1

Chapter 1

Introduction

Rationale

Parental involvement is a combination of commitment and active participation on the

part of the parent to the school and to the student. There are many problems concerned with

involvement.

Parent-school partnership allows for the conceptualization of roles and relationships and the

impact on the development of children in a broader way. From this approach, families and

schools are the main actors in the construction of their roles and forms of involvement,

generating new and varied actions to relate to each other according to the specific educational

context. The main findings in the family-school field show a positive influence of this partnership,

contributing to academic achievement and performance, among other positive consequences.

There are factors that constrain parents’ ability to become actively involved in their

children’s school work. Three factors namely parent-related, school-related and children-related

factors were established by the study. Parent-related Factors The study established that a

number of factors leading to lack of PI in education were parent related factors. One of the

parent-related factors noted by the study was parents’ socio-economic status which include

parents’ level of education, occupation status and income. With low levels of literacy parents

were said to lack the knowledge and skills needed to help their children with school work. On

the other hand, it was said that parents who are educated are more likely to be involved in their

children’s work than illiterate parents. The excerpt below from one teacher is a clear indication

that levels of parent’s literacy affect parents’ involvement. If parents have low education, they

have challenges in assisting their children with school work. Such parents even when they

attend some school activities, they are hesitant to take part in decision making because they
 2

feel they have nothing valuable to offer. Parents who are well educated communicate high

academic aspirations for their children. These findings are in line with literature that asserts that

level of education parents have achieved determines if parents will be actively involved in

children’s work (Donoghue, 2014) Parents with low self-efficacy are more likely to avoid contact

with schools (Berck, 2010). They may be less involved because they do not feel self-confident

to contact school staff. Lee and Bowen (2006) in their study found that parents with higher

college degree have mor

From this approach, families and schools are the main actors in the construction of their

roles and forms of involvement, generating new and varied actions to relate to each other

according to the specific educational context. The main findings in the family-school field show a

positive influence of this partnership, contributing to academic achievement and performance,

among other positive consequences.

There is also strong support from international research showing the positive influence of

parental involvement over academic achievement, as has been demonstrated in a variety of

meta-analyses across different populations and educational levels.

However, how ever in the Philippines Parental involvement refers to the amount of

participation a parent has when it comes to the schooling of his/her children. Some schools

foster healthy parental involvement, but sometimes parents have hesitations if they will involve

themselves with their children's education.

In line with this, the researcher would like to know the parental involvement in to cognitive

growth and its basis for intervention program and be able to provide possible solutions on the

existing problem.
 3

Research Objectives

This study aims to determine the merits of parental involvement in students’ cognitive growth its

basis for intervention program.

Specifically, this study will answer the following objectives:

1. To determine the factors of Maguindanaon parents’ evolvement affecting the student

cognitive development.

2. To determine the maguindanaon parents’ involvement in cognitive growth of their

children.

3. To develop intervention program based on the result of the study.

Review and Related Literature

This chapter presents the review of related literature and studies which were found

useful in the development of the study. It also includes the conceptual framework, hypothesis

and the definition of terms,

Foreign Literature

Parental involvement is the degree to which a parent participates in the education of his or

her children. Some schools encourage good parental involvement, however occasionally

parents are unsure about getting involved in their children's education. It has received support
 4

from Western nations. The significance of social and cultural influences, as well as the

consequences of parents'

Cognitive development is how humans acquire, organize, and learn to use knowledge

(Gauvain & Richert, 2016). Much of the research within cognitive development in children

focuses on thinking, developing knowledge, exploring, and solving problems (Carpendale &

Lewis, 2015).

The existing literature generally supports cognitive skills growth in domestic students

during their postsecondary years, and the implication is that cognitive skills growth occurs in

international students as well. Even though very few studies specifically examined cognitive

skills development among students whose home country is not the United States, some

understanding of the differences in cognitive skills development between international students

and their domestic counterparts may be derived from some studies on cognitive skills

development among different racial/ethnic groups. Kugelmass and Ready (2019) identified

disparities in the cognitive skills development among racial/ethnic groups prior to college entry

and after their collegiate experience.

However, most of the studies on parental involvement in education hail from anglophone

countries and are based on cross-sectional and correlational designs (Garbacz et al., 2017)

while in Latin America research remains scarce. In a recent systematic review of the literature

on parental involvement in education in Latin America, only one Mexican study from 1998 was

found which was also heavily influenced by interventions from the United States (Roth Eichin

and Volante Beach, 2018). Chile has acknowledged the importance of collaborative

relationships between families and schools developing a National Policy for Fathers, Mothers

and Legal Guardians Participation in the Educational System (Política de Participación de

Padres, Madres y Apoderados/as en el Sistema Educativo) in 2002 which was recently updated
 5

in 2017 (Ministerio de Educación, Gobierno de Chile, 2017). Since the publication of this policy

various local initiatives have sprouted in the country seeking to strengthen school family

relations (Saracostti-Schwartzman, 2017). Nevertheless, the majority of research in the country

has thus far been of a qualitative nature with a focus on describing relations between family

members and their schools, and identifying tensions between these two spheres (Gubbins,

2018).

Defining parental involvement is not so easy a task, as it encompasses multiple

behaviors. In this review, parental involvement is seen as those behaviors shown by the

parents, including the home and school environments, that are intended to support not only their

children’s educational progress but also their social/emotional skills (El Nokali et al., 2010;

Goleman, 1998). Ongoing research on parental involvement has often been drawn from the

model by Epstein (2015) and describes teacher–parent relationships as based on

communication and cooperation and parental involvement as malleable depending on the

practices of teachers, administrators, other parents, and students. The types of involvement

suggested in Epstein’s model include: (1) parenting; (2) communication (home–school and

school–home); (3) volunteering; (4) learning at home; (5) decision-making; and (6) collaborating

with the community (Epstein, 2010). This typology suggested by Epstein (2015) has been used

in research to find out to what extent parental involvement helps in educational achievement.

For example, Ingram and associates found that two of the six types (parenting and learning at

home) were very apparent in high-performing schools attended by low-income students, while

the other four types did not seem to be in operation or linked to students’ academic success.

Hiatt-Michael explains that parental involvement is considered as one of eight educational goals

in the U.S., and its value is remarkable for the educational communities and the geographical

communities they serve. An effective connection between both “communities” would increase

parental involvement in the promotion of children’s social, emotional, and academic growth.
 6

There is also strong support from international research showing the positive influence of

parental involvement over academic achievement, as has been demonstrated in a variety of

meta-analyses across different populations and educational levels (Castro et al., 2015; Jeynes,

2016; Ma et al., 2016).

Moreover, although there is a wide range of parental involvement definitions, some more

general and others more specifics, there is a consensus among research results about the

positive influence of parental involvement over child academic achievement. For example, in the

meta-synthesis of Wilder (2022), where nine meta-analyses are analyzed, this influence was

consistent throughout the studies, regardless the different definitions and measures used.

Parent-school partnership allows for the conceptualization of roles and relationships and

the impact on the development of children in a broader way (Christenson and Reschly, 2010).

From this approach, families and schools are the main actors in the construction of their roles

and forms of involvement, generating new and varied actions to relate to each other according

to the specific educational context. The main findings in the family-school field show a positive

influence of this partnership, contributing to academic achievement and performance, among

other positive consequences (Epstein and Sander, 2000; Hotz and Pantano, 2015; Sebastian et

al., 2017).

However, on an international scale, parental involvement in school has long been

heralded as an important and positive variable on children’s academic and socioemotional

development. From an ecological framework, reciprocal positive interactions between these two

key socializing spheres – families and schools – contribute positively to a child’s socioemotional

and cognitive development (Bronfenbrenner, 2020). Empirical findings have demonstrated a

positive association between parental involvement in education and academic achievement

(Pérez Sánchez et al., 2018; Tárraga et al., 2017), improving children’s self-esteem and their
 7

academic performance (Garbacz et al., 2017) as well as school retention and attendance (Ross,

2016). Family involvement has also been found to be associated with positive school

attachment on the part of children (Alcalay et al., 2005) as well as positive school climates

(Cowan et al., 2016). Research has also evidenced that programs focused on increasing

parental involvement in education have positive impacts on children, families, and school

communities (Jeynes, 2015; Catalano and Catalano, 2015).

However, parents must be considered a constant and principle component of curriculum.

(Nihat Şad & Gürbüztürk, 2018). They add that success at school is guaranteed if school-based

instruction is supported by parents’ involvement at home. Involving parents in education has

been reported to yield positive outcomes in many aspects including increased student

attendance to and satisfaction with school, better academic achievement, motivation, school

attachment, responsibility and confidence, better social adaptation and less discipline problems.

According to (Morozko, N., Morozko, N., & Didenko, V. 2018). In most cases small

business organizations insufficiently justify economic calculations for the formation of financial

resources, which adversely affects their sustainable development. Under the current

circumstances, the need for sound financial management increases, which ensures a stable

financial status of the organization and the prospects for increasing its value. The aim of this

paper is to identify the conditions for the dynamic financial management of small organizations

based on a cognitive approach. The proposed cognitive model allows establishing the

mechanism of mutual influential factors of internal and external environment on the effective use

of financial resources. Using the proposed model, it is possible to forecast changes in financial

results.

As (Fraser et al. 2015) claim, differentiating between these two forms of funding gap

matters because we may think we are analyzing financial constraints when we are, in fact,
 8

dealing with cognitive (and motivational) constraints. Although financial constraints and

cognitive/motivational constraints are similar in their growth-binding consequences, they require

vastly different remedies. Unfortunately, however, they are largely undistinguished in the extant

literature.

Moreover, there are at least two reasons that externally financed firms may outperform

the firms that are wholly internally financed. First, for firms borrowing from formal financial

institutions, their operations and decision-making processes will be scrutinised and monitored

according to pre-agreed contracts with the financial suppliers. This system could substantially

reduce the potential tendency of entrepreneurs to overconfidence, thus improving their

productivity and business growth (Invernizzi et al., 2017).

However, in Chinese societies such as the mainland, Taiwan, and Hong Kong, there are

some distinctive characteristics on children's education under the Confucian values. For

example, Chinese parents tend to place greater emphasis on children's education than

Westerners have stronger demand in ensuring that children start learning at an early age before

school (Li & Rao, Phillipson, 2016; Wong & Fleer, 2015). Chinese teachers and parents have

high expectation on their students and children to succeed via education which serves an

important source of motivation for students to learn.

Academic achievement is regarded as one of the most important concepts within the

realm of education that can be a measure of the achievement of the end goals of an individual's

and an educational system's success in the future. In line with the same, many studies have

been carried out with the aim of identifying the factors related to academic achievement such as

cognitive factors and their role in this success as well as peer relationship, socio-economic

condition, the quality of university education and especially the effect of emotional intelligence

on academic achievement.
 9

According (Chow ,Luu Phan, 2016;Phillipson, 2016 to Moving up the educational

ladder, in his view, was the only way for him to return their emotional and financial support, and

to fulfil filial duty. Filial obligations and a desire to fulfil their filial duties are one of the salient

motivators for students in many Asian contexts.

There is also strong support from international research showing the positive influence of

parental involvement over academic achievement, as has been demonstrated in a variety of

meta-analyses across different populations and educational levels (Castro et al., 2015; Jeynes,

2016; Ma et al., 2016). Moreover, although there is a wide range of parental involvement

definitions, some more general and others more specifics, there is a consensus among

research results about the positive influence of parental involvement over child academic

achievement. For example, in the meta-synthesis of Wilder (2014), where nine meta-analyses

are analyzed, this influence was consistent throughout the studies, regardless the differ rent

definitions and measures used.

However, most of the studies on parental involvement in education hail from anglophone

countries and are based on cross-sectional and correlational designs (Garbacz et al., 2017)

while in Latin America research remains scarce. In a recent systematic review of the literature

on parental involvement in education in Latin America, only one Mexican study from 1998 was

found which was also heavily influenced by interventions from the United States (Roth Eichin

and Volante Beach, 2018). Chile has acknowledged the importance of collaborative

relationships between families and schools developing a National Policy for Fathers, Mothers

and Legal Guardians Participation in the Educational System (Política de Participación de

Padres, Madres y Apoderados/as en el Sistema Educativo) in 2002 which was recently updated

in 2017 (Ministerio de Educación, Gobierno de Chile, 2017). Since the publication of this policy

various local initiatives have sprouted in the country seeking to strengthen school family

relations (Saracostti-Schwartzman, 2013). Nevertheless, the majority of research in the country

 10

has thus far been of a qualitative nature with a focus on describing relations between family

members and their schools, and identifying tensions between these two spheres.

As shown, international literature reveals that the degree of parental involvement is a

critical element in the academic achievements of children, especially during their first school

years highlighting the need to generate scientific evidence from the Chilean context. Most of the

studies in this area come from anglophone countries (Garbacz et al., 2017) while in the Latin

American context research is still scarce. Results from our study corroborate that parental

involvement can contribute alike in other cultural contexts, pointing to the need to also

implement policies to promote it.

However, it was determined that parent involvement increases the likelihood that

students will come to school more prepared (Smith, Wohlstetter, Kuzin, & De Pedro, 2011).

Parents who participate in school and home activities increase learning outcomes for their

children (Berthelsen & Walker, 2008; Cheung & Pomerantz, 2015). Ultimately, parents who

assist students at home with homework not only contribute to their child’s preparedness, but

also their ability to articulate prior knowledge and grasp new concepts. A parent’s connection to

3 school staff increases the likelihood of students raising academic achievement and social

outcomes (Mautone et al., 2015; Oyserman, Brickman, & Rhode).

Although parent involvement is associated with improved cognitive development

particularly among minority students (Banerjee, Harrell, & Johnson, 2015), significant barriers

still exist with parent participation among minority parents (Bower & Griffin, 2018). Minority

students compared to nonminority students have experienced significantly lower parent

involvement then their peers (Shah & College, 2009; Wang, Hill, & Hofkens, 2017). Barriers to

parent involvement specifically for minority students expand over a wide range of issues

depending on ethnicity Wang et al., 2015). Barriers to parent involvement found most frequently
 11

among minorities are language communication, poverty, school climate, teacher apprehension,

work related obligations, and lack of understanding of the parents’ role within the academic

environment (Mendez, 2016).

Parent involvement continues to be a major struggle in secondary schools among Latino

and African American communities, as minority parents face obstacles that prevent participation

due to language, school relationships, income and lack of established social networks. I

addressed this problem by analyzing student outcome results, among at-risk minority students,

in one charter school that used organized parent involvement plans to increase academic

achievement in terms of improved grades, grade point average or changed behavior, such as

better attendance or decreased number of suspensions and expulsions compared to a time

when parent involvement activities were not purposeful. Not only would charter school

administrators, teachers, and families benefit from knowing more about the relationship between

parent involvement implementation and student outcomes, but this issue is critical for

educational policy in general. Charter schools are often regarded as test beds for educational

innovation; if they succeed in the area of minority parent involvement where regular public

schools have not, educational policymakers should know about it (Rose & Stein, 2014).

Over the past couple of decades, the role of parental involvement and its relationship to

student academic achievement has been questioned by many researchers. The assumption has

commonly been that the higher the amount of parental involvement, the higher the academic

achievement of the student. However, it has been determined that there are many factors that

influence the extent in which parents demonstrate involvement, such as the relationship with the

teacher, school size, type of school (public versus private), grade level, ethnicity, and the

student’s gender (Kim & Hill, 2015; Oswald, Zaidi, Cheatham, & Diggs Brody, 2017). Kim and

Hill (2015) and Oswald et al. (2017) have found that the different factors that lead to parental

involvement can yield different types of results in student academic achievement.

 12

Local Literature

. Jackson (2021) Parental involvement is the degree to which a parent participates in the

education of his or her children. Some schools encourage good parental involvement, however

occasionally parents are unsure about getting involved in their children's education. It has

received support from Western nations. The significance of social and cultural influences, as

well as the consequences of parents' involvement in and expectations for their children's growth

and learning, are examined in a body of literature, though. Because parents come from a variety

of backgrounds and have varying opinions on when, why, and how to be active in their

children's education, it is crucial for schools to be aware of these cultural disparities. Because

family is valued in Philippine culture, parenting is crucial.

Parents must be considered a constant and principle component of curriculum. (Nihat

Şad 2015). They add that success at school is guaranteed if school-based instruction is

supported by parents’ involvement at home. Involving parents in education has been reported to

yield positive outcomes in many aspects including increased student attendance to and

satisfaction with school, better academic achievement, motivation, school attachment,

responsibility and confidence, better social adaptation and less discipline problems.

According to Sapungan, and Sapunga. (2018), if we involve the parents in educating

their children, it is tantamount to saying that the school is proactive in implementing changes or

development among the students. As parent’s involvement is increased, teachers and school

administrators also raise the chance to realize quality reform in education.

 13

Local Studies

Ochoa and Torre (2016) recommend that “parenting programs may focus on facilitating

communication between parent and child, training parents to communicate in a

nonconfrontational manner, while also giving children an opportunity to express their thoughts

and feelings” . In their study, it reviews published and unpublished researches on parenting,

child-rearing and discipline conducted among Filipino families from 2004 to 2014 using

document analysis. However, other researches have been more critical of the relevance of

conceptions of parenting, as Filipino children may have different interpretations of parental

control.

Although Filipino parents across all social class levels typically regard education as

essential to their children's success and are willing to go to great lengths to help their children

through school, retention is a major concern in Philippine school, as many students do not

continue past their elementary grades (Blair, 2018). In his Comparative study of Filipino and

U.S. Parents which uses Questionnaires from six different measures, it concludes that Filipino

parents are engage in their children's education, and want them to succeed, yet the filial

responsibilities engrained in their culture necessitates the needs of the family ahead of the

needs of the individual child. In his study, it uses theories which envision the flow of family

capital. It recommends future studies to attempt to examine more international samples, so as

to explore cultural variations, and develop theories which can more readily account for both

structural and cultural traits.

In the theory of overlapping spheres, there are some practices that schools, families,

and communities conduct separately and some that they conduct jointly to influence children’s

learning and development. The internal model of the interaction of the three spheres of

influence shows where and how complex and essential interpersonal relations and patterns of
 14

influence occur between individuals at home, at school, and in the community. These social

relationships may be enacted and studied at an institutional level and at an individual level.

Connections between educators or parents and community groups, agencies, and services can

also be represented and studied within the model.

Foreign Studies

Parents, who have been considered as one of the stakeholders of the school

community, play tremendous roles in children’s education. Among the many tenets of the

educational reform efforts is the idea that parent involvement is an essential element in

children’s academic achievement and social adjustment (Jeynes, 2021). Parental involvement

according to Miksic (2015) can be broadly defined as the ways in which parents support their

children’s education in word and deed. Parents can be involved in the school setting or at home.

Prominent aspects of PI at home include discussion of school activities, parental aspirations and

expectations, checking homework, parenting style, home roles and supervision. At school

prominent aspects of PI include contacting school personnel, attending parents, teacher

organisations and volunteering at school (Shote, Hansen, Underwood and Razzoole, 2015 as

well as Dearing, McCartney and Weiss).

According to Echaune, Ndiku and Sang (2015) Schools are developing programs aimed

at reaching out to parents in hopes of improving the relationship that exists between school and

families of learners. Parents are already involved as primary teachers of their children as soon

as they are born, and it makes sense to continue involving them in the formal education of their

children. They are the children’s first teachers and have a life-long influence on children’s values

and aspirations. In the United States of America evidence of parent’s involvement in education

exists both at home and within the school. The No Child Left Behind Act of 2001 recognizes
 15

parents’ involvement and empowerment in determining the quality of teaching and learning

processes in schools.

School-based parental involvement refers to the extent in which parents attend

schoolrelated events (Anthony & Ogg, 2019; Fernandez-Alonso et al., 2017). Examples of this

type of involvement include attending conferences, family nights, and Parent-Teacher

Association (PTA) events. This type of involvement demonstrates to children that their parents

are dedicated to participating in events run by the school and that they want to be actively

involved in schoolrelated events. Previous studies have indicated that school-based parental

involvement positively influences student academic achievement (Anthony & Ogg, 2019;

Fernandez-Alonso et al., 2017).

Echaune et al (2015) assert that in most African countries such as Uganda, South Africa,

and Kenya policies that support PI are also noted. According to these authors in Kenya the

Basic Education Act of Kenya 2015 was enacted requiring school Boards of Management to

assess school needs with full participation of parents. Nyarko (2016) investigated the effects of

PI in schools on academic performance in Ghana and the results revealed a positive

significance correlation between parents’ involvement and academic achievement.

In addition, White students tend to have parents that are more involved in their

academics than African American and Hispanic students (Zhang et al., 2016). These lower

levels of parental involvement are reported to have a negative impact on the academic

achievement of racial minorities (White et al., 2016). The researcher believes that the influence

of parental involvement can increase the academic achievement of all students, regardless of

ethnicity.

In Zimbabwe Chindanya (2017) carried out a study on parents’ involvement in primary

schools of Zaka district and the results revealed its many benefits. Same of the benefits of
 16

parents’ involvement raised included promotion of pupils’ motivation, teacher motivation,

improved school attendance and good behavior. The idea that parents’ involvement engenders

student academic achievement is appealing to the point that society in general and educators in

particular have considered PI an important ingredient for the remedy of many ills in education

today. There are however some factors that constrain parents’ ability to become actively in their

children’s education. It is crucial to uncover factors contributing to the gaps in educational

achievement for all children.

Thus, as said by Harris (2015) the theory provides a general framework from which to

understand PI. Schools, families and community must cooperate in order to have the greatest

impact on the children for which they share responsibility.

Moreover, although there is a wide range of parental involvement definitions, some more

general and others more specifics, there is a consensus among research results about the

positive influence of parental involvement over child academic achievement. For example, in the

meta-synthesis of Wilder (2017), where nine meta-analyses are analyzed, this influence was

consistent throughout the studies, regardless the different definitions and measures used.

An overwhelming majority of participants expressed the view that parent’s occupation

status and income have a bearing on PI in children’s school work. It was said that high

socioeconomic status parents are more involved in their children’s school work than parents

from low socio-economic status. The fact that parents’ socio-economic status influences PI was

also noted by Hornby (2019). Hornby states that parents from poor socio backgrounds are less

involved, less informed as well as more likely to have problems associated with language,

transport, communication and child care. The words of one teacher reflect the sentiments of

most of the participants: Parents who belong to high socio-economic backgrounds are more

involved in their children’s work because they can provide for learning materials as compared to
 17

parents from low economic status. Parents with lower incomes often work long hours such that

they have less time to get involved in their children’s work. Thus, as echoed by Donoghue

(2014) in terms of time work, conflicts seem to pose a greater barrier for less affluent families

than more affluent. Low socio-economic affects effective parents’ involvement.

Literature asserts that parents get involved if they comprehend that teachers expect

them to get involved (Hornby and Lafaele, 2018; Deal and Peterson 2019). Teachers need to

take into account the way they relate to their learners’ parents, and address the attitudes that

hinder the success of parental involvement in schools. Parents may feel school staff does not

trust them or that there is a judgmental attitude towards them by staff (Griffin and Galassi,

2018).

In agreement with the above findings Hornby and Lafaele (2019) assert that age of

children determines the involvement of parents in the education process. As children approach

middle and high school, they feel that some of the responsibility such as homework should shift

from parents to themselves. Additionally, Griffin and Galassi, (2020) point out that some

students feel that their parents lack the knowledge and skills utilised by school staff. They doubt

the abilities of parents. They are less kin about parents’ involvement in their education. Thus,

students as echoed by Donoghue (2019) also contribute to parents not getting involved in

children’s work.

According to, Lev Vygotsky described an alternative theory. He believed that children’s

cognitive development arises through their physical interaction with the world Vygotsky

Vygotsky’s theory is based on the premise that the support of adults and peers enables the

development of higher psychological functions. His is known as the sociocultural theory

(Yasnitsky, 2018). Thinking concerns manipulating information and is related to reasoning,

 18

decision making, and problem solving (Kashyap & Minda, 2016). It is required to develop

language, because you need words to think.

Explicit memory (Stark, Yassa, & Stark, 2018). which refers to remembering events and

facts of everyday life, develops in the first two years. Explicit memory develops around 8 to 10

months. Working memory and its increase in performance can be seen from three to four years

through adolescence (Ward, Berry, & Shanks, 2017). This is demonstrated through increased

attention, the acquisition of language, and increased knowledge. Implicit memory, which is

unconscious and unintentional, is an early developing memory system in infants and develops

as the brain matures (Ward et al., 2016).

Long-standing efforts in the social sciences have been made to better understand how a

variety of factors, including those from parents, schools, neighborhoods, policies, and programs,

are chosen and placed together to create certain child outcomes. Parental time and participation

(PTI), one of these inputs, has received a great deal of empirical research due to its significance

for children's cognitive and social development. This dissertation aims to deepen our

understanding of three brand-new PTI facets. To determine whether racial representation

chapter adopts an institutional approach. The success of state-level regulations intended to

safeguard parents' freedom to take time off work to participate in their children's extracurricular

activities.

The "development of human intellectual functioning from infancy to such perfection as it

may reach is shaped by a series of technological advances in the use of mind. Growth depends

upon the mastery of techniques and cannot be understood without reference to such mastery.

These techniques are not, in the main, inventions of the individuals who are growing up; they

are, rather, skills transmitted with varying efficiency and success by the culture language being

a prime example. Cognitive growth, then, is in a major way from the outside in as well as from
 19

the inside out." The "growth of symbolic functioning links a unique set of powers to man's

capacity.

However, this article aims to make an initial probe into parent involvement in children's

academic-related activities and how this is affected by the parents' gender, education and

employment variables. Most of the articles written on parental academic support focus on

corroborating the positive relationship of parental involvement with student school achievement

and cover samples from countries other than Kosova. This is the first correlational study which

aims to show the significance of relationships of the specific demographic variables of Kosovar

parents and the frequency of their homework help. Data are analyzed using frequency

distribution and chi-square for the correlation significance. The findings corroborate a higher

percentage of females in parental involvement, and a negative correlation of parental

involvement with employment and level of education. Implications and explanations for future

research and practice are discussed.

Theoretical Framework

The study will be guided by the principles of Vygotsky's 2016 theory, which emphasizes

culture, language, and internalization, arguably represents the most complete, original, and

coherent view available. In Vygotsky's system, children's cognitive development is affected by

culture in two ways. First, children acquire most of their knowledge (the contents of thought)

through culture. In addition, not only does culture teach children what to think but also how to

think. Intellectual growth emerges out of a dialectical process in which problem-solving

experiences are shared with parents, teachers, siblings, peers, etc. Children can solve some

problems by themselves, yet other more challenging problems require help from social agents.

Vygotsky named the difference between what children can and cannot do by themselves as the

zone of proximal development. He insisted that not respecting this zone, either by helping
 20

children on tasks they can complete on their own, or by not helping enough on difficult tasks,

impedes cognitive development. Ideally, people interacting with children initially should guide

most of the problem-solving process and eventually transfer this responsibility to the child.

Language represents the core type of interaction which allows social agents to convey

information to children.

One possible reason for the observed comparable learning attainments may be that

naturalized refugees had the highest number of working mothers; over 67% of naturalized

refugee mothers were categorized as non-peasants – higher than among any other cohort

across the three social groups. This finding extends the claim that having educated and working

mothers, positively influences children’s development and academic success (Malmberg et al.,

2019; Morrissey, 2015; Rose and Al-Samarrai, 2019; Yoshikawa et al., 2019). Further, it implies

that getting more women involved in production and controlling resources may have positive

implications on the learning of current and future generations (Kapinga, 2015).

Conceptual Framework

Independent Variable Dependent Variable

Maguindanaon
Cognitive Growth
Parental Involvement

Figure 1.

The Conceptual Framework of the Study

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Figure 1 shows the relationship of the two variables, the independent and dependent

variable. The independent variable basis for intervention and the dependent variable was their

cognitive growth.

Significance of the Study

The study will focus in finding out the Merits of parent’s involvement in students cognitive

growth basis for intervention program. Moreover, the result of the study will be beneficial to the

following.

School Administrators. This could be a good basis for them to construct or plan for students’

cognitive growth development.

Students. It will give them data on the level of students’ growth which they can make self-study

and explanation about their development matters to increase their knowledge about it.

Additionally, they can be able to improve their development knowledge and can practice doing it

as part of their everyday living or transactions.

Future Researchers. It will give them gathered data which they can use as basis in making

their study in the future.

To the Peers. The findings of this study can help the peers to know the effects of parental

involvement. This study could also help them how to deal with their peers who experience it.

Also, the findings will educate the peers that parent involvement has an effect, therefore

everyone should refrain from doing so.

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Scope and Delimitation

This study focused mainly on the merits of maguindanaon parental invovlement in

cognitive growth in sergio l. legayada national high school grade 10 student’s basis for

intervention program. This study well be conducted on January and February 2022.

The researchers delimit their study on determining the students’ cognitive development

in and what implications can be drawn based from the result of the study.

Definition of Terms

The following words used in this study were defined on its conceptual and operational

use for a better understanding and explanation:

Conceptually, this refers to designed to provide students with training for teaching

English for both elementary and high school education, and prepare them to become qualified

English teachers upon graduation (Find University, 2022). Operationally, this refers to the

students enrolled in the first semester of Academic Year 2021-2022 at Sergio L. Legayada

National High School.

Parents Involvement- Operationally it refers to the amount of participation a parent has

when it comes to the schooling of his/her children. Parental involvement can encourage

children's and adolescents' achievement in many ways. One way that parents can contribute

positively to their children's education is to assist them with their academic work at home.

School-based involvement - Conceptually it refers to the extent in which parents are involved

with and attend school activities. Examples include Parent-Teacher Association (PTA) events,

family nights, and conferences (Anthony & Ogg, 2019; FernandezAlonso 2017).

Students Growth - Conceptually it refers to academic growth is the measure of a student's

progress between two points in time.

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Senior High School Students- Operationally It refers to the respondents of the study which

are the Senior High School Students.

Intervention Program – Conceptually it refers to an intervention program is a treatment method

used by the mental health community, and utilized in a number of ways to better the situation of

individuals who have become dependent on various substances or activities.

Parental involvement – Conceptually parental involvement refers to involvement is a

combination of commitment and active participation on the part of the parent to the school and

to the student. There are many problems concerned with involveme

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CHAPTER II

METHOD

This study presents the methodology used in conducting the study. Specifically, this chapter

presents the research design, research locale, respondents and sampling technique, research

instrument, data gathering procedures, and statistical tool.

Research Design

The descriptive research design will be used. This design describes the degree to which

quantitative variables are related. In the current study, it will be used to explore to what extent

do the senior high school student’s cognitive growth if they have a significant relationship with

their level of parent’s involvement. The descriptive method enabled the researcher to describe

and analyzed the language learning strategies and measures the levels of their critical thinking

skills that is prevalent among the respondents. It is the overall plan for connecting the

conceptual research problems to the pertinent and achievable empirical research. It is an inquiry

which provides specific direction for procedures in research (Creswell, 2016).

Research Locale

The study will be conducted at Sergio L. Legayada National School, Purok Mabuhay

barangay Dumaguil Norala, South Cotabato. The respondents have given an ample time to

answer the questionnaire that is made into printed form. The researcher chose the place of

implementation because of its proximity and accessibility. Moreover, it is also the appropriate

setting in conducting the study that helps to find out the relationship between parents’

involvement and cognitive growth of the Senior High school students when it comes to their

development.
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Figure 2. Research Locale

Research Respondents and Sampling Technique

This study will use simple random sampling wherein the respondents of this study are

randomly selected 30 maguindanon pupils who are officially enrolled in Sergio L. Legayada

national high school.

Random sampling is a technique in which each member of a population has an equal

chance of being chosen, through the use of an unbiased selection method. Each subject in the

sample is given a number and then the put a check.

Simple random sampling is a type of probability sampling in which the researcher

randomly selects a subset of participants from a population. Each member of the population has

an equal chance of being selected. Data is then collected from as large a percentage as

possible of this random subset. (Qualtrics 2022)

Research Instrument

To determine maguindanaon parents’ involvement and students’ growth development of Sergio

L. Legayada National High School for the Academic year 2022- 2023.
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The researcher will use a self-made survey questionnaire and will be administered to the

respondents. The set of questionnaires are divided into two parts, the first part is about the

demographic profile of the respondents. The second part consist of student’s growth

development.

There are two parts questionnaires will use point likert scale which are 3- Agree, 2-

Neutral and 1- Disagree. The said questionnaires will undergo a series of checking and

validation from three (3) qualified validators.

Data Collection

A formal letter will be secured and will be send to Sergio L. Legayada National High School

prior the conduct of the study, asking permission to allow the researcher to conduct the study to

the maguindanaon pupils as respondents. The objectives of the study will be explained clearly

to the school administrator, teachers at the same time to the respondents. survey questionnaire

will be administered through printed survey questionnaires. The answers of the respondents will

be recorded and tallied and will serve as the basis of the data and will interpret with utmost

confidentiality.

Statistical Tool

To determine the level between parents’ involvement and students’ cognitive growth,

mean will be used.

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To determine the factors involvement affecting in the maguindanaon student cognitive

development the frequency and percentage will be used.

Lastly, to develop intervention program based on the result of the study about parental

involvement of maguindanaon parents in cognitive growth of the students.