and promote a healthy sense

of autonomy in their learning.

In order to increase students' academic motivation and performance, it is

essential to communicate with parents about the value of education, according to a

study by Johnson and Johnson (2018). The highest mean in Table 6, which

demonstrates that parents at Assumption College of Nabunturan successfully convey

the benefits of education to their children, supports the study's findings.

Brown and Putwain (2021) study found that parental pride and approbation have

a positive impact on children's self-esteem and emotional well-being. The highest mean

in Table 6 adds to the body of knowledge on how parental emotional support affects
 39

children's academic achievement by demonstrating that parents take pride in their

children's academic accomplishments.

Kaynak et al. (2023), in a study on the effect of parental pressure on adolescents'

academic performance, found that excessive homework monitoring and supervision can

lead to stress and decreased motivation. The need for parents to strike a balance

between helping their children and allowing them to become independent in their online

learning activities is highlighted by the lowest mean value observed in Table 6.

According to Smith et al. (2017) research on parental involvement in online

learning environments, parental emotional support seems to have a favorable impact on

students' engagement and perseverance. The overall mean in Table 6, which denotes a

rather high amount of emotional support, supports the research's conclusions. In

addition to highlighting the importance of parental involvement in online learning

environments, Garcia et al.'s (2018) study also recognized emotional support as a key

factor in fostering students' academic success and well-being. Table 6's findings, which

demonstrate a typically positive emotional support level, complement the study's

findings.

Financial Support. Table 7 below represents the level of parental involvement in

terms of financial support.

Table 7
Level of Parental Involvement in terms of Financial Support

Financial Support Mean Description

1. My parents have an available funds to sustain my 4.23 Often
study
2. My parents give me an easy access to any sources 4.47 Almost Always
such as books, gadgets, internet, load and etc. which
are useful to my studies.
3. I do not feel worried about my payments in school. 3.83 Often
 40

4. My family’s financial stability affects my studies. 3.21 Sometimes

5. My parents gave me money immediately whenever I 3.23 Sometimes
asked for it.
6. My parents gave me enough money for my projects 4.35 Almost Always
and activities in school.
7. My parents always resolved issues involving money 3.99 Often
for my school.
8. My parents reminded me to focus on my studies 4.49 Almost Always
because they were the one who took good care about
my financial problem.
9. My parents have already reserved money in the bank 3.74 Often
for my schooling.
10. My parents prioritize my studies instead of doing 4.25 Often
chores.
Overall Mean 3.98 Often

Table 7 displays the findings of the level of parental engagement in terms of

financial support, with a mean overall of 3.98. According to the highest mean of 4.49,

parents typically continually remind their children to focus on their education because

they take good care of their children's financial demands. This demonstrates how

parents actively ensure that their children understand the importance of education and

are aware of their support network at home.

However, the lowest mean of 3.21 suggests that the stability of the students'

families may occasionally impact on their academic achievement. This implies that

there may be instances in which the family's financial circumstances creates

challenges or limitations for satisfying the educational demands of the pupils.

Overall, the research indicates that parents of Assumption College of

Nabunturan students actively contribute to their children's educational costs. By

encouraging their students to pay attention in class and resolving their financial

concerns, the parents demonstrate their commitment to their children's education

and well-being. It is of utmost importance to remember that the mean scores provide
 41

an average impression of the extent of parental involvement in providing financial

support. Individual variances and unique circumstances within homes may impact on

the mean ratings as a whole.

These findings highlight the importance of parental time and financial support

for elevating adolescents' academic attainment and meeting their needs.The highest

mean in Table 7 states that parents almost always reminded their children to focus

on their studies because they were the ones who took good care of their financial

problems. According to (Aman et al., 2019) the academic achievements of students

have a major influence on the socioeconomic status and involvement of their parents

in their academic lives. Regardless of parents' educational backgrounds, their

encouragement helps kids feel confident in school and, by extension, in life. The

overall mean of Table 7 shows the importance of parental financial support for

students’ academic success.

The overall mean in Table 7 shows that parental financial support has an

impact on students’ academic performance. Similar to the study by Teti et al. (2017)

that looked at the connection between parental education, family income, and child

achievement and found that parental financial support was a significant factor in

determining the educational outcomes of children. A study by (McQuiggan & Megra,

2017) looked at parent and family involvement in education and emphasized the

value of parental financial support in promoting students' academic success and

engagement.

In a study that examined the relationship between parental education, family

income, and child achievement, it was discovered that parental financial assistance
 42

was a crucial factor in determining the educational achievements of children (Teti et

al., 2017). The findings of this study are in line with the highest mean in Table 7,

which demonstrates that parents adequately meet their children's financial needs.

Level of Online Learning Performance in Mathematics

Table 8 shows the level of online learning performance in mathematics.

Table 8
Level of Online Learning Performance in Mathematics
Online Learning Performance in
Mean of Scores Description
Mathematics
Test Questionnaire 23.84 Average
Overall Mean 23.84 Average

Table 8's results, which specify on how well online math instruction is functioning,

indicate the outcomes. The global mean value of 23.84, suggests that students'

performance in online learning was average. The interpretation indicates that students

are making progress with their online learning projects. Due to its flexibility and

accessibility, online learning has become more popular in all kinds of educational

settings. Numerous studies have examined the relationship between academic

performance and success in online learning. In 2016, Roberts et al. investigated how

well online instruction affected students' math performance. Their study found that

online learning enhanced student performance compared to traditional classroom

settings, suggesting a favorable impact on academic accomplishment.

How well students learn mathematics online depends on a number of factors.

Self-control abilities, motivation, engagement, instructional design, and the utilization of

interactive tools and resources are among the examples of these. The majority of

respondents in the study by Negara et al. (2021) had a high level of mathematical self-
 43

efficacy in online learning, based on the study's results. Further investigation

demonstrates a favorable correlation between mathematics performance and self-

efficacy. These results demonstrate that differences in mathematical ability can be

explained.

According to the results, the mean score for math proficiency in online learning is

23.84. This demonstrates that the students performed average on their online learning

tasks. The development of mathematics through the use of e-learning boosts student

dedication, which enhances performance. Additionally, it enhances the acquisition of

mathematical content (Mulqueeny et al., 2015).

The review of the literature demonstrates the effectiveness of online learning in

the teaching of mathematics. Academic achievement among pupils has been proven to

increase in online learning environments. Self-control, motivation, engagement, and the

use of interactive tools and resources are some of the factors that can affect how

effective online learning is. In the context of the current study, the statement

emphasizes the overall mean score of 23.84 for online learning performance, showing

that students are doing well and achieving average scores in their online mathematics

learning. This viewpoint is in keeping with the body of research, which emphasizes the

importance of preserving acceptable performance standards and the potential value of

online learning settings.

The Significant Relationship Between Parental Involvement and Online Learning

Performance in Mathematics
 44

Parental Involvement vs. Online Learning Performance in Mathematics.

Table 9 below represents the significant relationship between parental involvement and

online learning performance in mathematics using Pearson-r in Excel.

Table 9
Significant relationship between Parental Involvement and Online Learning
performance in Mathematics
Degree of Critical Value @
Variables Mean Test Value Decision
Relationship α =0.05
Parental Accept
3.89
Involvement Ha
Online Learning 0.04 0.40 1.98 Not
Performance in 23.84 Significan
Mathematics t

The findings drawn from examining Table 9, which shows averages for parental

involvement and math competency from online teaching, are presented in the output.

The average score for parental involvement is 3.89, whereas the average score for

online learning performance is 23.84. These mean scores represent the average

parental involvement and online learning performance in the study sample. The findings

also indicate a 0.04, or moderately positive, association between parental participation

and success in online learning. This correlation value implies that parental participation

and online learning success are slightly associated, with a tendency for both variables

to climb or fall together.

To determine the statistical significance of this link, a test value of 0.40 is

mentioned. It is then compared to a critical value of 1.98. In this case, the test value of

0.40 is smaller than the crucial value of 1.98. Hence, the null hypothesis is accepted.

The null hypothesis frequently assumes that there is no meaningful interaction between

the variables being studied.

 45

These findings support the finding that there is no relationship between parental

involvement and online learning achievement. This shows that, in the study context,

parental involvement has no discernible effect on children's success in online learning.

It is essential to highlight that the interpretation and conclusion are tailored to the

statistical analysis findings and the outcomes displayed presented in Table 9. The

study's sample size, methodology, and other contextual factors may affect how broadly

applicable and significant these findings are.

According to Chen and Fan (2001) discovered evidence to back up the claim that

parental involvement boosts academic achievement. The efficiency of online learning

was not, however, a focus of the study. Bernard et al. (2004) assert that online learning

can be just as effective as conventional schooling and that parental involvement may

not be a significant determinant of online learning efficacy.

The case study by Johnson et al., (2014) looks at how parental involvement

affects the results of online learning. The findings show that while parental involvement

may boost kids' interest and engagement, it does not always translate into better results

for online learning. Although the results indicate that it has minimal statistically

meaningful impact on adolescents' academic success, parental involvement is one of

the causes. Parental support impacts children's success with online learning. The study

comes to the conclusion that while parental involvement is crucial for children's

motivation and self-control, it has little bearing on how well they perform in general

during online learning.

The Significant Difference Between Online Learning Performance of Junior High

School Students in Mathematics
 46

Age. Table 10 below represents the significant difference between online

learning performance of junior high school students when grouped according to age.

Table 10
Significant difference between Online Learning Performance of Junior high
school students in mathematics when grouped according to Age
Age Mean F- Value Critical Value Decision
12-13 24.50 Accept Ha
14-15 23.62 0.3024721 3.09 No significant
16-17 23.33 difference

Table 10 displays the corresponding age-wise mean scores of the mathematics

test questionnaire for each student, which are 24, 50, 23, 62 and 23, respectively. The

null hypothesis is accepted because of the F-value being lower than the critical value of

3.09 in this case. Classifying students by age does not seem to have significant impact

on their performance in online mathematics learning.

A prior study found that age was not a major predictor of online learning success

in the context of mathematics. This study investigates the effect of age on online

learning performance by comparing the outcomes of students in various age groups the

result showed that age has no discernible effect on math performance in online

learning. This finding confirms Table 10's finding that grouping students by age does not

significantly affect how well they learn mathematics online.

According to Gu and Lee (2019), age is not a factor that influences how well

students succeed in mathematics online. Their long-term study looked at how age

affected studying arithmetic online over a given amount of time. It was noted that age

does not greatly influence how well people perform in online learning, including in the

subject of mathematics, similar to the study of Garcia et al. (2018).

 47

Gender. Table 11 below represents the significant difference between online

learning performance of junior high school students when grouped according to gender.

Table 11
Significant difference between Online Learning Performance of Junior high
school students in mathematics when grouped according to Gender
Gender Mean F- Value Critical Value Decision
Male 24.64 Accept Ha
1.780279 3.94 No significant
Female 23.13
difference

The mean scores for students taking the mathematics test questionnaire are

24,64 and 23,13, respectively, according to gender, as shown in Table 11. Given that

the F-value of 1.780279 is less than the 3.94 critical thresholds, the null hypothesis is

accepted. Therefore, there is no noticeable difference in students' online learning ability

in mathematics when students are categorized according to gender.

Grade Level. Table 12 below represents the significant difference between

online learning performance of junior high school students when grouped according to

grade level.

Table 12
Significant difference between Online Learning Performance of Junior high
school students in mathematics when grouped according to Grade Level
Grade Level Mean F- Value Critical Value Decision
Grade 7 23.48 Accept Ha
Grade 8 24.56 0.227094674 2.7 No significant
Grade 9 23.96 difference
Grade 10 23.36

Table 12 presents the findings, including the mean test scores for pupils at

various grade levels in a mathematics subject. For each grade level, the means are

23.48, 24.56, 23.96, and 23.36. The sample's F-value from the data analysis was
 48

0.227094674. By comparing this F-value to the significant value of 2.7, it was

determined that the outcome supported the null hypothesis. Categorizing students by

grade level while studying mathematics in an online setting does not appear to have

significant impact on their academic progress, as far as one can argue.

Numerous studies have looked into how grade levels and academic success

relate to one another. As students move up the grades, their cognitive abilities,

knowledge, and skills change. Researchers have looked into how these developmental

changes impact academic performance, particularly mathematical ability. Cole (2015)

examined how well students in various grade levels did in mathematics in a longitudinal

study. The study revealed that math proficiency in children often increased as they

advanced through the grade levels. Online learning may or may not help with the

teaching of mathematics, depending on the grade level. Numerous studies have

examined how different educational levels of online learning environments impact

students' arithmetic skills. They discovered that children performed comparably on

arithmetic exams across school levels and that online instruction was as beneficial. This

suggests that online learning can aid mathematics instruction, independent of the

precise grade level.

The mean scores were examined in order to determine the statement's F-value,

which was 0.227094674. By comparing this number to the important value of 2.7, it was

determined that the result supports the null hypothesis. To ascertain the significance of

group differences, statistical analysis, such as analysis of variance (ANOVA) with F-

tests, is widely used. In this case, the low F-value suggests that the observed

differences in mean scores between grade levels are not statistically significant.
 49

Because there is no observable difference in the efficacy of online learning across

grade levels, the null hypothesis is accepted.

In the literature study, it is emphasized how grade levels and academic

accomplishment are related, as well as how online learning has an impact on

mathematics education at different grade levels. According to research, when students

advance through the grade levels, their arithmetic skill generally tends to increase.

Additionally, studies demonstrate that online education can be equally effective

at all grade levels, producing equivalent results on arithmetic exams. There are no

discernible differences in the students' online learning performance in mathematics

when they are categorized according to grade level for the current study, according to

an analysis of the mean scores shown in Table 12. These findings support past

research and demonstrate the potential value of online learning tools for supporting

mathematics instruction at various grade levels.

Gadget Used. Table 13 below represents the significant difference between

online learning performance of junior high school students when grouped according to

the gadget used.

Table 13
Significant difference between Online Learning Performance of Junior high
school students in mathematics when grouped according to Gadget Used

Gadget Used Mean F- Value Critical Value Decision

Smart Phone 24.69 Accept Ha
Computer 24.08
0.18977 2.7 No significant
Laptop 22.29
difference
Tablet 32
Table 13 shows the mean student results on the mathematics test questionnaire

for the device used, which were 24,69, 24,08, 22,29, and 32, respectively. Since the F-

value of 0.18977 is lower than the threshold value of 2.7, the null hypothesis is
 50

accepted. There is no apparent difference in pupils' online learning performance in

mathematics when they are grouped according to the technology they use.

This shows that the math test results were recorded and grouped according to

the type of gadget each student used. The mean scores for each group are displayed in

Table 13 and indicate the average performance of students using various technologies.

Because it is flexible and accessible, online learning has attracted much attention lately.

Thanks to the widespread accessibility of different devices like computers, tablets, and

smartphones, students now have a range of options for accessing to online educational

resources and participating in virtual classrooms.

Both advantages and disadvantages of employing technology in math instruction

exist. According to a previous study, having devices available can increase students'

interaction and engagement with the mathematics curriculum. Using devices that allow

them access to a variety of online resources, interactive tools, and educational

programs, students can effectively practice and study mathematical concepts. However,

the effectiveness of using a device may vary depending on aspects including screen

size, input method, and the availability of particular educational programs (Brown &

Putwain, 2021).

The supplied statement mentions both the crucial value of 2.7 and the F-value of

0.18977. These figures show the statistical analysis carried out to ascertain the

significance of differences in the effectiveness of online learning depending on the

device. The F-value is frequently used in an analysis of variance (ANOVA) to compare

mean values between different groups. Since the F-value is below the critical value,

there is no statistically significant difference between the mean scores of students using
 51

various devices in this case. According to the statement's analysis of the mean scores

and statistical tests, when students are grouped according to the technology they are

using for online learning, there is no appreciable difference in their performance. This

indicates that students using a variety of devices, including PCs, tablets, and

cellphones, score as well on math examinations provided in an online learning

environment.
 52

Chapter IV

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter contains summary of findings, conclusion and recommendations of

the study.

Summary of Findings

After the data were analyzed and interpreted, the following findings were

gathered and presented.

1. The result level of Parental Involvement has a general mean of 3.89

(Often). The amount of parental involvement as measured by environmental support

has a general mean of 3.71 (Often), emotional support has a general mean of 3.99

(Often), and financial support has a general mean of 3.98 (Often).

2. The result level of online learning performance in mathematics has a

general mean of 23.84 (agree).

3. Parental Involvement and Junior High School pupils' online learning

performance in mathematics did not significantly correlate.

4. When junior high school students were classified by age, gender, grade

level, and technology utilized, there was no significant difference in their online

learning performance.

Conclusion

The study's findings led the researchers to the conclusion that parental

involvement had no impact on junior high school learners of online learning ability in

mathematics.
 53

The results showed that parental support for children's environmental,

psychological, and financial has no significant relationship of online learning in

mathematics performance of the students in Junior High School. Thus, students

learning and performance in mathematics will also depend on how effective the

teachers are and how intrinsically motivated they are and not on their environmental,

emotional and financial problems. Furthermore, academic performance depends on

academic interaction and on academic relationships. Therefore, students must also

develop good study habits in mathematics order to perform well in an online mode of

learning.

Recommendation

Based on the study's results and conclusions, the following advice is given:

1. For improved online learning performance in mathematics, students are

urged to study diligently. Students are encouraged to develop good study habits and

learning techniques to have better online learning performance in mathematics. In e-

learning engagement, students can help solve learning difficulties and make

constructive suggestions based on actual learning situations.

2. Teachers are encouraged to be aware of specific issues that students may

be experiencing regarding of environmental, emotional and financial well-being, even

though it will not significantly affect their studies. Educators are encouraged to

enhance the self-efficiency of their students, promote the academic involvement of

their parents, and reduce test anxiety to improve their learning and academic

accomplishments.
 54

3. School Administrators are encouraged to consider students who have

undergone hardships to be educated. Improvement of mathematical online

mathematical, mathematical autonomy within an online learning setup is also

essential for better learning outcomes.

4. Researchers in the future are urged to focus further on exploring the

significance of parental participation in kids' academic achievement.

 55

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 56

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 67

Appendices

Appendix A. Letter of Permission to School

Aa
Principal
 68

November 22, 2021

Sr. Julie P. Roma fma

Basic Education Principal
Assumption College of Nabunturan
Nabunturan, Davao de Oro

Sr:

Please be informed that the undersigned is presently working on a Research Paper

entitled “PARENTAL INVOLVEMENT ON ONLINE LEARNING PERFORMANCE OF
JUNIOR HIGHSCHOOL STUDENTS IN MATHEMATICS” in partial fulfilment of the
requirements for the subject: Research in Mathematics with a course code Math 118 at
Assumption College of Nabunturan, Nabunturan, Davao de Oro.

In this regard, may we request to allow us to conduct our research study in your vicinity.
Rest assured that the data we will gather will remain absolutely confidential and to be
used in academic purpose only.

Your favorable response will come along a way in making this study a success. Thank
you!

Very truly yours,

BOCADO, ARCT ANTHONY REDUBLA, CRYSTAL MAE

Researcher Researcher

VALDEZ, ALLANA MARIE

Researcher

Noted by:

DELFIN J. ENARGAN, M.A.

Dean of College
 69

sas
Appendix B. Survey Questionnaire

SURVEY QUESTIONNAIRE ON INDICATORS OF PARENTAL INVOLVEMENT ON

ONLINE LEARNING PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN
MATHEMATICS

Name: (ex. Valdez, Arct Anthony)

Part I: Demographic Profile

Direction: This section intends to capture your demographic profile. Please Check (✔)
1. Age
12 and below 13 14 15 16 17 18 and above
2. Gender
Female Male
3. Grade
Grade 7 Grade 8 Grade 9 Grade 10
4. Gadget Use
Tablet Computer Laptop Smart Phone

Part II: Parental Involvement

Direction: Please put a check (✔) and rate yourself honestly based on what you
actually do given the statements using the following scales: 5- Almost Always, 4-Often,
3-Sometimes, 2- Seldom, 1- Almost Never.
Environmental Support 5 4 3 2 1
1. My parents help me to identify problem areas in my study
online.
2. My parents provide a study area for my online class.
3. My parents respect my online class hours.
4. My parents avoid asking me to do house chores when I’m in my
online class.
5. My parents give me privacy during my online class.
6. My parents help me to organize my room before online class.
7. My parents check my cellphone/laptop after I use it.
8. My parents remind me the starting time of my online class.
 70

9. My parents allow me to stay awake all night.

10. My parents ensure my online learning by checking our internet
connection.
Emotional Support
1. My parents give me valuable feedback about my
activity/assignment
2. My parents encouraged me to participate online
3. My parents encouraged me with positive feelings about school.
4. My parents always made themselves available whenever I
talked about school related things.
5. My parents always know when I am having a hard time in
school related activities.
6. My parents always told me the benefit of education.
7. My parents feel proud when I do good in school.
8. My parents constantly check my homework and other online
learning activities.
9. My parents monitored my learning progress in school.
10. My parents always inspired me to exert effort in my studies.
Financial Support
1. My parents have an available funds to sustain my study
2. My parents give me an easy access to any sources such as
books, gadgets, internet, load and etc. which are useful to my
studies.
3. I do not feel worried about my payments in school.
4. My family’s financial stability affects my studies.
5. My parents gave me money immediately whenever I asked for
it.
6. My parents gave me enough money for my projects and
activities in school.
7. My parents always resolved issues involving money for my
school.
8. My parents reminded me to focus on my studies because they
were the one who took good care about my financial problem.
9. My parents have already reserved money in the bank for my
schooling.
10. My parents prioritize my studies instead of doing chores.
Part III: Test Questionnaire

Appendix C. Test Questionnaire

 71

Mathematics 7
First Periodical Test
(First Quarter A.Y 2022-2023)

Name: Year & Section: Score:

I. MULTIPLE CHOICE TESTS

Directions: Read each stamen carefully and encircle the letter of the correct
answer.
1. It is a well-defined group of objects.
a. universal set b. null set c. set d. subset
2. It is a set denoted as U that contains all objects under consideration.
a. universal set b. null set c. set d. subset
A B
3. It is an empty set and a subset of any set.
a. universal set b. null set c. set d. subset
4. Which of the following represents the shaded region? U

a. A union B b. A intersect B c. A⊂B d. B⊂A

5. What statement does the shaded region represents? U A B
Item no.4
a. A∩B b. A∪B c. A d. B
6. What is the difference between union and intersection of sets?
a. the union of sets is represented by U, while intersection is ∩. Item no.5
b. union corresponds to AND while intersection corresponds to OR.
c. intersection discards the duplicated values from the sets and the union list the
common values from the sets.
d. intersection contains all the elements contained in both sides, union contains
only the elements that are in both sets.
7. If a+b=b+a, what property is being used?
a. additive identity property b. distributive property
c. associative property d. commutative property
8. When (5∙3)2=5(3∙2)→ 30=30. What property is being applied?
a. associative property of multiplication b. associative property of addition
c. multiplicative identity d. multiplicative inverse
9. Which equation belongs to Additive Identity Property?
a. 5(-2=2)=0 b. -4+4=0 c. 7(0+7)=49 d. 4+4=8
 72

10. Which equation belongs to additive inverse?/

a. 5(-2=2)=0 b. -4+4=0 c. 7(0+7)=49 d. 4+4=8
3
11. Express to its decimal form.
10

a. 1.3 b. 0.3 c. 1.4 d.-0.4

12. What is the value of -2.2 when converted to its fraction form?
11 −11 −16 16
a. b. c. d.
5 5 5 5
1
13. Convert 2 to its decimal form?
5

a. -1.3 b. 0.4 c. 1.4 d. 2.2

14. What is 1.8 in fraction form?
9 19 10 17
a. b c. d.
5 10 5 10
1 1 2 2 1
15. If + = , then what is + ?
6 2 3 5 4
13 13 3 1
a. b. c. d.
20 5 9 3
16. What is the sum when three-fifth is added to one-fifth?
a. four-fifth b. three-fourth c.one and a half d. three-fifth
19 6
17. Subtract −
7 7
2 −3 13 4
a. b. c. d.
7 7 7 7
18. What is the sum of 45.08, 92.00 and 30.2
4183 4128
a. b. 167.28 c. 167.29 d.
25 25
5 2
19. If is multiplied to , what is the product?
6 3
12 5 4 −5
a. b. c. d.
15 9 9 8
20. How many thirds are there in six-fifths?
a. three and three-fifth b. four and three-fifth
 73

c. two and three-fifth d. six and three-fifth

21. The quotient of 7.8 and 0.4
−37 35 37 39
a. b. c. d.
2 4 3 2
1
22. If a year consist of 365 days, when divided to 4. What is the quotient?
4
23 1461
a. b. 22.83 c. 22.81 d.
10 16

for items 23-26 encircle the letter that consist the answers and its corresponding
property
2 3 3 2
23. ∙ = ∙
5 7 7 5
6 6
a. closure property b. commutative property
34 35
6 6
c. associative property d. distributive property
35 34
24. 5(4•3)=(5•4)3
a.60 associative property b. 23 commutative property
c.17 closure property d. 30 distributive property
1
25. +¿ ________=0
3
3 1
a. inverse property b. inverse property
1 3
−1 −3
c. inverse property d. inverse property
3 1
26. 7∙ ( 8+4 )= (7 ∙ 8 ) +(7 ∙ 4)

a. 60 closure property b. 60 inverse property

c. 84 associative property d. 84 distributive property
for items 27-30. Estimate each square root to the nearest tenth
27. √ 6
a.2.65 b.2.4 c.2.44 d.2.6
28. √ 18
 74

a.4.2 b.2.4 c.4.3 d.3.4

29. √ 50
a.8.07 b.8.01 c.7.1 d.7.07
30. √ 38
a.6.16 b.6.26 c.6.3 d.6.2
31. The sum of 1 and a number is 4. What is the value of a number?
a.5 b.3 c.4 d.6
32. The negative integer eight is added to a positive integer six. What is the sum?
a.-2 b.2 c.-4 d.4
33. The difference of 53 and 60 is
a.-7 b.5 c.-8 d.13
34. What is (-54)÷ (-3)?
a.20 b.18 c.-19 d.19
35. What is (10)(-3)(2)?
a.50 b.-10 c.-60 d.10
36. What is the absolute value of 20?
a.-10 b.10 c.-20 d.20
37. When is the absolute value of a number equal to itself?
a. when the value of the number is less than zero.
b. when the value of the number is negative.
c. when the value of the number is a positive or zero.
d. both a and b
38. When the value of a number is negative, its corresponding absolute value is?
a. positive b. negative c. undefined d. none of the above
39. Opposite number have the same absolute value.
a. True b. False c. Maybe d. none of the above
40. What is the absolute value of |−12|?

a.12 b.-12 c.10 d-10

 75

Appendix E. Respondents’ Informed Consent

PARENTAL INVOLVEMENT ON ONLINE LEARNING PERFORMANCE OF JUNIOR

HIGHSCHOOL STUDENTS IN MATHEMATICS OF ASSUMPTION COLLEGE OF
NABUNTURAN

Dear respondents,

We, the third year Bachelor of Secondary Education Major in Mathematics

students of Assumption College of Nabunturan, are currently conducting research
entitled, “PARENTAL INVOLVEMENT ON ONLINE LEARNING PERFORMANCE OF
JUNIOR HIGH SCHOOL STUDENTS IN MATHEMATICS in Assumption College of
Nabunturan “. The research study was approved by the Assumption College of
Nabunturan, College Teacher Education department research committee to conduct this
study.
In this connection, we are humbly asking for your participation as respondents of
our study. With your experience during this New Normal Online Learning, we believe
that you as student of Junior High school are most fit and capable to provide the data
we need as you are our focus on the said study. You have the opportunity to reflect your
parent support and adjustments made toward Online Learning and acknowledge future
involvement to enhance student of Junior High school in Mathematics.
Survey questionnaires will be administered through Google Form to minimize
face – to face contact. This is in full observance of the minimum health safety standards
of COVID – 19. Participation in the study is entirely voluntary and there is no known or
anticipates risks. All information provided will be kept in utmost confidentiality and would
be used only for academic purposes. The names of the chosen participants will not
appear on any thesis or publications instead use of codes resulting from this study
unless to, as we follow the law stated under regulation of Republic Act no. 10173,
known as the data privacy of 2012.

Please click the “NEXT” button below to answer the questions if you agree to
participate in this research.
 76

Thank you for your time and we hope you and your loved ones are staying safe
always.
 77

Appendix I. Table of Specification

Subject Area: Mathematics Grade Level: Grade 7
Period Covered: First Quarter, A.Y. 2021-2022

ITEM NO. OF
LEVEL OBJECTIVE/COMPETENCIES %
NO. ITEMS
Describes well-defined sets,
Comprehensio T1.1,T1.2,
subsets, universal sets, and the
n T1.3 3 7.5%
null set and cardinality of sets.
Illustrates the union and
Comprehensio T1.4, T1.5,
intersection of sets and the 7.5%
n T1.6 3
difference of two sets.
T1.36,T1.37,
Represents the absolute value of a
Application T1.38,
number on a number line as the
T1.39, 5 12.5%
distance of a number from 0.
T1.40
T1.31,T1.32,
Application Performs fundamental operations T1.33,
5
on integers. T1.34, 12.5%
T1.35
Comprehensio Illustrates the different properties
T1.7, T1.8,
n of operations on the set of 4
T1.9, T1.10 10%
integers.
Comprehensio Expresses rational numbers from T1.11,
n fraction form to decimal form and T1.12,
4 10%
vice versa T1.13, T1.14
T1.15,
Application Performs operations on
T1.16,
rational numbers 4 10%
T1.17, T1.18
Application Performs operations on T1.19,T1.20,
rational numbers T1.21, T1.22 4 10%

Application Performs operations on T1.23,T1.24,

4
rational numbers T1.25, T1.26 10%

T1.27,
Comprehensio Estimates the square root of a
T1.28,
n whole number to the nearest tenth. 4 10%
T1.29, T1.30
TOTAL 40 100%
Appendix J. Item Analysis
 78

STUDENTS
TEST
ITEM U L
9 10 8 6 2 5 3 7 1 4 Dif In Dis In Decision
G G
1 1 1 1 1 1 1 1 1 0 0 3 1 0.4 A 0.7 VG RETAIN
2 1 1 1 1 1 0 1 1 0 1 3 2 0.5 A 0.3 RG RETAIN
3 1 1 1 1 0 1 1 0 0 0 3 0 0.3 A 1.0 VG RETAIN
4 1 1 0 1 0 0 0 1 1 0 2 2 0.4 A 0.0 PI REVISE
5 1 1 0 1 1 1 1 0 0 0 2 0 0.2 VD 0.7 VG REVISE
6 1 0 0 0 0 1 0 0 0 0 1 0 0.1 VD 0.3 RG REVISE
7 1 0 1 1 1 0 0 1 0 0 2 1 0.3 A 0.3 RG RETAIN
8 1 1 1 1 0 0 1 0 0 0 3 0 0.3 A 1.0 VG RETAIN
9 1 1 1 0 0 1 1 1 1 0 3 2 0.5 A 0.3 RG RETAIN
10 1 1 1 0 1 0 0 0 0 0 3 0 0.3 A 1.0 VG RETAIN
11 1 1 1 1 1 1 0 0 0 1 3 1 0.4 A 0.7 VG RETAIN
12 1 1 1 1 0 1 0 0 0 0 3 0 0.3 A 1.0 VG RETAIN
13 1 1 1 1 0 0 0 0 0 0 3 0 0.3 A 1.0 VG RETAIN
14 1 1 1 1 1 1 1 1 0 0 3 1 0.4 A 0.7 VG RETAIN
15 1 1 1 1 0 1 0 0 0 0 3 0 0.3 A 1.0 VG RETAIN
16 1 1 1 1 1 1 0 0 1 0 3 1 0.4 A 0.7 VG RETAIN
17 1 1 1 1 1 1 0 1 0 0 3 1 0.4 A 0.7 VG RETAIN
18 1 1 1 1 1 1 1 0 0 0 3 0 0.3 A 1.0 VG RETAIN
19 1 1 1 1 0 1 0 1 0 0 3 1 0.4 A 0.7 VG RETAIN
20 1 0 0 0 1 0 0 0 1 0 1 1 0.2 VD 0.0 PI REVISE
21 1 1 1 1 0 0 1 0 0 0 3 0 0.3 A 1.0 VG RETAIN
22 1 1 1 1 1 0 0 0 1 0 3 1 0.4 A 0.7 VG RETAIN
23 1 1 1 0 1 0 0 0 1 0 3 1 0.4 A 0.7 VG RETAIN
24 1 1 1 0 0 1 1 0 0 0 3 0 0.3 A 1.0 VG RETAIN
25 1 1 1 0 0 0 0 1 0 1 3 2 0.5 A 0.3 RG RETAIN
26 1 1 1 0 0 0 0 0 0 1 3 1 0.4 A 0.7 VG RETAIN
27 1 0 1 0 0 0 0 0 0 1 2 1 0.3 A 0.3 RG RETAIN
28 1 1 1 1 1 1 0 0 0 0 3 0 0.3 A 1.0 VG RETAIN
29 1 0 0 0 0 0 0 0 0 0 1 0 0.1 VD 0.3 RG REVISE
30 1 0 0 0 0 0 0 0 1 0 1 1 0.2 VD 0.0 PI REVISE
31 1 1 1 1 1 0 1 1 0 0 3 1 0.4 A 0.7 VG RETAIN
32 1 1 1 1 1 1 0 0 1 0 3 1 0.4 A 0.7 VG RETAIN
33 1 1 1 1 1 1 1 0 0 0 3 0 0.3 A 1.0 VG RETAIN
34 1 1 1 1 1 1 1 1 0 0 3 1 0.4 A 0.7 VG RETAIN
35 1 1 1 1 1 1 0 0 0 0 3 0 0.3 A 1.0 VG RETAIN
36 1 1 0 1 0 0 1 0 0 0 2 0 0.2 VD 0.7 VG REVISE
37 1 1 0 1 0 1 0 0 1 1 2 2 0.4 A 0.0 PI REVISE
38 1 1 1 1 0 0 0 1 0 0 3 1 0.4 A 0.7 VG RETAIN
39 1 0 1 0 0 0 0 0 1 0 2 1 0.3 A 0.3 RG RETAIN
40 1 1 1 0 1 0 0 0 1 0 3 1 0.4 A 0.7 VG RETAIN
4 3 2 2 1 1 A 0.7 VG RETAIN
Total 33 20 15 6 3 1 0.4
0 2 8 1 2 1
LEGEND
R Reasonably Poor Dif Difficulty L Lower Group
A Average PI
G Good Item In Index G
V Very Upper Dis In Discrimination Index
VD Very Difficult UG
G Good Group
 79

Appendix K. Reliability Test

RESPONDENTS
1 2 3 4 5 6 7 8 9 10 Mean
1 2 5 1 3 1 5 2 2 3 2 1.8
2 5 5 5 2 2 5 5 2 5 2 2.2
3 5 5 5 5 3 5 4 3 5 4 0.64
4 5 5 5 3 4 5 2 4 3 3 1.1
5 5 5 5 3 5 5 5 3 5 2 1.21
6 3 5 1 3 4 5 3 1 5 3 2.01
7 1 5 1 2 3 5 2 1 2 1 2.21
8 4 3 1 3 2 5 2 3 3 2 1.16
9 4 3 3 5 1 5 5 3 2 1 2.16
10 2 3 1 3 1 5 2 2 2 2 1.21
11 2 4 1 3 1 5 1 3 4 4 1.96
Q 12 5 4 1 5 2 5 3 2 4 4 1.85
U 13 5 4 3 4 3 5 5 3 5 4 0.69
E
14 4 3 1 3 4 5 3 3 5 4 1.25
S
15 5 3 1 2 5 5 3 3 5 4 1.84
T
16 5 5 3 5 4 5 5 5 5 4 0.44
I
17 5 3 5 4 3 5 4 3 5 4 0.69
O
N 18 1 5 1 3 2 5 1 1 3 4 2.44
S 19 3 3 2 3 1 5 3 3 5 4 1.36
20 5 5 5 4 2 5 3 4 5 4 0.96
21 5 2 5 5 1 5 2 2 3 3 2.21
22 5 2 5 4 2 5 5 3 4 3 1.36
23 4 2 3 5 3 5 3 2 3 3 1.01
24 4 5 3 4 4 5 5 2 4 3 0.89
25 4 5 4 4 5 5 3 2 4 3 0.61
26 5 5 5 4 4 5 5 3 4 3 0.89
27 5 4 5 5 3 5 5 2 4 3 0.61
28 4 3 5 4 2 5 5 3 5 3 1.09
29 3 4 1 4 2 5 3 1 3 3 1.09
30 4 2 5 5 3 5 3 3 5 3 1.49
TOTAL 119 117 92 112 82 150 102 77 120 92 1063
K 30
sum of the item var 40.97
var of the total score 1063
cronbach alpha 0.99
internal consistency Excellent
 80

CURRICULUM VITAE

I. PERSONAL INFORMATION
Name: Arct Anthony L. Bocado
Nickname: Arct
Date of Birth: July 24, 2001
Age: 22
Place of Birth: Buhangin, Davao City
Status: Single
Religion: Roman Catholic
Email Address: [email protected]
Present Address: P-1 Pangutosan, Nabunturan, Davao de Oro
Permanent Address: P-1 Pangutosan, Nabunturan, Davao de Oro
Mother’s Name: Jiza L. Bocado
Father’s Name: Antonio T. Bocado

II. EDUCATIONAL ATTAINMENT

Tertiary Education: Assumption College of Nabunturan

P-1 Arellano St. Pobalcion, Nabunturan, Davao de Oro
2019-2023

Senior High School: Nabunturan National Comprehensive High School

P-3 Poblacion, Nabunturan, Davao de Oro
2017-2019

Junior High School: Nabunturan National Comprehensive High School

P-3 Poblacion, Nabunturan, Davao de Oro
2013-2017
 81

Elementary: Pangutosan Elementary School

P-1 Pangutosan, Nabunturan, Davao de Oro
2007-2013
 82

I. PERSONAL INFORMATION
Name: Crystal Mae L. Redubla
Nickname: Tala
Date of Birth: December 24, 2000
Age: 22
Place of Birth: Tagum City, Davao del Norte
Status: Single
Religion: Roman Catholic
Email Address: [email protected]
Present Address: P-3 Mipangi, Nabunturan, Davao de Oro
Permanent Address: P-3 Mipangi, Nabunturan, Davao de Oro
Mother’s Name: Teresita L. Redubla
Father’s Name: Lorenzo Y. Redubla

II. EDUCATIONAL ATTAINMENT

Tertiary Education: Assumption College of Nabunturan

P-1 Arellano St. Pobalcion, Nabunturan Davao de Oro
2019-2023

Senior High School: Assumption College of Nabunturan

P-1 Arellano St. Pobalcion, Nabunturan Davao de Oro
2017-2019

Junior High School: Lorenzo S. Sarmiento National High School

P-8 Poblacion, Mawab, Davao de Oro
2013-2017
 83

Elementary: Mipangi Elementary School

P-3 Mipangi, Nabunturan, Davao de Oro
2007-2013
 84

I. PERSONAL INFORMATION
Name: Allana Marie S. Valdez
Nickname: Yana
Date of Birth: November 3, 2000
Age: 22
Place of Birth: Pangutosan, Nabunturan, Compostela Valley
Status: Single
Religion: Roman Catholic
Email Address: [email protected]
Present Address: P-4 Basak, Nabunturan, Davao de Oro
Permanent Address: P-4 Basak, Nabunturan, Davao de Oro
Mother’s Name: Alma S. Valdez
Father’s Name: Rogelio E. Valdez

II. EDUCATIONAL ATTAINMENT

Tertiary Education: Assumption College of Nabunturan

P-1 Arellano St. Pobalcion, Nabunturan Davao de Oro
2019-2023

Senior High School: Nabunturan National Comprehensive High School

P-3 Pobalcion, Nabunturan Davao de Oro
2017-2019

Junior High School: Nabunturan National Comprehensive High School

P-3 Pobalcion, Nabunturan Davao de Oro
2013-2017
 85

Elementary: Basak Elementary School

P-1 Basak, Nabunturan, Davao de Oro
2007-2013