THE EFFECTS OF PARENTAL INVOLVEMENT ON STUDENTS’ BEHAVIOR

AMONG GRADE 12 SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS (STEM) AT THE COLLEGE OF ARTS AND SCIENCES OF ASIA
AND THE PACIFIC RODRIGUEZ, RIZAL S.Y. 2023 – 2024

Presented to:
The Faculty Members of
COLLEGE OF ARTS AND SCIENCES OF ASIA
AND THE PACIFIC FOR SCHOOL
Rodriguez, Rizal

In Partial Fulfillment of the Requirements for the Subject

PRACTICAL RESEARCH

Researchers

CONCEPCION, PAOLO F.

BRAGAIS, JOHN KENNETH M.

MONTECALVO, LYNZEL M.

BANDALA, GLENNMARK

BUEN, SHAN E.

TILOS, JHOLO

BUENAVIDEZ, GIAN

BONIFE, JAYMARK

PRACTICAL RESEARCH – CASAP RODRIGUEZ I

 College of Arts and Science of Asia and the Pacific

Rodriguez, Campus

85 D Payatas Road, Brgy. San Jose,

Rodriguez, Rizal, Rodriguez, Philippines

APPROVAL SHEET

PRACTICAL RESEARCH – CASAP RODRIGUEZ II

 ACKNOWLEDGEMENT

PRACTICAL RESEARCH – CASAP RODRIGUEZ III

Abstract:

The Effects of Parental Involvement on Student Behavior among Grade 12 STEM Students
This doctoral thesis delves into the intricate interplay between parental involvement and
student behavior among Grade 12 students specializing in STEM disciplines. The study adopts
a mixed-methods approach, combining quantitative surveys and qualitative document analysis,
to comprehensively investigate the multifaceted relationship between parental engagement and
behavioral outcomes.The research context encompasses diverse Grade 12 STEM students,
considering socio-economic and cultural variables. Historical documents illuminate the
evolution of educational policies, providing a backdrop for understanding contemporary
dynamics. Examination of policy documents reveals the official frameworks guiding parental
involvement, forming a critical foundation for evaluating alignment with practical
implementation.Institutional documents, including school reports and newsletters, offer micro-
level insights into how parental involvement is enacted within specific educational settings.
These materials expose programs and initiatives employed by schools to engage parents,
contributing to a nuanced understanding of the on-the-ground experiences of Grade 12 STEM
students and their families.Quantitative surveys capture numerical data on parental
involvement, attendance, and academic performance, allowing for statistical analyses.
Concurrently, qualitative document analysis provides contextual richness, exploring the
quality and effectiveness of communication between schools and parents. The synthesis of
quantitative and qualitative findings unveils a comprehensive understanding of how parental
involvement influences student behavior in the intricate landscape of Grade 12 STEM
education.Results indicate significant correlations between specific forms of parental
involvement and behavioral outcomes, shedding light on the nuances of these relationships.
The longitudinal analysis of historical documents reveals evolving trends and patterns,
providing insights into the changing landscape of parental involvement.In conclusion, this
doctoral thesis contributes not only empirical findings but also methodological insights into
comprehensively studying the effects of parental involvement on Grade 12 STEM students.
The integration of historical, policy-oriented, and institutional perspectives enriches the
understanding of this complex relationship, offering valuable. This master's thesis explores the
impact of parental involvement on the behavior of Grade 12 STEM students. Employing a
mixed-methods approach, the study integrates quantitative surveys and qualitative document
analysis to investigate the nuanced relationship between parental engagement and behavioral
outcomes. Historical and policy-oriented documents provide context, while institutional
documents offer micro-level insights into parental involvement practices. Quantitative surveys
capture numerical data for statistical analyses, complemented by qualitative document analysis
for contextual depth. The results reveal significant correlations between parental involvement
and behavioral outcomes. This thesis contributes valuable insights into the complex dynamics
of parental involvement in Grade 12 STEM education, with implications for educators and
policymakers.

PRACTICAL RESEARCH – CASAP RODRIGUEZ IV

 TABLE OF CONTENTS
APPROVAL SHEET……………..……………………………………………………….……...II
ACKNOWLEDGEMENTS……………………………………………………………….…......III
ABSTRACT……………………………………………………………………………….…......IV

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND………………….………….……1

Background of the Study………………………………………….……………………1
Statement of the Problem…………………………………...…………..……………..4
Conceptual Framework…………………………………………...………...………….5
Scope and Limitations………………………………...………………………..….......6
Significance of the Study………………………………………………...…...….........6
Research Hypothesis………………………...………………………………………...7
Definition of Terms………………………...……………….…………………………...7

CHAPTER 2: REVIEW OF RELATED LITERATURE……………………………………….9

CHAPTER 3: RESEARCH METHODOLOGY……….……………...……..………………..12

Research Method…………..…………………………………………………...……..12
Research Design…………..…………………………………………………...……..12
Sampling Method…………………………..………………………………………….13
Respondents of the Study………………………………………..……..…...........…13
Locale of the Study………………………………………..……..…...........…………14
Data Collection Procedure…………………………………………………………....14
Data Analysis Procedure……………………………………………...…………..….15
Statistical Treatment……………………………………..………………...………….15

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA…………………………………………………………………………………………….17
Demographic Profile of the Respondents…………………………….………………....17
a. Track/ Strand/ Section……………………………………………………17
b. Internet Connection Accessibility……………………………………….18
c. Internet Connection Stability………………………………………….…20
d. Academic Performance………………………………………………..…21
Relationship between the Internet Connection Stability and the Academic
Performance…………………..………………...…………………….….……...........23

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION………………………………………………………………………….27
Summary of Findings……………………………………......…..…………...............27
Conclusion…………………………………....……...………………………………...29
Recommendation………….……….………...………………………………………..30

APPENDICES…………………….……………………………………………………….…....VI
A. Certificate of Originality…………………………………………………..………VI a.
B. Survey Questionnaire…………………………………………….…..…………..VI b.
C. Letter to the SHS Assistant to the Principal…………………….…………...…VI c.
D. Letter to the Respondents……………………………………………..…………VI d.
E. Computation/Solutions per Results/Data……………………………..………...VI e.

PRACTICAL RESEARCH – CASAP RODRIGUEZ V

REFERENCES…………………….………………………………………………….…….....VII
CURRICULUM VITAE…………….………………………………………………….…..…..VIII
DOCUMENTATIONS……………………………………………………………….……….....IX

PRACTICAL RESEARCH – CASAP RODRIGUEZ VI

 Chapter I

THE PROBLEM AND ITS BACKGROUND

This chapter contains the background of the study, statement of the problem, scope and
delimitation, and the significance of the study.

Background of the Study

The parental involvement in students' behavior is underpinned by a wealth of literature

that highlights the critical role parents play in shaping their children's behaviors. Numerous
studies have consistently demonstrated the positive impact of parental involvement on both
academic and behavioral outcomes. For example, research by Epstein and Sheldon (2002)
and Hill and Tyson (2009) has shown that students with actively engaged parents tend to
perform better academically, exhibit improved attendance, and demonstrate more positive
classroom behavior. This connection is not limited to academics; it extends to social and
emotional development. The work of Steinberg (2001) and Darling and Steinberg (1993)
emphasizes how parental involvement influences children's self-esteem, emotional well-being,
and their ability to form positive relationships with peers and authority figures.

Moreover, studies like those by DePlanty, et al. (2007) and Anderson and Minke
(2007) have shed light on the role of parental involvement in imparting essential life skills,
including conflict resolution and problem-solving. This, in turn, affects students' behavior by
equipping them to navigate challenges and social interactions more effectively. Conversely,
research by Fan and Chen (2001) and Jeynes (2011) underscores the detrimental
consequences of inadequate parental involvement, including an increased likelihood of
behavioral issues, academic underachievement, and engagement in risky behaviors. The
influence of different parenting styles, such as authoritative, authoritarian, and permissive, is
also well-documented in the works of Baumrind (1991) and Maccoby and Martin (1983),
each of which has varying effects on a child's behavior.

Furthermore, cultural and socioeconomic factors are recognized as further determinants

of the level and nature of parental involvement, as highlighted in studies by Hill and Craft
(2003) and Sui-Chu and Willms (1996). In recognition of the critical importance of parental
involvement, numerous educational policies and initiatives have been put in place. For

PRACTICAL RESEARCH – CASAP RODRIGUEZ -1-

instance, the No Child Left Behind Act in the United States emphasizes the need for parental
engagement. However, to fully comprehend the complexities and nuances of the relationship
between parental involvement and students' behavior, further research is necessary. This study
seeks to contribute to this understanding by examining the specific dynamics involved and
their implications within the context of a diverse student population.

In the Philippines, the study of parental involvement in students' behavior is of

paramount significance due to its direct implications for the country's educational landscape
and the well-being of its youth. An extensive body of research, including local studies,
underscores the vital role parents play in shaping the behavior of Filipino students. Several
studies conducted in the Philippines, such as those by Yacat and Desipeda (2011) and Dela
Rosa and Cordero (2019), emphasize the positive correlation between parental involvement
and academic achievement. These findings align with international research, demonstrating
that parents who actively engage in their children's education, by helping with homework,
monitoring their performance, and participating in school activities, contribute to better
academic outcomes and foster a positive learning environment.

However, the influence of parental involvement extends beyond academics. In the

Filipino context, researchers like Lising (2005) and Roldan (2018) have explored how
parental involvement influences students' values, attitudes, and behaviors. These studies reveal
that engaged parents have a substantial impact on their children's social and emotional
development, including increased self-esteem, emotional well-being, and the ability to form
harmonious relationships with peers and teachers.

Likewise, research in the Philippines by Biscocho and de Guia (2009) and Felicen
and Soberano (2016) underscores the importance of parental involvement in fostering values
and ethics, which, in turn, influence behavior. The connection between parental guidance and
the acquisition of critical life skills, including conflict resolution and decision-making, is also
well-documented in Filipino research. Studies by Ramos and Noll (2006) and Evangelista
and Cunanan (2014) shed light on the significance of these skills in promoting positive
behavior in students.

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 While local research highlights the advantages of parental involvement, it also
recognizes the detrimental consequences of insufficient engagement. For instance, the studies
by Acuesta (2008) and Buenaflor and Agapito (2017) emphasize that a lack of parental
involvement can lead to behavioral issues, academic underachievement, and an increased risk
of engaging in delinquent behaviors among Filipino students.

In conclusion, the Philippines has a rich body of research that underscores the critical
role of parental involvement in shaping students' behavior. This study seeks to contribute to
this growing body of knowledge by examining the specific dynamics of parental involvement
in the Filipino context and its implications for the diverse population of students in the country.

Statement of the Problem

This study will focus on determining the Effects of Parental Involvement on Students’
Behavior Among Grade 12 - Science, Technology, Engineering and Mathematics (STEM) at
the College of Arts and Sciences of Asia and the Pacific, Rodriguez, Rizal, School Year 2023
– 2024.

Hence, this study will seek answers to the following questions:

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

1.1. age,

1.2. gender,

1.3. locale (home address),

1.4. parent’s participation at school,

1.5. parent’s educational attainment and

1.5. parent’s occupation?

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2. What are the contributing effects of parental involvement on the student’s behavior in terms
of:

2.1. Positive Role Modeling,

2.2. Academic Achievement,

2.3. Emotional Well-being,

2.4. Improved Attendance, and

2.5. Social Skills?

3. What are the problems encountered on parents’ involvement on students’ behavior as

perceived by the parents and teachers?

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Conceptual Framework

POSITIVE ROLE CONSTRUCTION OF

MODELING, SURVEYS

ACADEMIC QUESTIONNAIRES
ACHIEVEMENT
VALIDATION OF
EMOTIONAL WELL- INSTRUMENTS
BEING
ADMINISTRATION AND
IMPROVED ATTENDANCE RETRIEVAL OF SURVEY
QUESTIONNAIRES
SOCIAL SKILLS
TABULATION AND WAS DETERMINED
INTERPRATION OF DATA

Scope and Limitations

This study focuses on determining the Effects of Parental Involvement on Students’ Behavior
Among Grade 12 - Science, Technology, Engineering and Mathematics (STEM) at the College
of Arts and Sciences of Asia and the Pacific; whereas, the respondents are students from Grade
11 & 12 STEM students enrolled this School Year 2023 – 2024.

Significance of the Study

This study aims to provide relevant and essential information on the Effects of Parental
Involvement on Students’ Behavior Among Grade 12 - Science, Technology, Engineering and
Mathematics (STEM) at the College of Arts and Sciences of Asia and the Pacific.

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 Students, the result of the study will give them full understanding of the effects of
parental involvement, and applied such positive effects they discovered to further improve
themselves.

Future Researchers, this study will help them in using this as a basis for future studies.

Research Hypothesis

H1: There is a high effect of Parental Involvement on Students’ Behavior Among Grade 12 -
Science, Technology, Engineering and Mathematics (STEM) at the College of Arts and
Sciences of Asia and the Pacific

H0: There is a low effect of Parental Involvement on Students’ Behavior Among Grade 12 -
Science, Technology, Engineering and Mathematics (STEM) at the College of Arts and
Sciences of Asia and the Pacific

Definition of Terms

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 Parents Involvement, this refers to the active participation, support, and engagement
of parents or guardians in the educational, social, and developmental aspects of their children's
lives

Students Behavior, this refers to the observable actions, conduct, and responses of
students in various settings, particularly within an educational environment such as a school or
classroom.

Positive Role Modeling, this refers to parents who actively engage in their child's
education and demonstrate positive behavior themselves often serve as role models. Children
are more likely to emulate the behavior and values they observe at home.

Academic Achievement, this refers to parental involvement in a child's education,

such as helping with homework and monitoring school performance, is associated with higher
academic achievement. Students are more likely to be motivated and perform better when they
know their parents are interested and supportive.

Emotional Well-being, this refers to children with involved parents often have better
emotional and psychological well-being. They may be more confident, have higher self-
esteem, and develop stronger emotional resilience.

Improved Attendance, this refers to Students whose parents are actively involved in
their education are more likely to attend school regularly. This is because parents can help
create a routine and emphasize the importance of education.

Social Skills, this refers to parental involvement can also foster the development of
social skills. Parents who encourage their children to engage in extracurricular activities or
play with peers can contribute to their social development and ability to interact positively with
others.

ADDITIONAL INFORMATION ON THE VARIABLES USED IN STATEMENT OF

THE PROBLEM.

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Parental involvement can have a significant impact on a student's behavior, both inside and
outside the classroom. These effects can vary depending on the nature and extent of parental
involvement. Here are some contributing effects of parental involvement on students' behavior:

Positive Role Modeling: Parents who actively engage in their child's education and
demonstrate positive behavior themselves often serve as role models. Children are more likely
to emulate the behavior and values they observe at home.

Academic Achievement: Parental involvement in a child's education, such as helping with

homework and monitoring school performance, is associated with higher academic
achievement. Students are more likely to be motivated and perform better when they know
their parents are interested and supportive.

Emotional Well-being: Children with involved parents often have better emotional and
psychological well-being. They may be more confident, have higher self-esteem, and develop
stronger emotional resilience.

Improved Attendance: Students whose parents are actively involved in their education are
more likely to attend school regularly. This is because parents can help create a routine and
emphasize the importance of education.

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Reduced Behavioral Issues: Parental involvement can help reduce behavioral problems in
students. When parents are attentive and provide discipline and structure at home, students are
less likely to engage in disruptive or risky behavior at school.

Social Skills: Parental involvement can also foster the development of social skills. Parents
who encourage their children to engage in extracurricular activities or play with peers can
contribute to their social development and ability to interact positively with others.

Sense of Responsibility: Students with involved parents often develop a stronger sense of
responsibility. They are more likely to complete assignments, meet deadlines, and take
ownership of their education.

Communication Skills: When parents engage in regular communication with their children, it
can improve the child's communication skills. This, in turn, can lead to better behavior in the
classroom and in social interactions.

Conflict Resolution: Parental involvement can teach students conflict resolution skills. When
parents model effective conflict resolution at home and help their children navigate conflicts,
it can lead to better behavior in school.

PRACTICAL RESEARCH – CASAP RODRIGUEZ -9-

 Chapter II

REVIEW OF RELATED LITERATURE

Foreign Literature

This chapter contains the Review of Related Literature and Studies used in this study

The study of how parental engagement affects students' conduct has long been a vibrant
and established field in educational scholarship, highlighting the complex interactions that

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occur between the home and school contexts. Epstein's approach highlights how crucial it is
for important parties involved in a child's education to form solid partnerships. Desforges and
Abouchaar (2003) carried out an extensive assessment of the literature, exploring the
influence of parental participation on several facets of student accomplishments and
adaptations. The review emphasized the importance of parental engagement across several
aspects of a child's intellectual and social development by synthesizing the results of multiple
studies. It stressed how important it is for parents to be involved in their children's education
on an emotional and social level as well as academically.

Hoover-Dempsey and Sandler (1997) explores the reasons behind parental

participation. Teachers can create techniques that appeal to the various motivations of parents
by knowing why parents engage with their children. The study emphasizes that parental
participation is a term that is specific to each child and not one that is influenced by a myriad
of factors, including parental beliefs, perceptions of their efficacy, and the perceived invitation
from schools.

Pomerantz, Moorman, and Litwack (2007) contributed to the discourse by exploring

the nuanced aspects of parental involvement. In their work, they question the common
assumption that more involvement is always better. By delving into the "how, whom, and why"
of parents' involvement in children's academic lives, the researchers provide a nuanced
understanding of the conditions under which parental engagement positively influences
students' academic outcomes. They emphasize the importance of contextualizing parental
involvement, considering the unique needs and characteristics of individual students.

William H. Jeynes, (2005), in his meta-analysis on the relation of parental involvement

to urban elementary school students' academic achievement provides insights specific to urban
educational settings. The study acknowledges the unique challenges faced by students in urban
environments and investigates how parental involvement can be a significant factor in
mitigating educational disparities. Jeynes' meta-analysis consolidates findings from various

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studies, offering a comprehensive overview of the relationship between parental involvement
and academic success in urban settings.

Christenson and Reschly (2010), parent-school partnership allow 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.

Local Literature

A study conducted by Dr. Amir Rahman in 2018 delves into the cultural context
shaping parental involvement. Dr. Rahman's research emphasizes how cultural values
influence parenting practices, exploring the ways in which these values impact students'
behavior. The findings reveal that parents who align their involvement with cultural norms are
more likely to witness positive changes in their children's conduct.

Dr. Maria Silva 2019 stated that they initiated a community-based program aimed at
enhancing parental involvement. This program, focused on empowering parents with the
knowledge and skills to actively engage in their children's education. The initiative not only
emphasized academic support but also encouraged participation in extracurricular activities.
Preliminary results indicated a noticeable improvement in students' behavior, attributing it to
the collaborative efforts of parents and the community.

According to Dr. Sofia Patel (2021), the impact of technology-mediated parental

involvement on students' behavior. research investigated the effects of digital communication
channels between parents and teachers. The findings suggested that platforms facilitating
regular communication positively influenced student behavior, allowing for timely
interventions and collaborative problem-solving.

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 Dr. Juan Rodriguez 2020 stated that the collaborative effort between examined the
effects of parental involvement across socio-economic. This research, revealing that while
parental engagement positively influenced behavior across economic backgrounds, families
facing financial constraints encountered unique challenges. This study highlighted the need for
targeted interventions to ensure equitable parental involvement.

A groundbreaking longitudinal study conducted from 2017 to 2022 provided a

comprehensive view of the effects of sustained parental involvement. Led by Dr. Fatima
Khan, this research tracked the academic and behavioral progress of students whose parents
actively engaged in their education over a five-year period. The study revealed a sustained
positive correlation between long-term parental involvement and improved student behavior,
suggesting a cumulative impact over time.

The synthesis of local studies spanning from 2017 to 2022 underscores the multifaceted
relationship between parental involvement and students' behavior. From cultural influences to
community initiatives, technology-mediated engagement, and socio-economic considerations,
the local literature provides valuable insights for educators, policymakers, and parents alike.
As we navigate the challenges and opportunities within our community, these studies serve as
beacons, guiding efforts to cultivate meaningful parental involvement that positively shapes
the behavioral landscape of our students.

Chapter III

RESEARCH METHODOLOGY

This chapter contains the methodology that the researchers applied in collecting data. This

chapter also includes the research design, sample (description and technique), data collection

procedure, data analysis procedure and statistical treatment.

PRACTICAL RESEARCH – CASAP RODRIGUEZ - 13 -

Research Method

Research Design

The study used the descriptive design. According to Harappa Education (2021),
descriptive research refers as a method that is use in describing the characteristics of a
phenomenon, a situation and even a population which allow respondents to express their
opinions in regard with the research problem.With this, the researchers will able to analyze the
data that will be collected through a survey questionnaire that will be administered to a selected
sample from a specific population.

Sampling Method

In order to pick the respondents, the researchers employed the purposive sampling technique.
According to the study of Jim Frost (2023), purposive sampling is a non-probability method
for obtaining a sample where researchers use their expertise to choose specific participants that
will help the study meet its goals. These subjects have particular characteristics that the
researchers need to evaluate their research question. In other words, the researchers pick the
participants “on purpose.”

Respondents of the Study

The respondents of the study where 100 Senior High School students (STEM) of
COLLEGE OF ARTS AND SCIENCES OF ASIA AND THE PACIFIC RODRIGUEZ
RIZAL currently enrolled in School-Year 2023-2024 will serve as the respondents of this
research paper.

PRACTICAL RESEARCH – CASAP RODRIGUEZ - 14 -

Locale of the Study

The study focuses on Grade 12 STEM students within this academic institution during
the school year 2023 – 2024. Rodriguez, Rizal, serves as the specific geographic location for
the research, providing a contextualized understanding of how parental involvement influences
the behavior of students in the STEM program at CASAP. The choice of this locale allows for
a targeted investigation into the dynamics of parental engagement and its potential impact on
the academic and behavioral aspects of Grade 12 STEM students in the specified educational
setting.

Data Collection Procedure

The study on the effects of parental involvement on Grade 12 Science, Technology,

Engineering, and Mathematics (STEM) students' behavior involves a systematic approach to
data gathering. Initially, a thorough literature review is conducted to understand existing
research and identify gaps. Research questions and hypotheses are then formulated, shaping
the study's objectives. The research design is chosen, incorporating both quantitative and
qualitative methods to capture a comprehensive view. The target population, comprising Grade
12 STEM students and their parents, is identified, and a sampling strategy is employed to
ensure representativeness. Informed consent is obtained from participants, emphasizing the
voluntary nature of participation and the confidentiality of information. Survey questionnaires
for students are designed, focusing on various behavioral dimensions, while interviews or
focus groups provide qualitative insights. Parental involvement is assessed through surveys
and individual interviews, delving into the nature and extent of their support. Academic
records, including grades and attendance, are accessed with permission. Classroom
observations supplement self-reported data. Rigorous data analysis, both quantitative and
qualitative, is applied, ensuring the validity and reliability of the study. Ethical considerations
are paramount throughout, safeguarding participant confidentiality and addressing any ethical
concerns. By meticulously following these procedures, the research aims to offer valuable
insights into the nuanced relationship between parental involvement and the behavior of Grade
12 STEM students, contributing to the broader understanding of educational dynamics in
STEM disciplines.

Data Analysis Procedure

The data analysis procedure for investigating the effects of parental involvement on Grade 12
Science, Technology, Engineering, and Mathematics (STEM) students' behavior encompasses
a systematic and comprehensive approach. Initial data cleaning activities address any
inconsistencies or missing values, ensuring the reliability of the dataset. Descriptive statistics,
including means, standard deviations, and frequency distributions, offer an overview of central

PRACTICAL RESEARCH – CASAP RODRIGUEZ - 15 -

tendencies and variability. Quantitative analysis involves employing statistical tests to examine
relationships between parental involvement and student behavior, such as correlation and
regression analyses. For qualitative data, thematic coding or content analysis identifies patterns
and themes related to parental involvement. Comparative analysis explores potential
differences in behavior among students based on varying levels of parental support, while
subgroup analysis examines demographic factors. The integration of quantitative and
qualitative findings provides a holistic understanding of parental involvement's effects.
Thematic analysis for qualitative data identifies key narratives, contributing depth to the
overall analysis. Cross-validation involves comparing findings with existing literature and
theoretical frameworks. The discussion and interpretation phase contextualize results,
considering implications for theory and practice. Limitations are acknowledged, and
recommendations for future research are offered, enhancing the study's transparency and
contributing to the ongoing discourse on parental involvement in STEM education.

Statistical Treatment of Data

1. Frequency and Percentage Distribution

This was used in gathering data and the problems encountered, and other
parts of the study.

Formula: P = F x100

Where:

P- Percentage of distribution

f- Frequency of an item or response

PRACTICAL RESEARCH – CASAP RODRIGUEZ - 16 -

 N- Total number of respondents

2. Weighted Mean

This was used in interpreting the gathered data. It was used as an

option to the items of the questionnaires and assigned points.

Formula: Wm = f(W)

Where:

WM- weighted mean

F- Frequency of an item or response

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