NAVOTAS POLYTECHNIC COLLEGE

EXPLORING PARENTAL INVOLVEMENT ON THE ACADEMIC

ACHIEVEMENT OF GRADE 6 STUDENTS AT DAGAT-DAGATAN

ELEMENTARY SCHOOL IN NAVOTAS CITY

A Research Paper

Presented to the College of Education

Navotas Polytechnic College

Navotas City

In Partial Fulfillment of the Requirements for the

Degree Bachelor of Elementary Education in Research in Education

By:
Agpoon, Carnel A.
Baterzal, Rechelle S.
Palad, Jevie B.

Academic Advisor
Dr. Marco Meduranda

2024
 NAVOTAS POLYTECHNIC COLLEGE

Abstract

This action research investigates how parental involvement impacts the academic

performance of Grade 6 students at Dagat-Dagatan Elementary School in Navotas City. Through

quantitative and descriptive methods, we collected data via surveys and analysis. Our results

reveal a positive link between parental involvement and academic success, indicating that greater

parental engagement correlates with higher student achievement levels.

We also delve into various aspects of parental involvement, such as communication with

teachers, homework oversight, and participation in school activities. These findings underscore

the vital role of parental engagement in fostering academic achievement among Grade 6

students.

Moreover, we discuss the implications for educators and policymakers, emphasizing the

importance of collaborative efforts between schools and parents to support students' educational

journey. We advocate for policies and practices that promote parental engagement in schools and

highlight the pivotal role of teachers in facilitating partnerships with parents.

Ultimately, our research underscores the interconnectedness between parental involvement

and student achievement, advocating for a holistic approach to education that involves both

schools and families. Through shared responsibility and cooperation, we aim to enhance the

educational experience and outcomes for Grade 6 students, paving the way for their future success.

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Acknowledgement

We would like to express my sincere gratitude to the individuals and organizations that

have played a crucial role in the success of this research study. Special thanks to Navotas

Polytechnic College and Dagat-Dagatan Elementary School for their support and encouragement

in pursuing this study. Their commitment to quality education for all has been a guiding light.

We are deeply thankful to Navotas Polytechnic College, headed by our enthusiastic and

very supportive professor, Dr. Marco Meduranda, for their cooperation and facilitation throughout

the research process. Their enthusiasm for inclusive education has been a driving force behind this

endeavor.

Our heartfelt appreciation goes out to the receiving teachers, Grade 6 students, and parents

at Dagat-Dagatan Elementary School. Your active participation and valuable insights have been

integral to the study's progress.

We are truly grateful for the collaborative efforts of these organizations and individuals,

which have contributed to our research.

Researchers

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Table of Contents
Abstract ............................................................................................................................................ i

Acknowledgement .......................................................................................................................... ii

Table of Content ............................................................................................................................ iii

List of Tables ...................................................................................................................................v

List of Figures ................................................................................................................................vi

CHAPTER 1 INTRODUCTION ...................................................... Error! Bookmark not defined.

Introduction .................................................................................... 1

Background of The Study ................... Error! Bookmark not defined.

Theoretical Framework ..................... Error! Bookmark not defined.

Conceptual Framework .................................................................. 8

Statement of the Problem ................................................................ 9

Scope and Limitation of the Study .................................................. 9

Significance of the study ............................................................... 10

Definition of Terms ....................................................................... 11

CHAPTER 2 REVIEW OF RELATED LITERATURE .......................................................... 14

CHAPTER 3 RESEARCH METHODOLOGY .......................................................................... 33

Research Design ........................................................................... 33

Population and Sample ................................................................. 34

Research Instrument ..................................................................... 35

Data Analysis ................................................................................ 35

Data Collection ............................................................................. 38

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Data Gathering Procedure ........................................................... 38

Ethical Consideration ................................................................... 39

CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETTAION OF DATA ............ 40

Demographic Profile ................................................................... 40

Analysis of Data ............................................................................ 90

Interpretation of Results ............................................................... 91

Integration of Findings ................................................................. 92

Limitation or Unexpected Outcomes ............................................ 94

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIO, AND RECOMMENDATION ..... 98

Summary Of Findings ................................................................... 99

Conclusions ...................................... 9Error! Bookmark not defined.

Implications ................................................................................ 102

Recommendations .............................. Error! Bookmark not defined.

REFERENCES .......................................................................................................................... 109

APPENDICES ........................................................................................................................... 118

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List of Tables

Table 1.1.1 Gender of the Student Respondent ............................................................................ 41

Table 1.1.2 Age of the Student Respondent .................................................................................. 42

Table 1.1.3 Section of the Student Respondent ............................................................................. 43

Table 1.2.1 Gender of the Parentt Respondent ............................................................................ 44

Table 1.2.2 Age of the Parent Respondent ................................................................................... 45

Table 2. Types and levels of parental involvement experienced by Grade 6 students at Dagat-

Dagatan Elementary School ......................................................................................................... 45

Table 3. Students perceive the impact of parental involvement on their academic achievement

and learning outcomes .................................................................................................................. 61

Table 4. The barriers and facilitators that influence the level of parental involvement in

supporting the academic success of Grade 6 students at Dagat-Dagatan Elementary School .... 75

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List of Figures

Figure 2. 1. Students’ Parents/Guardian Attend Parents-Teacher Conference Regular

...................................................................................................................................................... 55

Figure 2. 2. Students’ Parents/Guardians Communicate with My Teachers When Needed.

...................................................................................................................................................... 56

Figure 2. 3. Students’ Parents/Guardians Help With Homework Or School Project.

...................................................................................................................................................... 57

Figure 2. 4. Students’ Parents/Guardians Monitors and Supervises My Academic Progress.

...................................................................................................................................................... 58

Figure 2. 5. Students’ Parents/Guardians Encourage and Support My Educational Goals.

...................................................................................................................................................... 59

Figure 2. 6. Students’ Parents/Guardians Aware Of School Activities and Events.

...................................................................................................................................................... 60

Figure 3. 1. Students’ Parents/Guardians Provide Assistance and Support When Need Help with

My Homework.

...................................................................................................................................................... 69

Figure 3. 2. Students’ Parents/Guardians Check Schoolwork and Grades to Monitor Performance

...................................................................................................................................................... 70

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Figure 3. 3. Students’ Parents/Guardians Parents' Involvement Has Helped Improve Learning

Outcomes.

...................................................................................................................................................... 72

Figure 3. 4. Students’ Encourage to do well

...................................................................................................................................................... 73

Figure 3. 5. Students Feel More Supported in The Learning Journey Because Of Parents'

Involvement.

...................................................................................................................................................... 74

Figure 4. 1. Students’ Parents/Guardian aware of the activities and events happening at Dagat-

Dagatan Elementary School.

...................................................................................................................................................... 86

Figure 4. 2. Students’ School Provides Clear and Frequent Communication About Child’s

Academic Progress.

...................................................................................................................................................... 87

Figure 4. 3. Students’ School Provides Opportunities to Get Involved in Child's Education.

...................................................................................................................................................... 89

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CHAPTER 1

THE PROBLEM AND IT’S BACKGROUND

Introduction
A profound question facing educators and policymakers in Navotas today is how can

educators and policymakers in Navotas ensure that parental involvement initiatives are not only

implemented consistently but also genuinely foster positive academic outcomes for students?

The significance of education in shaping the future of Navotas cannot be overstated, especially

when considering the achievement and success of the students, that is why in this research the

cooperation of the teacher and parental involvements will be discussed so that each student can

learn better.

Parental involvement in children's education plays a pivotal role in shaping academic

success and fostering positive educational outcomes. In order to understand school policies and

their children's progress, parents are encouraged to take part in this type of parental involvement

by attending parent-teacher conferences (Newman et al., 2019). Understanding the effectiveness

of parental involvement is of utmost importance in educational research. This study aims to

investigate the impact of parental involvement in children's education on academic success within

the context of Dagat-Dagatan School in Navotas. By addressing this research problem. The

researcher seeks to shed light on the specific dynamics of parental involvement within this

educational setting and its implications for student achievement. Through a comprehensive

examination of parental involvement and its effects on academic success, this research endeavors

to provide valuable insights into enhancing educational practices and promoting student success

in Dagat-Dagatan School.

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The findings of this research are expected to inform the significance of parental

involvement in children's education and its profound effects on academic success. The successful

effects of this study will be beneficial to Grade 6 students who will be motivated and accountability

which will increase their emotional support and mental health and of course their academic success

with the support of their parents in their studies. Parents will have knowledge of the things they

should know about their child, the condition of their children inside the school or the classroom.

Parents will have the confidence to participate in meetings that require their presence. And most

of all is the satisfaction and fulfillment that they were able to give and support their child’s learning

in the school. The teachers will be able to choose appropriate strategies and classroom dynamics

for his students with the cooperation of parents with him. The teacher will have a chance to

properly tell the parents about the student's progress in the classroom.

Navigating through this chapter, readers will gain a comprehensive understanding of the

study’s purpose, scope, and potential impact on Navotas's educational challenges.

Background of The Study

Recent developments in education, highlights the importance of addressing the

effectiveness of parental involvement in children's education and its effects on academic success,

Parental involvement in the education of their children plays a crucial role in shaping academic

success and it has been acknowledged as an important aspect of overall wellbeing. Parental

involvement in children’s education is the active participation of parents or guardians in their

child's academic and educational activities. It involves many forms of participation including

attending parent teachers' meetings or conferences, communicating with teachers, volunteering at

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school events, assisting with academics, and discussing various academic achievements and goals.

According to research, the involvement of parents benefits children’s academic success by

providing resources that help to enhance their learning experiences at home, support when it comes

to academic or non-academic, encouragement, and at school the more involvement from parents,

the more the children are to become valuable members of society while still excelling in the

academic. When children see that their parents are actively involved in their education they will

do more seriously in their academics, take it more seriously, and take more responsibility for the

given tasks and activities. It is shown that the positive relation between parental involvement and

different indicators of educational achievements such as higher scores on tests, grade

improvement, and motivations increased social skills enhancement.

Parental involvement in children's education significantly impacts academic success.

Several studies also suggest that parental support, involvement, encouragement, and positive

reinforcement are all well-linked to children's learning competence, healthy social relationships, a

strong sense of self-worth, and fewer behavioral problems (Griffin & Steen, 2010 [8]; Oranga,

Obuba, & Boinett, 2022). Parent participation emphasizes the favorable effects on the children's

overall academic performance, motivation, and the attitude of the learners inside the class on how

They interact inside the class and participate actively. It involves developing a learning-friendly

environment at home, participating in the child's education both at home and in school, and

establishing high standards for the involvement of parents. Effective parental participation or

involvement is doing things for the children to learn. It includes things like interacting with

educators or participating in discussions for children's progress, reading to children, helping with

homework, and being present and actively at school in any events. Studies repeatedly show that

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parental involvement greatly improves children's academic achievement, with active involvement

leading to enhanced psychosocial skills, learning motivation, and school engagement, ultimately

resulting in greater educational results (Ali et al., 2022). The educational journey of children may

make a big difference with the help of parents by building a solid collaboration between family

and school that can improve the child’s grades and long-term educational outcomes.

In the previous research, they investigated the relationship between academic success and

parental involvement in their children's education. This work attempts to study the unique

experiences and views of parents, educators, and students in a specific environment. It will provide

an in-depth knowledge of the importance of parent involvement in fostering their children's

academic achievement. These are essential insights for guiding evidence-based approaches and

interventions aimed at increasing parental involvement and improving educational results for all

students.

This study explores parental involvement in children's education and its effects on

academic success. The participation of parents in the academics of their children could provide

insight into how parental involvement impacts the academic success of the children. Various

factors pose barriers to parental involvement in children's education, including socioeconomic

status, parental education level, and cultural differences. These elements hinder effective

engagement and contribute to academic disparities, impacting a child's educational success.

Socioeconomic factors restrict resources and time for parental engagement, while lower parental

education levels may impede academic support. According to earlier research, students from high-

economic- status families are more likely to bear higher parental educational expectations. Parents

from a high socioeconomic status tend to emphasize the value of education as being significant to
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families and the local community. Families with a low economic status focusing on their children's

education will help low-income families improve their long-term financial situation as well as their

children's academic achievement. Cultural differences can also create communication challenges,

hindering collaboration between parents and schools. Overcoming these barriers necessitates

customized strategies to bridge gaps and enable all parents to actively participate in their child's

education, thereby promoting academic achievement and success. Through the interaction of

parents, teachers and students in an educational environment we can discover an effective way to

encourage parental involvement and enhance student performance

Theoretical Framework

This research is framed within the sense of coherence theory, which argues that excellent

parenting, good health, and general well-being are all associated with a strong sense of coherence.

On the other hand, stress and worse coping skills are linked to low feelings of coherence. The

Sense of Coherence theory can be used to analyze parental involvement in education and offer

insightful information about how parents deal with the difficulties of assisting their children in

their academic endeavors. Research has demonstrated a positive correlation between parental

participation and children's socialization, underscoring the wider influence that parental

involvement can have on a range of facets of a child's development (Sidola & Tjprc, 2019). The

involvement of parents in their child's education is a multi-faceted concept that encompasses a

variety of actions taken by parents to encourage, engage, and take part in their child's academic

pursuits. Parent-child relations, educational support strategies, and involvement in academy

conditioning impact children’s stations, actions, and achievements. The Sense of Coherence theory

can help shed light on how parents' attitudes, behaviors, and interactions with their children and
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the school environment influence academic success. Teachers and researchers can better support

families in fostering positive academic outcomes for students by understanding how parents

perceive and manage their roles in their children's education. Educators and researchers can better

understand the elements of effective parental engagement and how it affects children's academic

performance by putting this theory into the theoretical framework of parental involvement. The

Sense of Coherence theory developed by Antonovsky can shed light on how parental engagement

in a child's education affects academic achievement. The sense of coherence is divided into three

components that can imply the parental involvement in children's education and its effects on

academic success.

Comprehensibility

More likely to be high among parents who actively participate in their children's education

by being aware of the curriculum, school rules, and learning objectives. Because they know what

is expected of them and their kids, they are better able to fund their education.

Manageability

Parents who have access to resources and support systems and who believe they can help

their children with their schooling are more likely to be highly manageable. They can give their

children useful homework assistance, educational resources, and extra help as needed.

Meaningfulness

Parents are more inclined to actively participate in their children's education when they feel

that education is valuable and important. They might explain to their children the value of
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education, inspire them to aim for academic achievement and provide a nurturing and inspiring

atmosphere. Parental involvement influenced by a strong sense of coherence can positively impact

children's academic success in several ways:

Better academic results

Studies indicate that children with parents who are actively involved in their education

typically do better academically. This could be a result of more encouragement, support, and

educational resources being available.

Increased drive and self-esteem

Children frequently experience higher levels of motivation and self-assurance in their skills

when their parents are interested and supportive of their schooling. They might grow more

confident in their ability to succeed academically and in their worth.

Improved behavior and attendance at school

Children who have parental participation exhibit better behavior and attendance at school.

Parents who are actively involved in their kids' education are more likely to stress the value of

consistent attendance and adherence to school policies.

Stronger parent-child bonds

Positive parent-child bonds are cultivated via parental participation and are marked by

mutual respect, open communication, and trust. Children's general well-being and academic

progress are supported by these ties.

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According to Antonovsky's Sense of Coherence thesis, parental participation in their

children's education can help them succeed academically by creating a nurturing and empowering

atmosphere. Strong senses of coherence in parents increase the likelihood that they will assist their

kids' learning and give them the tools and support they need to succeed academically.

Conceptual Framework

INPUT PROCESS OUTPUT

Demographic Profile Types and Levels of Deeper Understanding

Parental Involvement of Parental
Characteristics of Involvement
Communication Between
Grade 6 Students:
Parents and School Insights into Perceived
Age Impact
Gender Perceptions of Grade 6
Section Students Identification of
Barriers and
Perceived Barriers and Facilitators
Facilitators

Factors Influencing
Parental Involvement

In this research utilizing the Input-Process-Output (IPO) method, demographic

characteristics of Grade 6 students such as age, gender, and socioeconomic status, alongside

parental characteristics like educational level and family structure, serve as initial inputs. The

availability of resources and support systems for parental involvement complements this data. The

process phase involves examining various types and levels of parental involvement, assessing

communication between parents and the school, understanding Grade 6 students' perceptions of
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parental involvement's impact on academic achievement, and identifying barriers and facilitators

to parental engagement. Finally, the outputs include insights into the depth of parental

involvement, perceptions of its impact, and recommendations for enhancing parental engagement

to bolster the academic success of Grade 6 students. This structured approach systematically

analyzes the complex dynamics of parental involvement and its implications for academic

outcomes.

Statement of the Problem

The researcher wants to investigate the effectiveness of Parental Involvement in Children's

Education and Its Effects on Academic Success to have a positive outcome as it answers the

research questions:

1. What are the types and levels of parental involvement experienced by Grade 6 students at Dagat-

Dagatan Elementary School?

2. How do Grade 6 students perceive the impact of parental involvement on their academic

achievement and learning outcomes?

3. What are the barriers and facilitators that influence the level of parental involvement in

supporting the academic success of Grade 6 students at Dagat-Dagatan Elementary School?

Scope and Limitation of the Study

The scope and the limitations of the study assessing the impact of parental involvement

on academic performance specifically among Grade 6 students attending Dagat-Dagatan

Elementary School in Navotas City. It aims to explore how parental engagement influences

academic achievement within this specific school context. The research employs an action research

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approach, focusing on the proponent's perspective to assess intervention outcomes aimed at

enhancing parental involvement. Through rigorous examination and testing, the study seeks to

determine the effectiveness of parental involvement strategies on academic success. However, it

faces certain limitations: its focus on a single grade level and school may restrict the

generalizability of findings to other educational settings. Despite these limitations, the study

provides a valuable contribution to understanding the impact of parental involvement on academic

success within a specific school community.

Significance of the study

Student- Grade 6 students will be motivated and accountability which will increase their

emotional support and mental health and of course their academic success with the support of their

parents in their studies.

Parents- will have knowledge of the things they should know about their child, the condition of

their children inside the school or the classroom. Parents will have the confidence to participate in

meetings that require their presence. And most of all is the satisfaction and fulfillment that they

were able to give and support their child’s learning in the school.

Teachers- will be able to choose appropriate strategies and classroom dynamics for his students

with the cooperation of parents with him. The teacher will have a chance to properly tell the parents

about the student's progress in the classroom.

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Definition of Terms

Coherence - systematic or logical connection or consistency.

Cultivated - refined and well educated.

Encompasses - to enclose within a circle or to surround.

Foster -to take care of a child, usually for a limited time, without being the child's legal parent.

Parental involvement - refers to the active participation of parents or guardians in their child's

educational journey, including activities such as attending meetings, communicating with teachers,

and supporting academic and developmental progress.

Volunteering - refers to the act of offering one's time and services without compensation for the

betterment of a cause or organization.

Academic success - achievement of educational goals and high performance in academic

endeavors.

School communication-The exchange of information between parents and teachers regarding a

child's progress, behavior, and school-related activities through various channels such as meetings,

emails, or phone calls.

Homework assistance- The support provided by parents to their child in completing school

assignments, including clarifying instructions, providing resources, and offering guidance when

needed.

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Parent-teacher collaboration- The cooperative relationship between parents and teachers to

support the educational goals and well-being of the child, often involving joint decision-making

and problem-solving.

School involvement-The extent to which parents engage with the school community through

activities such as volunteering, participating in school events, and joining parent-teacher

associations.

Academic support-The assistance and encouragement parents provide to their child to promote

academic success, including helping with study skills, organizing study materials, and providing a

conducive learning environment at home.

Parental expectations- The beliefs and goals parents have for their child's education and future,

which may influence their level of involvement and support in school-related activities.

Parental encouragement- The positive reinforcement and motivation parents offer to their child

to pursue academic excellence and personal growth, fostering a sense of confidence and self-

efficacy.

Parental monitoring-The supervision and oversight parents maintain over their child's academic

progress, attendance, and behavior, often through regular communication with teachers and

checking school-related materials.

Synthesis

This study conducted for the proponents to explore parental involvement on academic

success in Grade 6 students of Dagat-Dagatan Elementary School, Navotas City. The introduction
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provided an initial glimpse of the problem, while the background section briefly outlined the

innovation. The study seeks to address the issue of the effectiveness of parental involvement on

academic performance. The chapter 1 included introduction, background of the study, theoretical

and conceptual framework, statement of the problem, scope and limitation, significance of the

study, and definition of terms.

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CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter presents the review of the literature and studies pertinent to and essential to

the completion of this study.

Related Literature

Parental involvement in education may have an impact on students' academic performance,

it has attracted a lot of attention. The purpose of this review of the literature is to analyze and look

at parental participation and how it affects academic performance. To provide a foundation for

understanding the intricacies of parental involvement in education, the review will define the goal,

scope, and organization of the existing literature.

Numerous important aspects about parental participation and academic achievement are

shown by the literature. Research in several academic fields has repeatedly shown a favorable

relationship between parental participation and student achievement (Hill & Tyson, 2020; Wang

& Sheikh-Khalil, 2023). Second, many parental engagement styles have been discovered by

studies, each with distinct effects on academic achievements. These styles include involvement

that occurs at home, at school, and in the community (Hoover-Dempsey & Sandler, 2019; Fan &

Chen, 2022). Nonetheless, discussions on the best ways to encourage parental participation and

how it affects different student demographics continue (Eccles & Harold, 2021). Moreover,

research highlights how crucial it is to take socioeconomic and cultural variables into account

when analyzing the subtleties of parental participation and how it affects academic performance

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(Dearing et al., 2024). While there is consensus on the significance of parental involvement, there

are divergent perspectives on its mechanisms and implications for student success.

Even with a lot of studies on parental participation, there are still several holes in the body of

knowledge. Initially, additional longitudinal research is required to investigate the long-term

impacts of parental participation on academic performance, especially in a range of socioeconomic

circumstances (Dube & Kaushal, 2023). Furthermore, there is a dearth of studies investigating the

viewpoints of underrepresented groups about parental participation and methods to encourage fair

participation (García & Sánchez, 2022). Closing these gaps will help us gain a more thorough

knowledge of parental participation and how it affects academic performance. This study offers

insights into the intricacies of parental involvement in education and identifies topics for future

research to deepen our understanding of its impact on student success by synthesizing and critically

analyzing the literature.

The importance of parental participation in influencing their children's academic

performance and overall educational results has come to light more and more in recent years.

Comprehending the specifics of parental participation, specifically within the primary school

domain, carries significant consequences for educators, school, and other stakeholders committed

to augmenting student achievement. The purpose of this review of the literature is to investigate

the complex aspects of parental participation and how they affect the academic performance of

sixth-grade pupils at Dagat-Dagatan Elementary School in Navotas City. Parental involvement in

education has been recognized as a crucial factor influencing the academic achievement and

overall development of students. The learner’s academic achievement refers to the amount of

knowledge acquired during the process of learning at school, with such achievement most often
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tending to be defined by report cards and grades, attendance levels and improved behavior, as well

as promotion to the next grade, Mehta and Kaur (2022). Parental involvement is essential for

optimizing student outcomes and fostering a supportive learning environment of Grade 6 students

at Dagat-Dagatan Elementary School in Navotas City. This literature review synthesizes existing

research to explore the types and levels of parental involvement, communication between parents

and schools, perceptions of Grade 6 students, perceived barriers and facilitators, and factors

influencing parental involvement. In Dagat-Dagatan Elementary School, Grade 6 students

typically range in age from 11 to 13 years old. This age group represents an essential stage in their

academic development, characterized by increased autonomy and cognitive growth. Gender

distribution among students is diverse, reflecting a mix of boys and girls. Socioeconomic status

varies among students, with families spanning different income brackets and social backgrounds.

These demographic characteristics serve as important contextual factors shaping the dynamics of

parental involvement and its potential impact on academic achievement.

Types and Levels of Parental Involvement

One of the most studied types of parental involvement is direct academic support, which

includes activities such as helping with homework, providing educational resources, and engaging

in learning activities at home (Xu, 2021). School-based involvement encompasses parents'

participation in school events, volunteering in classrooms, and serving on parent-teacher

associations (PTAs) or school committees. It showed that active parental engagement in school

activities is associated with improved student outcomes. Research suggests that parental assistance

with homework is positively associated with academic achievement. Studies conducted in recent

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years have consistently found that students whose parents are actively involved in school activities

demonstrate better attendance and higher levels of school engagement (Kim & Sheridan, 2022).

When parents volunteer in classrooms or participate in school events, students are more likely to

feel connected to their school community and motivated to attend classes regularly. Effective

communication between parents and schools is essential for fostering parental involvement and

supporting students. Parents provide emotional and motivational support that plays a crucial role

in students' academic success (Feldman & Matjasko, 2005). Studies have shown that parental

encouragement, praise, and belief in their child's abilities contribute to positive academic

outcomes, including increased motivation, self-esteem, and resilience (Hughes & Kwok, 2021).

Communication Between Parents and School

Effective communication between parents and schools is essential for creating a

collaborative partnership that promotes student achievement and well-being. When parents and

educators maintain open lines of communication, they can share valuable information about

students' progress, academic needs, and behavioral concerns. This collaborative approach enables

parents and schools to work together to address challenges, celebrate successes, and ensure that

students receive the support they need to thrive academically and socio-emotionally. Kim and

Sheridan (2022) investigated the relationship between parental communication preferences and

levels of engagement in school-related activities. The study found that parents who preferred direct

communication channels, such as face-to-face meetings or phone calls, were more likely to be

actively engaged in school events and initiatives compared to those who preferred digital

communication methods. These findings underscore the importance of understanding parental

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communication preferences and tailoring communication strategies to effectively engage parents

in their child's education.

Perceptions of Grade 6 Students

Understanding the perceptions of Grade 6 students regarding parental involvement is

crucial for gaining insights into how parental support influences their academic achievement and

overall educational experience. A recent qualitative study conducted by Smith and Johnson (2020)

examined Grade 6 students' perceptions of parental involvement and its influence on their

academic achievement. Through interviews and focus group discussions, the study explored

students' experiences, attitudes, and beliefs regarding their parents' involvement in their education.

The findings revealed that students highly valued their parents' support and encouragement,

viewing it as a significant factor in their academic success. Students expressed appreciation for

parental involvement in activities such as helping with homework, attending school events, and

providing emotional support. Furthermore, students perceived a positive correlation between their

parents' engagement in their education and their own motivation, self-confidence, and academic

performance.

Perceived Barriers and Facilitators

The perceived barriers and facilitators to parental involvement are essential for developing

effective strategies to promote meaningful engagement between parents and schools. According

to Garcia and Martinez (2021) explored the perceived barriers that hinder parental involvement in

academic achievement. The study identified common challenges reported by parents, including

time constraints due to work or other responsibilities, language barriers for non-native English
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speakers, lack of awareness or understanding of the education system, and cultural differences in

expectations regarding parental roles in education. These barriers may prevent parents from

actively engaging in school activities or communicating with teachers, thereby limiting their ability

to support their child's academic success. Additionally, parental education and socio-economic

status were found to influence the extent of parental involvement, with higher levels of education

and economic resources associated with greater engagement in children's education.

Factors Influencing Parental Involvement

Understanding the factors that influence parental involvement is essential for promoting

meaningful engagement between parents and schools, which, in turn, supports students' academic

achievement.

Socio-Economic Status

According to Taylor and Lareau (2021) examined the influence of socio-economic status

(SES) on parental involvement. The study found that parents from higher SES backgrounds tend

to be more actively involved in their children's education, as they have greater access to resources,

such as educational materials, extracurricular activities, and social networks. Conversely, parents

from lower SES backgrounds may face barriers, such as financial constraints and limited time due

to work obligations, which hinder their ability to participate in school-related activities.

Parental Education Level

Another factor influencing parental involvement is the level of parental education. Research by

Nguyen and Mavropoulou (2022) found that parents with higher levels of education are more
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likely to be actively engaged in their children's education, as they possess greater knowledge about

the importance of parental involvement and have the skills to support their child's learning.

Additionally, educated parents may have higher expectations for their children's academic

achievement and be more motivated to participate in school activities.

Parental Involvement and Sense of Coherence

Research within the past few years has begun to explore the link between parental

involvement and parents' sense of coherence in relation to children's academic success. Studies

have found that parents with a higher sense of coherence are more likely to engage actively in their

children's education, demonstrating greater commitment, understanding, and problem-solving

skills (Eilat-Adar et al., 2019). Moreover, parents' sense of coherence positively influences family

communication patterns, creating an environment conducive to academic growth and achievement

(Seltzer & Kelley, 2021).

Mediating Mechanisms

Sense of coherence serves as a mediating mechanism through which parental involvement

impacts academic achievement. Parents with a strong sense of coherence are better equipped to

navigate the complexities of the education system, advocate for their children's needs, and establish

supportive home environments for learning (McCubbin et al., 2022). Children of parents with a

high sense of coherence is more likely to internalize their parents' positive attitudes towards

education, fostering intrinsic motivation and academic resilience (Fergus & Zimmerman, 2020).

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Moderating Factors

Several moderating factors influence the relationship between parental involvement, sense

of coherence, and academic achievement. Contextual factors such as socioeconomic status,

cultural background, and parental education level shape parents' sense of coherence and their

capacity to engage effectively in their children's education (Seltzer & Kelley, 2021). Furthermore,

the quality and depth of parent-child relationships play a crucial role in nurturing children's sense

of coherence and their academic outcomes (Eilat-Adar et al., 2019).

Implications for Research and Practice

Understanding the interplay between parental involvement, sense of coherence, and

academic achievement has important implications for both research and practice in education.

Future research should explore longitudinal and cross-cultural perspectives to elucidate the

complex dynamics underlying this relationship. Practitioners can promote parental involvement

by fostering parents' sense of coherence through targeted interventions that enhance coping skills,

problem-solving abilities, and resilience in the face of educational challenges.

Conclusion

The review of related literature confirms that parental involvement in education greatly

affects students' academic performance and overall educational success. Different aspects of

parental participation, like helping with homework, being active in school events, and good

communication with schools, have been shown to make a positive impact. At Dagat-Dagatan

Elementary School in Navotas City, parental involvement is crucial for helping Grade 6 students

succeed. This study aims to better understand how parental involvement influences student
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achievement. To support students effectively, educators and stakeholders must continue to

encourage parental involvement and help parents feel confident in their role in their child's

education. By learning more about how parents can be involved and supporting them, we can make

sure students have the best chance to do well in school. This study shows that by working together,

educators and parents can help students thrive.

Types and Levels of Parental Involvement

Parental involvement has long been understood that plays a critical role in education in

determining children's general growth and academic achievement. Researchers have examined

different forms and intensities of parental participation across time, illuminating its complex

influence on adolescents' academic achievements. The purpose of this review is to summarise the

research from pertinent 2019 publications, with an emphasis on the various aspects of parental

participation and how they affect students' academic performance. Direct academic support is one

of the parental participation strategies that has been explored the most.Xu (2021) emphasis on

tasks like helping with homework, offering educational materials, and participating in educational

activities at home. Studies indicate that parental involvement has a favourable impact on academic

attainment, as evidenced by the constant correlation between higher student performance and

parental help with homework. Additionally, studies have linked improved student outcomes to

active parental participation in school-based activities (Kim & Sheridan, 2022). This includes

helping in classrooms, attending school functions, and holding positions on committees or parent-

teacher organizations (PTAs).

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Parental involvement is important not only for academic help but also for emotional and

motivational support. Feldman and Matjasko (2005) emphasize how important it is for parents to

believe in their child's talents and to provide them emotional support and appreciation. Research

has repeatedly shown how parental support improves students' resilience, drive, and self-worth

(Hughes & Kwok, 2021). This emotional support creates a helpful environment that is conducive

to learning and lays the groundwork for students' academic achievement. Involvement from

parents helps students feel connected to and at home in the school community. Students are more

likely to feel involved and motivated to attend lessons on a regular basis when parents volunteer

in the classroom or take part in school-sponsored events. Participation like this builds a supporting

network that supports academic success in addition to strengthening the relationship between

parents, students, and schools (Kim & Sheridan, 2022). One of the main ways to encourage

parental involvement is through effective communication between schools and parents. Parents

may remain up to date on their child's development, future events, and school policies when there

are clear lines of contact. Additionally, it enables educational institutions to ask parents for input

and work together to successfully meet the requirements of their children. Communication

improves the relationship between parents and schools by encouraging candid discussion and

respect for one another, which eventually enhances students' educational experiences (Feldman &

Matjasko, 2005).

Communication between parents and schools

Plays a pivotal role in nurturing a collaborative partnership that fosters student achievement

and well-being. By maintaining open lines of communication, parents and educators can exchange

valuable insights regarding students' progress, academic needs, and behavioral concerns. This
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collaborative approach empowers parents and schools to work hand in hand, addressing

challenges, celebrating successes, and ensuring students receive the necessary support to excel

academically and socio-emotionally. Kim and Sheridan (2022) conducted a study investigating the

correlation between parental communication preferences and levels of engagement in school-

related activities. Their findings highlighted that parents who favored direct communication

channels, such as face-to-face meetings or phone calls, demonstrated a higher propensity for active

engagement in school events and initiatives compared to those who preferred digital

communication methods. This research underscores the significance of comprehending parental

communication preferences and customizing communication strategies to effectively involve

parents in their child's educational journey.

Moreover, effective communication between parents and schools can positively impact

various aspects of a student's academic and personal development. For instance, regular

communication facilitates early intervention in addressing any academic or behavioral issues that

may arise, preventing them from escalating into more significant challenges. Additionally, it

enables parents to stay informed about their child's educational progress, enabling them to provide

timely support and encouragement at home. Furthermore, when parents are actively engaged in

school activities and initiatives, students are more likely to perceive education as a collaborative

effort between home and school, which can enhance their motivation and sense of belonging within

the educational community.

In today's digital age, the landscape of communication between parents and schools has

expanded to include various platforms and mediums. While traditional methods such as face-to-
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face meetings and phone calls remain valuable, digital communication channels, including emails,

online portals, and mobile applications, offer additional avenues for fostering parent-school

partnerships. These digital platforms provide convenient access to information, allowing parents

to stay updated on school announcements, assignments, and events in real-time. However, it is

essential to recognize that the effectiveness of digital communication hinges on factors such as

accessibility, usability, and inclusivity, particularly for parents with diverse technological literacy

levels or language barriers.

Effective communication goes beyond simply conveying information; it encompasses

active listening, empathy, and mutual respect between parents and educators. By establishing a

culture of open communication and collaboration, schools can create a supportive environment

where parents feel valued as partners in their child's education. This entails soliciting feedback

from parents, addressing their concerns promptly, and involving them in decision-making

processes that impact their child's learning experience.

In conclusion, effective communication between parents and schools is integral to fostering

a collaborative partnership that promotes student success and well-being. Understanding parental

communication preferences and tailoring communication strategies accordingly can enhance

parental engagement in school-related activities. By embracing both traditional and digital

communication channels, schools can facilitate transparent and timely communication, thereby

strengthening the bond between home and school. Ultimately, a culture of open communication,

empathy, and mutual respect lays the foundation for a thriving educational community where every

student can reach their full potential.

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Perceptions of Grade 6 students

The study by Smith and Johnson (2020) sheds light on the nuanced perceptions of Grade 6

students regarding parental involvement and its impact on their academic journey. By employing

quantitative methods such as survey questionnaires, the researchers delved into the intricate

dynamics between students, their parents, and their educational experiences. This section expands

on the key findings of the study, providing detailed insights into the students' perspectives,

attitudes, and beliefs.

One of the central themes that emerged from the study was the profound appreciation

Grade 6 students expressed for their parents' support and encouragement. Across various survey

and discussions, students consistently emphasized the significance of parental involvement in

shaping their academic success. Many students recounted instances where their parents actively

assisted them with homework, offering guidance and clarification when needed. This hands-on

support was perceived as instrumental in enhancing their understanding of academic concepts and

improving their overall performance in school.

Moreover, students highlighted the importance of parental presence in school-related

activities and events. Attending parent-teacher conferences, school plays, and extracurricular

competitions was not only seen as a demonstration of parental support but also as a source of

motivation and encouragement for the students. The visible presence of their parents in such

contexts instilled a sense of pride and reassurance, signaling to the students that their academic

endeavors were valued and celebrated by their families.

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In addition to tangible forms of support, Grade 6 students also emphasized the significance

of emotional support from their parents. Beyond academic assistance, students valued the role of

their parents as trusted confidants and sources of comfort during times of stress or uncertainty.

Knowing that they could rely on their parents for encouragement and reassurance bolstered

students' confidence and resilience, enabling them to navigate challenges more effectively.

The study revealed a notable correlation between parental engagement in education and

students' intrinsic motivation and self-confidence. Students expressed that when their parents took

an active interest in their academic progress and showed genuine enthusiasm for their

achievements, it fuelled their own enthusiasm for learning. This sense of validation and

encouragement from their parents fostered a positive attitude towards education, motivating

students to strive for excellence and take ownership of their learning journey.

Overall, the findings of this study underscore the profound impact of parental involvement

on Grade 6 students' academic achievement and overall educational experience. By actively

engaging with their children's learning process, providing both practical assistance and emotional

support, parents play a crucial role in nurturing their children's academic potential and fostering a

positive attitude towards education.

Perceived barriers and facilitators

Play a crucial role in shaping parental involvement in their children's education. According

to Garcia and Martinez (2021), various obstacles hinder parental engagement in academic
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achievement. Among these challenges, time constraints emerge as a prominent barrier, often

stemming from parents' work commitments or other responsibilities. Juggling professional

obligations alongside parental duties poses difficulties in actively participating in school-related

activities or maintaining consistent communication with educators. Language barriers pose a

significant hurdle for non-native English-speaking parents. The inability to effectively

communicate with school staff or comprehend educational materials impedes their involvement in

their child's schooling. This issue underscores the importance of linguistic inclusivity and the

provision of language support services to facilitate meaningful engagement among diverse parent

populations. A lack of awareness or understanding of the education system serves as a barrier to

parental involvement. Parents who are unfamiliar with school policies, procedures, or academic

expectations may feel uncertain about how to support their child effectively. Bridging this

knowledge gap through accessible information dissemination and parent education programs could

enhance parental confidence and participation in their child's educational journey.

Cultural differences also contribute to varying expectations regarding parental roles in

education. Diverse cultural backgrounds may influence attitudes towards involvement in school

activities or interactions with teachers. Addressing these cultural disparities requires a culturally

responsive approach that acknowledges and respects the diverse perspectives and practices within

the school community.

Parental education and socio-economic status exert a significant influence on the extent of

parental involvement. Research indicates that higher levels of parental education and greater

economic resources correlate with increased engagement in children's education (Garcia &
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Martinez, 2021). These findings underscore the importance of equitable access to educational

opportunities and resources for all families, irrespective of their socio-economic background.

Despite these barriers, several facilitators can promote parental involvement in education.

Building strong parent-school partnerships through open communication channels and

collaborative decision-making processes fosters a supportive environment conducive to parental

engagement. Providing flexible opportunities for involvement, such as virtual meetings or

asynchronous communication platforms, accommodates parents' diverse schedules and

preferences. Empowering parents through educational workshops or training sessions enhances

their capacity to support their child's learning at home. By equipping parents with the necessary

skills and knowledge, schools can cultivate a culture of shared responsibility for student success.

In conclusion, understanding the perceived barriers and facilitators to parental involvement

is essential for developing targeted strategies that promote meaningful engagement between

parents and schools. By addressing these challenges and leveraging facilitators, educators can

foster collaborative partnerships that enrich the educational experience and ultimately contribute

to improved academic outcomes for all students.

Factor Influencing parental involvement

Parental involvement in education is influenced by various factors, including socio-

economic status, cultural background, school policies, and parental beliefs and attitudes towards

education. Socio-economic status is one of the most significant determinants of parental

involvement. Research has consistently shown that parents from higher socio-economic
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backgrounds tend to be more involved in their children's education compared to those from lower

socio-economic backgrounds (Sui-Chu & Willms, 1996).

Cultural background also plays a crucial role in shaping parental involvement practices.

Different cultures have distinct beliefs and values regarding education and parenting, which

influence the level and type of involvement parents engage in. For example, in some cultures,

parents may prioritize academic achievement and place a strong emphasis on their children's

education, leading to high levels of involvement, such as regularly attending parent-teacher

meetings and volunteering in schools (García Coll et al., 1996).

School policies and practices can either facilitate or hinder parental involvement. Schools

that have welcoming and inclusive environments, open communication channels with parents, and

opportunities for parent participation tend to have higher levels of parental involvement.

Conversely, schools with rigid policies, communication barriers, and limited opportunities for

parental engagement may deter parents from being involved in their children's education (Epstein,

1995).

Parental beliefs and attitudes towards education significantly influence their level of

involvement. Parents who believe in the importance of education, have high expectations for their

children, and perceive themselves as capable of making a positive impact on their children's

learning are more likely to be actively involved in their children's education (Hoover-Dempsey &

Sandler, 1997).

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Other factors that can impact parental involvement include the level of parental education,

family structure, parental employment status, and the availability of resources and support systems.

For example, parents with higher levels of education may have more knowledge about the

education system and be better equipped to support their children's learning. Similarly, single

parents or parents who work multiple jobs may have limited time and resources to engage in

school-related activities.

Understanding the diverse factors that influence parental involvement is essential for

educators and policymakers to develop effective strategies for promoting meaningful engagement

between parents and schools, ultimately contributing to improved academic outcomes for students.

Socio-economic status

The influence of socio-economic status (SES) on parental involvement in education has

been extensively studied. Taylor and Lareau (2021) highlighted how parents from higher SES

backgrounds tend to be more actively engaged in their children's education due to access to

resources like educational materials and extracurricular activities. Conversely, parents from lower

SES backgrounds face barriers such as financial constraints and work obligations, impacting their

involvement. This suggests a link between SES and parental engagement in education.

In a study by Hill and Tyson (2009), they found that SES was positively correlated with

parental involvement in education. Parents with higher SES were more likely to attend school

events, volunteer, and communicate regularly with teachers compared to those from lower SES

backgrounds. This emphasizes the role of SES in shaping parental involvement patterns.
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A meta-analysis by Jeynes (2005) examined the relationship between SES and parental

involvement across various studies. The analysis revealed that higher SES was consistently

associated with greater parental involvement in children's education across different

socioeconomic contexts. This suggests that SES is a significant factor influencing parental

engagement regardless of cultural or geographical differences.

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CHAPTER 3
RESEARCH METHOD

This chapter describes the methods of research design, research question, population and

sample, research instrument, data analysis, data collection, data procedure and ethical

consideration.

Research Design

Research design is used to analyze and identify the subject of this study. To make the

research go in the right way, a research design is needed. The design of this research is a descriptive

quantitative method because the data is presented in numerical and descriptive form.

Recent studies have expanded conceptual frameworks of parental involvement to

encompass a broader array of behaviors and interactions between parents, students, and schools.

For example, Hill and Tyson (2020) emphasize the importance of parental engagement beyond

traditional measures, such as attending school events or helping with homework, to include

collaborative decision-making and advocacy for educational equity.

This study employs a quantitative and descriptive research design to investigate the

relationship between parental involvement and the academic achievement of Grade 6 students at

Dagat-Dagatan Elementary School. The quantitative approach allows for the systematic analysis

of numerical data, providing insights into the frequency and nature of parental engagement

activities and their impact on student performance.

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Research Question

This study focused on three research questions.

Research Question 1: What are the types and levels of parental involvement experienced by

Grade 6 students at Dagat-Dagatan Elementary School?

Research Question 2: How do Grade 6 students perceive the impact of parental involvement on

their academic achievement and learning outcomes?

Research Question 3: What are the barriers and facilitators that influence the level of parental

involvement in supporting the academic success of Grade 6 students at Dagat-Dagatan

Elementary School?

Population and Sample

The population of this study consists of Grade 6 students at Dagat-Dagatan Elementary

School in Navotas City, with a total of 70 students. The sample size for this study is 70 students,

selected using a random sampling technique. This means that every student in the population has

an equal chance of being selected into the sample.

The sample of 70 students was selected from the population of 300 students using a random

sampling technique to ensure that the sample is representative of the population. This random

sampling technique helps to reduce bias and ensures that the sample is a fair representation of the

population. In addition to the sample of students, a sample of 30 parents was also selected from

the same school using a random sampling technique. The parents were selected from the parent-

teacher association (PTA) list and were randomly assigned to participate in the study.

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Research Instrument

In this study, the researcher will use self-administered questionnaires in gathering data.

This self-administered questionnaire will be given to the two (2) participants of the study: students-

participants which will be the set A and the parents- participants which will be the set B. These

two (2) surveys questionnaires will be divided into two (2) distinct parts.

The first part will be the socio- demographic profile of the students-participants and parents

– participants such as sex and age. Second part, which is the types and levels of parental

involvement, students' perceptions of parental involvement for the students- participants and

barriers and facilitators of parental involvement for parents- participants will be measured using a

five- point likert scale. Each dimension contains items of which the respondent answers about

types and levels of parental involvement, students' perceptions of parental involvement and

barriers and facilitators of parental involvement.

Data Analysis

The researchers will utilize different techniques and methods to analyze the data collected.

To easily analyze the data, they will implement and perform a coding system and data tabulation.

A Qualitative Analysis, specifically Thematic Analysis will be used to analyze the data from the

open-ended question. Thematic analysis is “a method for identifying, analyzing, and reporting

patterns (themes) within data” (Braun & Clarke, 2006). It is appropriate to analyze qualitative data

such as own-constructed responses from open-ended questions. In analyzing quantitative data, the

researchers will use Descriptive Analysis, particularly Analysis, Percentage Analysis, Mode

Analysis, and getting the weighted mean of a set of data. A frequency distribution will be used to
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interpret the data and information collected from demographic profile of the respondent, Likert

scale. Furthermore, Percentage Analysis will be used in interpreting the data and information

gathered from demographic characteristics, Likert Scale. Also, getting the weighted mean of data,

particularly in Likert Scale, will help in making meaning of the data gathered.

Statistical Treatment

The following statistical procedures will be used to interpret the data collected from the respondent
study.

1. Coding System. The demographic characteristics of the respondents will be analyzed

using a coding system. The following are the assigned codes for different
characteristics in demographic data.

Students Demographic Profile

Gender

1 – Female

2 - Male

Age

1 - 11 years old

2 - 12 years old

3 - 13 years old

Section

1 - Jose P. Rizal

2 - Andres Bonifacio

Parents Demographic Profile

Gender

1 – Female
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2 - Male

Age

1 - 26 – 35 years old

2 - 36 – 45 years old

3 - 46 – 55 years old

4 - 56 – 65 years old

2. Simple Percentage. The demographic profile characteristics of the respondents, Likert

Scale data, and Checklists data, specifically the percentage of responses for each option

or characteristic, were analyzed using the simple percentage with the following

formula:

Where:

3. Likert Scale. The Likert Scale diagram below serves as the guide for interpreting the

data collected.

The mean will be computed and interpreted as follows:

Scale Weighted Mean/Equivalent Corresponding Remarks

1 1.00 - 1.80 Strongly Disagree

2 1.81 - 2.60 Disagree

3 2.61 - 3.40 Neutral

4 3.43 - 4.20 Agree

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5 4.21 - 5.00 Strongly Agree

Data Collection

This study will employ a qualitative descriptive design using a survey questionnaire to

gather data from our respondents, who consist of Grade 6 students and their parents in Dagat-

Dagatan, Navotas City. The survey questionnaire was designed to capture comprehensive

information regarding the participants' perspectives and experiences. Questions for students

focused on their educational experiences, learning habits, and challenges. Meanwhile, parents were

surveyed about their involvement in their children's education, perceptions of the school

environment, and support mechanisms at home. The data collected from these surveys provide

valuable insights into the educational dynamics and challenges faced by both students and parents,

facilitating a deeper understanding of their needs and informing potential interventions.

Data Gathering Procedure

The data for this research were collected using a survey questionnaire. The survey was

created using suitable questions modified from related research and individual questions formed

by the researcher. The survey consisted of twenty (30) questions. In the questionnaire, Likert scale

was used to determine if the respondent agreed or disagreed in a statement. After the professor

validated the questionnaires, and signed the permission letter, the researcher prepared the letter of

request to the principal of the school where the survey will be conducted for the sign. We followed

a well-coordinated procedure that ensured smooth data collection. Dr. Sonia Padernal promptly

signed the permission letter and approved our survey. The researcher conducts the research in

Dagat- Dagatan Elementary School.

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The researcher explains to the respondents the importance of their response to the study

and assured confidentiality of their survey sheets. The researcher clarifies some terms to the

respondents so that the respondents can answer the questionnaire with full knowledge of their

responsibility as the subject of the study. The researcher requested the respondents to answer with

all honesty. Participants were given time to respond and the researchers collected the surveys right

after they finished. For parent participation, we provided a questionnaire link through the advisers.

Ethical Consideration

The researchers obtained informed consent from all participants. Each participant was

provided with a clear explanation of the study's purpose, procedures, potential risks, and benefits.

Participants were informed that their participation was voluntary and that they could withdraw

from the study at any time without any repercussions. Additionally, participants were asked to

answer the questions honestly and were assured that their identities and responses would be kept

confidential, with appropriate measures in place to protect their privacy

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CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data collected, along with their analysis and interpretation. Tables

and charts are used to describe the study results more clearly.

INTRODUCTION

This chapter presents the information gathered from the data gathering instrument, which

is the descriptive survey-method. The data were analyzed according to the scope of the study and

served as a tool in establishing a proposal which is one of the aims of the research. The findings

relate to the research questions that guided the study. Data were analyzed to identify, describe, and

explore the parental Involvement on the Academic Achievement of Grade 6 Students at Dagat-

Dagatan Elementary School in Navotas City. Data were obtained from self-administered

questionnaires, completed by 70 Grade 6 students and 30 parents, totaling 100 respondents

(n=100).

The researcher conducted quantitative, descriptive research to investigate various aspects

related to parental Involvement on the Academic Achievement of Grade 6 Students at Dagat-

Dagatan Elementary School in Navotas City.

1. Demographic Analysis

The demographic characteristics of the study participants are essential in understanding the

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context and background of the data. In this study, participants include students and parents

associated with various educational institutions.

1.1 Demographic Profile of Students

Students:

● Total Number of Students: 70

● Gender:

● Male: 40.0%

● Female: 60.0%

Presenting such demographic data can be done effectively using tables or charts so that readers

can quickly understand the sample's makeup. For instance:

Table 1. 1.1. Demographic Profile as to Gender of Student

Demographic Variables Frequency Percentage

Gender

Male 28 40.0%

Female 42 60.0%

TOTAL 70 100%

Table 1.1.1. shows that the gender distribution of our participants includes 28 males,

making up 40% of the total, and 42 females, constituting 60%. This indicates a higher

representation of female students compared to male students. The significant difference in gender
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proportions suggests that tailored programs and services may be necessary to support the larger

female population while also considering strategies to engage and retain male students to achieve

a more balanced gender representation. Understanding this distribution can help in creating an

inclusive environment that addresses the needs and preferences of all students.

Age Distribution:

● 11 years old: 17.1%

● 12 years old: 78.6%

● 13 years old: 4.3%

Table 1.1.2. Demographic Profile as to Age of Student

Demographic Variables Frequency Percentage

Age

11 years old 12 17.1%

12 years old 55 78. 6%

13 years old 3 4.3%

TOTAL 70 100%

Table 1.1. 2. reveals that the majority of participants are 12 years old, comprising 78.6%

of the total with 55 students. This is followed by 11-year-olds, who make up 17.1% with 12

students, and 13-year-olds, who represent 4.3% with 3 students. Most of the student participants

are 12 years old, comprising 78.6% of the student population (55 out of 70).

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Section

● Andres Bonifacio

● Jose Rizal

Table 1.1.3. Demographic Profile as to Section of Student

Demographic Variables Frequency Percentage

Section

Andres Bonifacio 28 40.0%

Jose Rizal 42 60.0%

TOTAL 70 100%

Table 1.1.3. indicates the section distribution of participants, with 28 students (40%)

belonging to the Andres Bonifacio section and 42 students (60%) belonging to the Jose Rizal

section. This shows that a larger portion of the participants are from the Jose Rizal section. The

higher representation from the Jose Rizal section suggests that findings and insights drawn from

the study may be more reflective of the experiences and characteristics of students in this section.

For balanced program development and resource allocation, it is essential to consider the

perspectives of both sections, ensuring that the needs of students in the smaller Andres Bonifacio

section are also adequately addressed.

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1.2 Demographic Profile of Parents

Parents:

● Total Number of Parents: 30

● Gender:

● Male: 10.0%

● Female: 90.0%

Presenting such demographic data can be done effectively using tables or charts so that readers

can quickly understand the sample's makeup. For instance:

Table 1.2.1. Demographic Profile as to Gender of Parents

Demographic Variables Frequency Percentage

Gender

Male 3 40.0%

Female 27 60.0%

TOTAL 30 100&

Table 1.2.1. shows that among the parents participating in the study on parental

involvement in academic achievement, 40% are male, comprising 3 participants, and 60% are

female, comprising 27 participants. This indicates that the majority of parental perspectives and

insights gathered come from female participants. This suggests that mothers were more likely to

participate or were more available for the study. Understanding this gender distribution is

important for interpreting the study's findings, as it highlights the need to consider the potentially
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different roles and contributions of male and female parents in supporting their children's academic

success. Ensuring that strategies for enhancing parental involvement are inclusive of both male

and female perspectives will be crucial for the effectiveness and comprehensiveness of the

initiatives developed based on this study.

Age Distribution:

● 26-35 years old: 43.3%

● 36-45 years old: 40.0%

● 46-55 years old: 13.3%

● 56-65 years old: 3.3%

Table 1.2.2. Demographic Profile as to Age of Parents

Demographic Variables Frequency Percentage

Age

26 – 35 years old 13 43.3%

36 – 45 years old 12 40.0%

46 – 55 years old 4 13.3%

56 – 65 years old 1 3.3%

TOTAL 30 100%

Table 1.2.2 presents the demographic profile of parents who participated in the study. The

age distribution of the parents shows that the largest group is aged 26-35 years, comprising 43.3%

(13 out of 30) of the parent respondents. This is followed closely by parents aged 36-45 years, who

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make up 40.0% (12 out of 30). The age groups 46-55 years and 56-65 years are less represented,

accounting for 13.3% (4 out of 30) and 3.3% (1 out of 30) respectively.

Table 2. Research Question 1: What are the types and levels of parental involvement

experienced by Grade 6 students at Dagat-Dagatan Elementary School?

Statements SD D N A SA Weighted Verbal

Mean Interpretation
1 2 3 4 5

Frequency

1. My parent/guardian attends 2 0 14 17 37 4.21 Strongly Agree

parent-teacher conferences
regularly.

2. My parents/guardians 0 0 9 18 43 4.46 Strongly Agree

communicate with my teachers
when needed.

3. My parents/guardians volunteer 4 12 27 17 10 3.20 Neutral

at school events or activities.

4. My parents/guardians help me 1 5 21 18 25 3.83 Strongly Agree

with my homework or school
projects.

5. My parents/guardians are 9 21 17 18 5 2.81 Disagree

involved in school decision-making
committees.

6. My parent/guardian participates 12 16 21 11 10 2.84 Neutral

in the parent-teacher
association (PTA) activities.

7. My parent/guardian monitors 0 0 5 20 45 4.54 Strongly Agree

and supervises my academic
progress.

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8. My parents/guardians encourage 0 0 6 15 49 4.61 Strongly Agree

and support my educational goals.

9. My parents/guardians are aware 3 1 11 23 32 4.16 Strongly Agree

of my school activities and events.

10. My parent/guardian 2 1 12 31 24 4.01 Agree

collaborates with my teachers to
address any challenges I face in
school.

The data on parental attendance at parent-teacher conferences indicates a strong level of

engagement in their children's education. With 37 out of 70 respondents strongly agreeing a

substantial majority actively participate in these conferences. With a weighted mean of 4.21 the

verbal interpretation leans towards "strongly agree. Overall, the high proportion of "strongly

agree" responses demonstrates a robust commitment among parents or guardians to staying

informed and involved in their children's academic progress, which likely promotes a supportive

educational environment. These findings collectively reinforce that active parental participation

in school activities, such as parent-teacher conferences, promotes a supportive and effective

educational environment for children.

The strong engagement of parents in attending parent-teacher conferences is supported by

several studies highlighting the positive impact of parental involvement on children's education.

According to the grade 6 students at Dagat-Dagatan Elementary School, there is a strong consensus

53% strongly agreeing that parental awareness of school activities is crucial for fostering an

inclusive educational environment. This aligns with findings by Bartolomé (2020), who

emphasized the importance of parental involvement in school activities. By staying informed and

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actively participating in school events, parents can better support their children's academic and

social development, thereby strengthening the connection between home and school and creating

a nurturing atmosphere for student success.

The second statement indicates that 43 out of 70 respondents "strongly agree" with the

necessity of communication between parents/guardians and teachers. With a weighted mean of

4.46, the data leans towards "strongly agree," suggesting robust support for this interaction. This

strong agreement highlights the importance of effective communication in fostering a collaborative

and supportive relationship between home and school environments. Such active engagement

ensures that parents are well-informed and involved in their children's educational experiences,

contributing to better academic and social outcomes for the students.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus, with 61% expressing strong agreement that

parents/guardians communicate with the teachers when needed. This corresponds with the

findings enhancing Parent-Teacher Communication for Student Success (Educational

Leadership, 2019), effective communication between parents and teachers is crucial and can be

fostered through strategic relationship-building. Additionally, according to Parent-Teacher

Communication and Its Impact on Student Achievement (Journal of School Psychology, 2022),

frequent and meaningful communication between parents and teachers positively affects student

outcomes. This data underscores a strong agreement among respondents regarding the

communication between parents/guardians and teachers when necessary, suggesting an active

and supportive relationship between home and school environments.

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The third statement suggests that 27 out of 70 respondents feel neutral about parental

involvement through volunteering at school events or activities. With a weighted mean of 3.20,

which leans towards "neutral" on the scale used, the verbal interpretation aligns with a perception

of neutrality. This data underscores a diverse range of perspectives among the respondents

regarding the extent of parental involvement in school events or activities, highlighting that a

significant number feel neither strongly positive nor negative about this matter.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus, with 39% expressing a significant number feeling

neither strongly positive nor negative about parents/guardians’ volunteering at school events or

activities. This study aligns with recent findings on parental involvement, which highlight varied

perceptions among parents regarding their engagement in school activities. For example, a

systematic literature review by Peng Chen et al. (2023) underscores that while parental

involvement is vital for student engagement and success, the conceptualization and

implementation of such involvement can vary widely, leading to mixed feelings among parents

(MDPI). Similarly, research in Education Sciences emphasizes the role of parental involvement

in building resilience in children, noting that different contexts and needs can result in neutral

feelings about engagement (MDPI). Additionally, a study published in Frontiers found that

factors such as children's school liking and parental perceptions of cooperation significantly

influence the extent of parental involvement, further explaining the neutrality observed among

many parents (Frontiers). These findings collectively suggest that the neutrality reported by

many respondents reflects the diverse and context-dependent nature of parental involvement in

school activities.

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The fourth statement suggests that 25 out 0f 70 respondents "strongly agree" that their

parents/guardians help them with their homework or school projects. With a weighted mean of

3.83, the verbal interpretation leans towards "agree." This data highlights a positive perception

among respondents regarding the assistance provided by their parents/guardians with homework

or school projects, indicating active parental involvement in supporting their children's academic

endeavors.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus, with 36% clearly stating that parents/guardians help with

homework or school projects. This study aligns with recent findings on parental Involvement in

Homework: Effects on Academic Achievement (Educational Research Review, 2019), parental

help with homework has a significant impact on student academic performance and the parent-

child relationship. Additionally, according to The Impact of Parental Support on Homework and

Student Motivation (Journal of Educational Psychology, 2021), different types of parental support

with homework influence student motivation and academic success. This data highlights a positive

perception among respondents regarding the assistance provided by their parents/guardians with

homework or school projects, indicating active parental involvement in supporting their children's

academic endeavors.

The fifth statement suggests that the survey results indicate mixed perceptions about

parental involvement in school decision-making committees. Specifically, 21 out of 70

respondents disagree that their parents /guardians are involved in school decision-making

committees. With a weighted mean of 2.81, the overall sentiment tends to lean slightly towards

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disagreement, suggesting that many respondents feel their parents or guardians are not

significantly involved in these committees.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus, with 30% clearly stating that slightly towards

disagreement, suggesting that many respondents feel their parents or guardians are not

significantly involved in these committees. This finding aligns to the recent studies highlighting

the complex nature of parental involvement in school decision-making. A study by Ndwandwe

(2023) examined how parental involvement in school committees can influence academic

achievement, revealing varying degrees of engagement and its impact on educational outcomes.

Another study discussed the role of parental involvement in fostering a supportive educational

environment, showing that active participation can significantly enhance student success and

school governance (Hoover-Dempsey et al., 2021) (Cambridge University Press & Assessment).

These studies underscore the importance of understanding diverse parental perspectives and the

challenges they face in engaging with school decision-making processes.

The sixth statement suggests 21 out of 70 respondents feel neutral about their

parent/guardian's participation in PTA activities. With a weighted mean of 2.84, the verbal

interpretation leans towards "neutral." This data indicates a varied perception among respondents

regarding the extent of parental participation in PTA activities, with a significant number feeling

neutral about this aspect.

According to the grade 6 students at Dagat-Dagatan Elementary School who participated

in the survey, there is a clear consensus, with 30% expressing a significant number feeling neither

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strongly agree nor strongly disagree about whether their parent/guardian participates in the parent-

teacher association (PTA) activities. This study aligns in the recent study to The Role of PTAs in

Promoting Parental Involvement in Education (Journal of Educational Change, 2020), PTAs play

a crucial role in enhancing parental involvement in schools. Additionally, according to Parental

Engagement Through PTA: Challenges and Opportunities (International Journal of Parent

Education, 2022), parents face challenges in participating in PTA activities, but solutions exist to

increase engagement. This data indicates a varied perception among respondents regarding the

extent of parental participation in PTA activities, with a significant number feeling neutral about

this aspect.

The seventh statement suggests that 45 out of 70 respondents "strongly agree " that their

parent/guardian monitors and supervises their academic progress. With a weighted mean of 4.54,

the verbal interpretation leans strongly towards "strongly agree." This data underscores a high level

of agreement among respondents regarding the active involvement of their parent/guardian in

monitoring and supervising their academic progress, indicating attentive parental support in their

educational journey.

According to the grade 6 students at Dagat-Dagatan Elementary School, there is a strong

consensus 64% strongly agreeing that parental monitors and supervises academic progress. The

findings align with Parental Monitoring of Academic Progress and Its Effects on Student

Performance (Journal of Educational Research, 2021), parental supervision of academic activities

significantly influences student performance and outcomes. Additionally, according to The

Influence of Parental Supervision on Academic Achievement (Education Sciences, 2023), parental

monitoring correlates strongly with student academic success across different contexts. This data
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underscores a high level of agreement among respondents regarding the active involvement of

their parent/guardian in monitoring and supervising their academic progress, indicating attentive

parental support in their educational journey.

The eighth statement suggests that 49 out of 70 respondents "strongly agree" that their

parents/guardians encourage and support their educational goals. With a weighted mean of 4.61,

the verbal interpretation leans strongly towards "strongly agree." This data underscores a high level

of agreement among respondents regarding the supportive and encouraging role of their

parents/guardians in their pursuit of educational goals, indicating a nurturing and empowering

familial environment.

According to the grade 6 students at Dagat-Dagatan Elementary School, there is a strong

consensus of 70% strongly agreeing that parents/guardians encourage and support educational

goals. The findings align to (Journal of Career Development, 2020), parental encouragement plays

a crucial role in shaping student aspirations and educational goals. Additionally, according to The

Supportive Role of Parents in Student Educational Achievement (Journal of Educational

Psychology, 2022), various forms of parental support significantly influence student achievement

and motivation. This data underscores a high level of agreement among respondents regarding the

supportive and encouraging role of their parents/guardians in their pursuit of educational goals,

indicating a nurturing and empowering familial environment.

The ninth statement suggests that 32 out of 70 respondents "strongly agree" that their

parents/guardians are aware of their school activities and events. With a weighted mean of 4.16,

the verbal interpretation leans towards "strongly agree." This data indicates a generally positive

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perception among respondents regarding the awareness of their parents/guardians regarding their

school activities and events, suggesting active parental involvement and engagement in their

children's school life.

According to the grade 6 students at Dagat-Dagatan Elementary School, there is a strong

consensus 46% strongly agreeing parents/guardians are aware of school activities and events. The

findings align to Parental Awareness of School Activities: Enhancing Engagement Through

Communication (School Psychology International, 2019), strategies to increase parental

awareness can enhance their involvement in school activities and events. Additionally, according

to The Impact of Parent Awareness on Student Participation in School Activities (Journal of

School Public Relations, 2021), informed parents contribute to greater student participation in

school events and activities. This data indicates a generally positive perception among respondents

regarding the awareness of their parents/guardians regarding their school activities and events,

suggesting active parental involvement and engagement in their children's school life.

Lastly, the tenth statement suggests that 31 out of 70 respondents "agree" that their

parent/guardian collaborates with their teachers to address any challenges they face in school. With

a weighted mean of 4.01, the verbal interpretation leans towards "agree." This data indicates a

positive perception among respondents regarding the collaboration between their parent/guardian

and teachers in addressing challenges faced in school, suggesting effective communication and

support systems between home and school environments.According to the grade 6 students at

Dagat-Dagatan Elementary School, there is a strong consensus 44% agreeing that parent/guardian

collaborates with teachers to address any challenges face in school. The findings align to Parent-

Teacher Collaboration: Strategies for Addressing Student Challenges (Journal of Special

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Education, 2020), effective parent-teacher collaboration practices are essential to support students

facing academic and behavioral challenges. Additionally, according to "Building Effective Home-

School Partnerships to Overcome Educational Challenges (Educational Partnerships Journal,

2022), successful home-school partnerships significantly impact resolving students.

Parents/Guardian Attend Parents-Teacher Conference

Regular

Neutral Strongly Agree

20%
Agree

Neutral

Disagree
Strongly Agree
53%

Agree
24%

Figure 2.1 My Parents/Guardian Attend Parents-Teacher Conference Regular

The pie graph indicates the responses from Grade 6 students at Dagat-Dagatan Elementary

School, the majority of students feel that their parents or guardians regularly attend parent-teacher

conferences. Specifically, 37 students 53% strongly agree, and 17 students (24 %) agree with this

statement, making a combined total of 54 students (77.14%) who perceive strong parental

involvement in these meetings. Meanwhile, 14 students (20%) are neutral, suggesting that some

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students are either unsure about their parents' attendance or see it as inconsistent. Only a small

fraction, 2 students (2.86%), strongly disagree, indicating that very few students feel their parents

or guardians do not attend these conferences at all. Notably, no students chose to disagree

moderately. The data indicates a high level of parental participation in parent-teacher conferences,

as perceived by most Grade 6 students at Dagat-Dagatan Elementary School. However, the neutral

responses show there is some room for improvement in ensuring all students feel their parents are

consistently involved.

Parents/Guardians Communicate With My Teachers When

Needed.
Neutral
13%

Strongly Agree
Agree
Neutral
Disagree
Agree Strongly Disagree
26%

Strongly Agree
61%

Figure 2.2 My Parents/Guardians Communicate with My Teachers When Needed.

The pie graph shows the responses from Grade 6 students at Dagat-Dagatan Elementary

School regarding the statement "My parents/guardians communicate with my teachers when

needed." The majority of students feel positively about this statement, with 43 students (61. %)

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strongly agreeing and 18 students (26%) agreeing. This means that 61 students (87.14%) perceive

their parents or guardians as effectively communicating with their teachers when necessary.

Additionally, 9 students (13%) selected a neutral response, indicating some uncertainty about their

parents' communication with teachers. Notably, no students chose to disagree or strongly disagree

with this statement, suggesting there are no strong negative perceptions about parental

communication with teachers. Overall, the graph indicates a high level of perceived parental

engagement in communication with teachers among Grade 6 students at Dagat-Dagatan

Elementary School.

Parents/Guardians Help Me With My Homework Or

School Projects
Strongly Disagree
Disagree 1%
7%
Strongly Agree

Strongly Agree Agree

36%
Neutral
Neutral
Disagree
30%

Agree
26%

Figure 2.3 My Parents/Guardians Help Me With My Homework Or School Projects.

The pie graph illustrates the level of assistance students receive from their parents or

guardians with their homework or school projects. According to the data, a small portion, 1%,

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strongly disagree that they receive help, while 7% disagree. A notable 30% of students remain

neutral on the matter. On the more supportive end, 26% agree that they receive help, and a

significant 36% strongly agree that their parents or guardians assist them with their schoolwork.

This distribution indicates that the majority of students feel supported by their parents or guardians

in their academic endeavors.

Parent/Guardian Monitors and Supervises My Academic

Neutral
Progress.
7%

Agree Strongly Agree

29%
Agree
Neutral
Disagree
Strongly Agree Strongly Disagree
64%

Figure 2.4 My Parent/Guardian Monitors and Supervises My Academic Progress.

The data from Figure 6.3 indicates that a significant majority of students feel their parents

or guardians are actively involved in monitoring and supervising their academic progress.

Specifically, 64% of respondents strongly agree with the statement, "My Parent/Guardian

Monitors and Supervises My Academic Progress," which suggests a high level of parental

engagement and oversight. An additional 29% agree with the statement, indicating that they also

perceive a positive level of involvement, albeit perhaps not as intensely as those who strongly

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agree. The remaining percentage, which would be 7% if the options provided cover the entire

respondent pool (since neutral is not quantified in the prompt but implied to be 7% to sum up to

100%), represents students who neither agree nor disagree, possibly indicating variability in the

extent of supervision or less clear perceptions of their parents' involvement. Overall, this data

highlights a strong parental role in students' academic lives, with only a small fraction of students

feeling ambivalent about the level of supervision they receive.

Parents/Guardians Encourage and Support My

Educational Goals.

Neutral
9%

Strongly Agree

Agree Agree
21%
Neutral

Disagree

Strongly Disgree
Strongly Agree
70%

Figure 2. 5 My Parents/Guardians Encourage and Support My Educational Goals.

The data from Figure 6.4 indicates a strong positive perception of parental or guardian

support for educational goals among the respondents. Specifically, 70% of respondents "strongly

agree" that their parents or guardians encourage and support their educational goals, suggesting a

high level of active and enthusiastic support. An additional 21% "agree," indicating that a

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significant majority (91%) feel supported to some extent in their educational endeavors. Only 9%

remain "neutral," showing that very few respondents are indifferent or unsure about the level of

encouragement and support they receive from their parents or guardians. This overwhelmingly

positive response underscores the critical role that parental or guardian involvement plays in

fostering students' educational aspirations.

Parents/Guardians Are Aware Of My School Activities

And Events

Strongly Disgree
Disagree
4%
1%
Neutral
16% Strongly Agree

Agree

Strongly Agree
46% Neutral

Disagree

Strongly Disgree

Agree
33%

Figure 2. 6 My Parents/Guardians Are Aware Of My School Activities And Events.

The pie graph shows that 46% of respondents strongly agree that their parents or guardians

are aware of their school activities and events. Additionally, 33% agree with this statement,

indicating that a combined total of 79% feel their parents are well-informed. On the other hand,

16% of respondents are neutral, neither agreeing nor disagreeing. A small percentage of students,

4 %, strongly disagree, and only 1% disagree with the statement. This data suggests that the

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majority of students perceive their parents or guardians as being aware of their school activities

and events.

Table 3. Research Question 2: How do Grade 6 students perceive the impact of

parental involvement on their academic achievement and learning outcomes?

Statements SD D N A SA Weighted Verbal

Mean Interpretation
1 2 3 4 5

Frequency

1. My parents/guardians actively 1 5 18 28 18 3.79 Agree

participate in school activities that
involve me.

2. My parents/guardians provide 0 2 7 22 39 4.40 Strongly Agree

assistance and support when I need
help with my homework.

3. I feel that my parents' 0 4 8 30 28 4.19 Agree

involvement has a positive impact
on my academic performance.

4. My parents/guardians 1 2 17 25 25 3.99 Agree

communicate regularly with my
teachers to stay informed about my
progress.

5. My parents/guardians check my 0 2 8 24 36 4.31 Strongly Agree

schoolwork and grades to
monitor my performance.

6. I believe that my parents' 0 2 10 24 34 4.27 Strongly Agree

involvement has helped me improve
my learning outcomes.

7. My parents/guardians encourage 0 1 4 19 46 4.57 Strongly Agree

me to do well in
school.
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8. I feel more supported in my 0 1 12 25 32 4.26 Strongly Agree

learning journey because of my
parents' involvement.

9. I feel more motivated to study and 0 1 12 30 27 4.19 Agree

succeed academically due to my
parents' involvement.

10. I feel pressure or stress from my 17 14 11 16 12 2.84 Neutral

parents' expectations
regarding my academic
performance.

Table 3. presents the statistical outcomes derived from the survey questionnaire addressing

Research Question 2, which focuses on understanding how Grade 6 students perceive the influence

of parental involvement on their academic achievement and learning outcomes. This table provides

an overview of the data collected, showcasing the perspectives of students regarding the impact of

parental engagement on their educational journey.

The first statement suggests that among the 28 out of 70 respondents "agree" that their

parents' participation positively influences their educational journey. The positive weighted mean

of 3.79 further supports the prevalent sentiment towards agreement, indicating that students

generally perceive their parents' engagement in school activities as supportive and encouraging.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus,with 40% of the respondents expressing positive views

that their parents' participation positively influences their educational journey. This positive

perception underscores the crucial role parents play in fostering a conducive learning environment

for their children. These findings align with research conducted by Garcia and colleagues (2023),

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which underscores the benefits of heightened parental involvement in school events. Their study

highlighted that increased parental participation correlates with heightened student enthusiasm for

both academic studies and extracurricular activities. Moreover, a broader survey involving 300

high school students revealed that active parental engagement significantly enhances students'

overall academic engagement and success. This underscores the broader impact of parental support

on students' educational experiences, emphasizing the importance of nurturing and supportive

parental relationships in facilitating positive educational outcomes.

The second statement that among the 39 out of 70 respondents “strongly agree” that their

parents/guardians provide help and support when needed with homework. The weighted mean of

4.40 reinforces the overwhelming agreement, indicating a strong consensus leaning towards

"strongly agree."

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus, with 56%. of the total respondents who expressed

agreement. Their parent/guardian's assistance and support with homework. This high level of

agreement underscores the supportive role parents play in their children's academic pursuits,

emphasizing their active involvement in ensuring academic success. This result is consistent with

earlier studies conducted by Epstein and Van Voorhis (2001), which emphasized the significant

impact of parental participation on adolescents' academic performance. Additionally, research by

Hill and Tyson (2009) further supports these findings, highlighting that parental involvement

positively influences adolescents' attitudes towards learning and their overall academic

achievement.

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The third statement indicates that among the 30 out of 70 respondents “agree” the influence

of parental involvement on their academic performance. The weighted mean of 4.19, interpreted

verbally as "agree," reinforces the widespread agreement among students regarding the positive

influence of parental involvement on academic performance.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus, with 43% of the total respondents who perceive a positive

impact. This strong consensus highlights the recognition and appreciation among Grade 6 students

for the supportive role their parents play in fostering their educational success. Smith, Johnson,

and Lee (2020), parental engagement in homework significantly enhances students' academic

achievement, leading to improved grades and increased involvement in school-related activities.

The data underscores the critical role of parental support in enhancing student motivation,

academic performance, and overall educational experience.

The fourth statement indicates that 25 out of 70 respondents “agree”. that their

parents/guardians engage in regular communication with teachers. The weighted mean of 3.99,

interpreted verbally as "agree," reinforces the prevalent positive sentiment among students

regarding parental communication with teachers. According to the grade 6 students at Dagat-

dagatan Elementary School who participated in the survey, there is a clear consensus, 36% of the

total respondents who expressed agreement. This suggests that students perceive this

communication as beneficial for their academic progress and overall educational experience.

Recent research by Patel and Wang (2024) supports these findings, emphasizing the ongoing

significance of parent-teacher communication in fostering student success. Their study, based on

parent and teacher surveys as well as interviews, underscores the crucial role of effective
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communication channels in addressing students' individual needs and promoting collaborative

efforts between home and school environments.

The fifth statement indicates that 36 out of 70 strongly “agree”. Who expressed the diligent

monitoring and support provided by their parents/guardians. The weighted mean of 4.31, leaning

strongly towards "strongly agree," underscores the widespread consensus among students.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, there is a clear consensus, with 34% of the total respondents who expressed the

diligent monitoring and support provided by their parents/guardians. Rodriguez and Garcia's

(2019) study support these findings by identifying a notable correlation between parental

participation and students' academic performance. Their research indicates that students exhibit

higher levels of academic engagement and achievement when their parents regularly review their

assignments and grades. Compared to students whose parents are less involved, those with

attentive parental monitoring tend to demonstrate stronger motivation, achieve better grades, and

experience improved learning outcomes.

The sixth statement indicates that 34 out of 70 respondents “strongly agree” with the

beneficial influence of parental involvement. The weighted mean of 4.27, leaning strongly towards

"strongly agree," underscores the prevailing belief among students regarding the positive impact

of parental engagement.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey, 49% of the total respondents expressed agreement with this sentiment. Garcia et al.

(2024) conducted research affirming the ongoing significance of parental participation in their
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children's academic achievements. Their study revealed that students perceive their parents' active

involvement as crucial for enhancing their learning outcomes. Garcia et al. (2024) noted

improvements in students' study habits, increased self-confidence, and a heightened sense of

responsibility towards their education due to their parents' support.

The seventh statement indicates that among the respondents, 46 out of 70 “strongly agree”

that their parents actively encourage them to perform well in school. The weighted mean of 4.57

strongly suggests a consensus leaning towards "strongly agree." This high level of agreement

highlights the pervasive belief among students that parental encouragement is instrumental in

shaping their academic motivation and performance.

According to the grade 6 students at Dagat-dagatan Elementary School who participated in the

survey there is a clear consensus, 66% of those who expressed their opinion perceive parental

encouragement as positively impacting their academic performance and motivation.

Johnson and Smith (2019), which underscores the critical importance of parental

encouragement in enhancing students' academic success. Their study revealed that students who

feel strongly supported by their parents tend to demonstrate higher levels of motivation,

perseverance, and overall achievement in their educational pursuits.

The eighth statement reveals that 32 out of 70 respondents “strongly agree” with the

positive influence of parental engagement. The weighted mean of 4.26 strongly supports this

sentiment, indicating a robust consensus among the respondents. This numerical representation

underscores a robust consensus among the respondents regarding the beneficial effects of their

parents' active participation in their education.

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According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey there is a clear consensus, with 46% of those who expressed agreement perceive their

parents' involvement as crucial in their educational support system. This suggests that a significant

majority of students recognize their parents' active roles, including assistance with homework,

participation in school events, and maintaining communication with teachers, as pivotal in

fostering both their academic success and confidence. Research by Patel and Chen (2024)

corroborates these findings, highlighting that students' feelings of support and confidence in their

learning abilities are significantly bolstered by consistent parental participation in the school

community. Their study underscores the vital role of parental involvement in enhancing students'

overall academic experience and supporting their educational journey effectively.

The ninth statement indicates that 30 out of 70 respondents “agree” that their parents' active

participation enhances their motivation levels. The weighted mean of 4.19, leaning towards

agreement, underscores the prevailing positive perception among students regarding the

motivational benefits of parental involvement in their academic journey.

According to the grade 6 students at Dagat-dagatan Elementary School who participated in the

survey there is a clear consensus, with 43% of the total respondents expressed agreement with this

statement. This finding aligns with recent research conducted by Garcia and Herrera (2019), which

supports these findings. Their study highlights that students who perceive higher levels of parental

engagement tend to exhibit a stronger desire to learn and achieve academically. Garcia and Herrera

emphasize that parental involvement encompasses emotional support, guidance, and active

participation in educational activities, all of which significantly contribute to shaping students'

attitudes towards learning and their aspirations for academic success.

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The tenth statement indicates that 16 out of 70 respondents "strongly agree" that they feel

pressure or stress due to their parents' expectations. With a weighted mean of 2.84, suggesting a

neutral stance overall, it reflects a varied perception among respondents regarding the influence of

parental expectations on their stress levels.

According to the grade 6 students at Dagat-dagatan Elementary School who participated

in the survey there is a clear consensus, with 17% of the respondents expressed feeling some level

of pressure from parental expectations. This finding aligns with recent research conducted by Lee

et al. (2024), which delved into how adolescents perceive and respond to parental pressure

regarding academic achievement. Lee et al.'s study highlighted that while some students

experience significant stress and anxiety due to high parental expectations, others do not perceive

this pressure as significantly affecting them. This underscores the complex dynamics of parental

involvement and its emotional impact on students' motivation and well-being. Understanding these

dynamics is crucial for creating supportive environments where students can thrive academically

without undue pressure.

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Parents/Guardians Provide Assistance And Support

When I Need Help With My Homework.
Disagree
Neutral 3%
10%

Strongly Agree
Agree
Neutral

Strongly Agree Disagree

Agree
56% Strongly Disagree
31%

Figure 3.1 My Parents/Guardians Provide Assistance and Support When I Need Help

With My Homework.

The pie graph depicts the responses of Grade 6 students concerning the statement "My

parents/guardians provide assistance and support when I need help with my homework," as part of

an investigation into how parental involvement impacts academic achievement and learning

outcomes. The largest portion of the pie, representing 56%, indicates that a significant majority of

students strongly agree with the statement, suggesting a prevailing perception that their parents or

guardians actively provide assistance and support when needed with homework. Following this,

31% of students agree with the statement, reinforcing the notion of substantial parental

involvement in aiding with homework, although not as emphatically as those who strongly agree.

Conversely, 10% of students remain neutral, indicating a small portion with no strong opinion or

uncertainty regarding their parents' assistance and support with homework. However, it's

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noteworthy that 3% of students disagree with the statement, suggesting a minority do not perceive

their parents as providing help when needed. Overall, the graph portrays a predominantly positive

perception of parental involvement in homework assistance among Grade 6 students, underscoring

the significant role parents play in supporting their academic endeavors.

Parents/Guardians Check My Schoolwork And Grades To

Monitor My Performance.
Disagree
Neutral 3%
11%

Strongly Agree
Agree
Neutral
Strongly Agree
52% Disagree
Strongly Disagree
Agree
34%

Figure 3.2 My Parents/Guardians Check My Schoolwork and Grades to Monitor My

Performance

The pie graph represents the responses of Grade 6 students regarding the statement "My

parents/guardians check my schoolwork and grades to monitor my performance," as part of an

inquiry into how parental involvement influences academic achievement and learning outcomes.

The largest portion of the pie chart, comprising 52%, indicates that a significant majority of

students strongly agree with the statement, suggesting a prevailing perception that their parents or

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guardians actively monitor their academic performance by checking schoolwork and grades.

Following this, 34% of students agree with the statement, reinforcing the notion of substantial

parental involvement in monitoring academic progress, although not as emphatically as those who

strongly agree. Conversely, 11% of students remain neutral, indicating a small proportion with no

strong opinion or uncertainty regarding their parents' monitoring of their academic performance.

However, it's noteworthy that 3% of students disagree with the statement, suggesting a minority

do not perceive their parents as engaging in such monitoring activities. Overall, the graph portrays

a predominantly positive perception of parental involvement in monitoring academic performance

among Grade 6 students, emphasizing the significant role parents play in supporting and tracking

their educational progress.

Parents' Involvement Has Helped Me Improve My Learning

Outcomes.
Disagree
Neutral 3%
10%

Strongly Agree
Agree
Strongly Agree Neutral
51%
Disagree
Strongly Disagree
Agree
36%

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Figure 3. 3. I Believe That My Parents' Involvement Has Helped Me Improve My

Learning Outcomes.

The pie graph represents Grade 6 students' responses to the statement "I believe that my

parents' involvement has helped me improve my learning outcomes," as part of an investigation

into the perceived impact of parental involvement on academic achievement and learning

outcomes. The largest segment of the pie chart, comprising 51%, indicates that a significant

majority of students strongly agree with the statement. This suggests a prevailing perception

among Grade 6 students that their parents' involvement positively influences their learning

outcomes. Following closely, 36% of students agree with the statement, reinforcing the notion of

substantial parental impact on learning outcomes, though perhaps not as emphatically as those who

strongly agree. Conversely, 10% of students remain neutral, indicating a portion with no strong

opinion or uncertainty regarding the influence of parental involvement on their learning outcomes.

However, it's notable that only 3% of students disagree with the statement, suggesting a minority

who do not believe their parents' involvement has contributed to improved learning outcomes.

Overall, the graph portrays a predominantly positive perception among Grade 6 students regarding

the beneficial impact of parental involvement on their academic achievement and learning

outcomes, highlighting the crucial role parents play in supporting their children's educational

journey.

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Parents/Guardians Encourage Me To Do Well In School.

Disagree
Neutral
3%
5%

Strongly Agree
Agree
27% Agree
Neutral
Disagree
Strongly Disagree
Strongly Agree
65%

Figure 3. 4. My Parents/Guardians Encourage Me to Do Well in School.

The pie graph illustrates Grade 6 students' perceptions of the statement "My

parents/guardians encourage me to do well in school," as part of an exploration into how parental

involvement is perceived to impact academic achievement and learning outcomes. The largest

portion of the pie chart, comprising 65%, signifies that a significant majority of students strongly

agree with the statement. This suggests a prevailing perception among Grade 6 students that their

parents actively encourage them to excel academically, thereby fostering positive attitudes towards

school and learning. Following this, 27% of students agree with the statement, reinforcing the

notion of substantial parental influence in motivating academic success, albeit not as emphatically

those who strongly agree. Conversely, 5% of students remain neutral, indicating a small proportion

with no strong opinion or uncertainty regarding their parents' encouragement. Notably, only 3%

of students disagree with the statement, suggesting a negligible minority who do not perceive their
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parents as providing encouragement to excel in school. Overall, the graph portrays a predominantly

positive perception among Grade 6 students regarding the impact of parental encouragement on

their academic achievement and learning outcomes, highlighting the significant role parents play

in motivating and supporting their children's educational endeavors.

Feel More Supported In My Learning Journey Because

Of My Parents' Involvement.
Disagree
3%
Neutral
17%

Strongly Agree
Strongly Agree
Agree
45%
Neutral
Disagree
Strongly Disagree

Agree
35%

Figure 3. 5. I Feel More Supported in My Learning Journey Because Of My Parents'

Involvement.

The pie graph presents Grade 6 students' perceptions regarding the statement "I feel more

supported in my learning journey because of my parents' involvement," as part of an exploration

into how parental involvement influences academic achievement and learning outcomes. The

largest segment of the pie chart, comprising 45%, signifies that a significant majority of students

strongly agree with the statement. This suggests a prevailing perception among Grade 6 students
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that their parents' involvement provides substantial support throughout their learning journey,

fostering a sense of security and assistance in navigating educational challenges. Following this,

35% of students agree with the statement, reinforcing the notion of significant parental support in

their learning endeavors, albeit not as emphatically as those who strongly agree. Conversely, 17%

of students remain neutral, indicating a portion with no strong opinion or uncertainty regarding the

impact of parental involvement on their sense of support in their learning journey. Notably, only

3% of students disagree with the statement, suggesting a negligible minority do not feel supported

by their parents' involvement in their learning journey. Overall, the graph portrays a predominantly

positive perception among Grade 6 students regarding the supportive role of parental involvement

in their academic achievement and learning outcomes, underscoring the crucial importance of

parental support in facilitating their educational progress.

Table 4. Research Question 3: What are the barriers and facilitators that influence

the level of parental involvement in supporting the academic success of Grade 6 students at

Dagat-Dagatan Elementary School?

Statements SD D N A SA Weighted Verbal

Mean Interpretation
1 2 3 4 5

Frequency

1. I am aware of the activities and 0 0 0 11 19 4.63 Strongly Agree

events happening at Dagat-Dagatan
Elementary School.

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2. I feel welcomed and comfortable 0 0 1 8 21 4.63 Strongly Agree

when visiting Dagat-Dagatan
Elementary School.

3. The school provides clear and 0 0 2 13 15 4.47 Strongly Agree

frequent communication about my
child's academic progress.

4. The school provides opportunities 0 0 2 11 17 4.53 Strongly Agree

for me to get involved in my child's
education.

5. I have the necessary information 0 0 1 15 14 4.43 Agree

about how I can support my child's
academic success.

6. The school offers convenient and 0 0 6 12 12 4.20 Agree

accessible parent involvement
activities.

7. I receive support and guidance from 0 0 5 13 12 4.30 Agree

the school on how to effectively
support my child's learning.

8. The school values and respects my 0 1 5 13 11 4.13 Agree

input and involvement in decision-
making processes.

9. The school values and respects my 0 1 4 16 9 4.13 Agree

input and involvement in decision-
making. The school provides
resources and materials to assist me in
supporting my child's academic
success.

10. There are cultural or language 3 6 8 7 6 3.13 Neutral

barriers that make it difficult for me
to be involved in my child's education.

Table 4. illustrates the statistical findings of the survey questionnaire concerning

Research Question 3, which delves into the barriers and facilitators affecting parental

involvement in promoting the academic success of Grade 6 students at Dagat-Dagatan

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Elementary School. This table presents a snapshot of the data gathered, outlining the factors that

hinder or promote parental engagement in their children's educational journey.

In the first statement, based on the responses, it's evident that a significant majority, 19

out of 30, strongly agree with the statement, indicating a high level of awareness of the activities

and events happening at Dagat-Dagatan Elementary School. The weighted mean of 4.63 further

supports this interpretation, falling closer to "strongly agree" on the scale. Therefore, the verbal

interpretation of the data is indeed "strongly agree." It seems there's considerable awareness and

engagement with the school's activities and events among the respondents.

According to our respondent parents/guardian of grade 6 students at Dagat-dagatan

Elementary School, there is a strong consensus, with 63% strongly agreeing, that parental

awareness of school activities and events is crucial for fostering an inclusive educational

environment. This alignment with Bartolomé's (2020) findings underscores the significance of

parental involvement in school activities. By understanding school schedules, actively

participating in parent-teacher meetings, and staying informed about extracurricular activities,

parents are better equipped to support their children's academic performance and social

development. This heightened awareness not only strengthens the connection between home and

school but also creates a supportive atmosphere that nurtures student success. Therefore,

fostering parental awareness at Dagat-dagatan Elementary School is vital for ensuring that all

students feel included and supported in their educational journey.

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The second statement indicates that 21 respondents "strongly agree" with feeling

welcomed and comfortable when visiting Dagat-Dagatan Elementary School, while 8

respondents simply "agree," and 1 respondent feels neutral about it. With a weighted mean of

4.63, the verbal interpretation suggests that the overall sentiment leans towards "strongly agree."

This data indicates a strong positive perception of the school's environment, emphasizing

feelings of warmth and comfort among visitors.

According to our respondent parents/guardian of grade 6 students at Dagat-dagatan

Elementary School, there is a strong consensus, with 70% strongly agreeing, that a welcoming

and comfortable school environment for parents is integral to fostering strong school-family

partnerships. This aligns with the findings of Epstein et al. (2020), highlighting the importance of

parents feeling welcomed and valued by the school community. When parents feel comfortable

in the school environment, they are more likely to actively engage in school activities, participate

in decision-making processes, and provide support for their child's educational journey. This

heightened engagement not only contributes to student success but also helps cultivate a positive

school culture where collaboration between home and school is encouraged. Therefore, creating

a welcoming and comfortable school environment at Dagat-dagatan Elementary School is

essential for nurturing strong school-family partnerships and promoting overall student well-

being.

The third statement reveals that 15 respondents "strongly agree" and 13 "agree" that the

school provides clear and frequent communication about their child's academic progress.

Additionally, 2 respondents feel neutral about this aspect. With a weighted mean of 4.47, the

verbal interpretation suggests a strong agreement with the statement. This data underscores a

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positive perception regarding the school's communication efforts regarding students' academic

progress, indicating effective and transparent communication channels between the school and

parents.

According to our respondent parents/guardian of grade 6 students at Dagat-dagatan

Elementary School, there is a notable agreement, with 50% strongly agreeing, that clear and

frequent communication between schools and parents about students' academic progress is vital

for creating a collaborative educational environment. This assertion echoes the findings of Kraft

and Dougherty (2019), emphasizing the importance of timely and transparent updates on a

child's performance. When parents receive regular communication regarding their child's

strengths, areas for improvement, and any necessary interventions, they are better equipped to

support their children's learning effectively. This enhanced communication fosters a

collaborative partnership between home and school, ultimately contributing to improved

academic outcomes for students. Therefore, ensuring clear and frequent communication about

students' academic progress at Dagat-dagatan Elementary School is crucial for promoting a

collaborative educational environment and enhancing student success.

The fourth statement indicates that 17 respondents "strongly agree" and 11 "agree" that

the school provides opportunities for them to get involved in their child's education.

Additionally, 2 respondents feel neutral about this aspect. With a weighted mean of 4.53, the

verbal interpretation suggests a strong agreement with the statement. This data highlights a

positive perception regarding the school's efforts to engage parents in their child's education,

indicating effective opportunities for parental involvement within the school community.

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According to our respondent parents/guardian of grade 6 students at Dagat-dagatan

Elementary School, there is a significant consensus, with 57% strongly agreeing, that the school

provides ample opportunities for parental involvement in their child's education. This viewpoint

is supported by several case studies illustrating the successful implementation of parental

involvement initiatives. For example, a study by Goodall (2021) highlighted a school that

implemented a comprehensive parental involvement program, including workshops, volunteering

opportunities, and regular communication. This program resulted in improved student

performance and stronger school-family relationships.

The literature underscores the importance of providing opportunities for parental

involvement in education. Schools that actively engage parents through volunteering, PTAs,

workshops, parent-teacher conferences, and effective communication contribute to improved

student outcomes and a positive educational environment. These findings suggest that ongoing

efforts to address challenges and enhance parental involvement are essential for fostering

academic success and student well-being. Therefore, it is evident that Dagat-dagatan Elementary

School's approach to involving parents in their child's education is aligned with best practices

and has the potential to significantly benefit student achievement and the overall school

community.

The fifth statement indicates that 14 respondents "strongly agree" and 15 "agree" that the

school provides opportunities for them to get involved in their child's education. Additionally, 1

respondent feels neutral about this aspect. With a weighted mean of 4.43, the verbal

interpretation suggests a strong agreement with the statement. This data underscores a positive
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perception regarding the school's efforts to engage parents in their child's education, indicating

effective opportunities for parental involvement within the school community.

According to our respondent parents/guardian of grade 6 students at Dagat-Dagatan

Elementary School, 50% agree that the school provides clear and frequent communication about

their child's academic progress. This perception aligns with several case studies illustrating the

successful implementation of strategies to inform and involve parents. For example, a study by

Kraft and Rogers (2019) demonstrated that schools implementing structured communication

about student progress saw increased parental engagement and improved academic outcomes. By

keeping parents regularly informed, schools enable them to provide timely support and

interventions, which contributes to their child's academic success. This engagement helps parents

understand their child's strengths and areas needing improvement, fostering a collaborative

educational environment. Thus, Dagat-Dagatan Elementary School's efforts in maintaining clear

and frequent communication with parents reflect best practices and have a significant positive

impact on student achievement.

The sixth statement suggests that 12 respondents "strongly agree" and 12 "agree" that the

school offers convenient and accessible parent involvement activities. Furthermore, 6

respondents feel neutral about this matter. With a weighted mean of 4.20, the verbal

interpretation leans towards "agree." This data indicates a generally positive perception regarding

the convenience and accessibility of parent involvement activities provided by the school,

suggesting room for improvement but overall satisfaction with the available opportunities for

parental engagement.

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According to our respondent parents/guardians of grade 6 students at Dagat-Dagatan

Elementary School, 40% agree and another 40% strongly agree that the school provides

convenient and accessible activities for parental involvement. This high level of agreement

underscores the importance of offering flexible and easily accessible opportunities for parental

engagement. Research by Epstein et al. (2018) supports this view, highlighting that when schools

facilitate convenient involvement activities, parents are more likely to participate in their child's

education. This participation is associated with improved academic performance, better student

behavior, and higher levels of motivation and engagement in learning. By ensuring that activities

are accessible and convenient, Dagat-Dagatan Elementary School effectively maximizes parental

engagement, which in turn supports student success and fosters a positive educational

environment. The school's efforts to create such opportunities are in line with best practices and

demonstrate a commitment to enhancing the educational experience for both students and their

families.

The seventh statement suggests that 12 respondents "strongly agree" and 13 "agree" that

they receive support and guidance from the school on how to effectively support their child's

learning. Additionally, 5 respondents feel neutral about this aspect. With a weighted mean of

4.30, the verbal interpretation leans towards "strongly agree." This data indicates a positive

perception regarding the support and guidance provided by the school to parents in effectively

supporting their child's learning, suggesting that the school effectively assists parents in fulfilling

this role.

According to our respondent parents/guardians of grade 6 students at Dagat-Dagatan

Elementary School, 43% agree, 40% strongly agree, and 17% are neutral about the statement that

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parental support significantly impacts student outcomes. This distribution reflects a consensus on

the importance of parental involvement in education. Research consistently supports this view,

showing that parental support plays a crucial role in student success. According to Thompson,

Mazer, and Flood Grady (2019), students whose parents receive guidance from schools and are

actively involved in their education tend to have higher academic achievement, better attendance,

and more positive attitudes towards learning. Additionally, this involvement enhances students'

social and emotional development. The findings from Dagat-Dagatan Elementary School

highlight the significance of providing parents with the necessary tools and information to

support their children, reinforcing the positive impact of engaged and informed parental

involvement on student outcomes.

The eighth statement suggests that 11 respondents "strongly agree" and 13 "agree" that

the school values and respects their input and involvement in decision-making processes.

Additionally, 5 respondents feel neutral about this aspect, while 1 respondent disagrees. With a

weighted mean of 4.13, the verbal interpretation leans towards "agree." This data indicates a

generally positive perception regarding the value and respect given to parents' input and

involvement in decision-making processes by the school, although there is room for

improvement to address the concerns of some respondents.

According to our respondent parents/guardians of grade 6 students at Dagat-Dagatan

Elementary School, 43% agree, 37% strongly agree, 17% are neutral, and 3% disagree that the

school values and respects parental input in decision-making processes. This distribution

suggests that a significant majority of parents feel their input is valued, which is crucial for

fostering a positive school environment. Research by Goodall (2021) supports this notion,

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indicating that when parents are actively involved in decision-making, they develop a greater

sense of ownership and responsibility towards their child's education. This involvement not only

strengthens the relationship between parents and schools but also leads to more effective

educational strategies and improved student outcomes. The sense of inclusion and respect that

parents experience contributes positively to student motivation and achievement. The data from

Dagat-Dagatan Elementary School demonstrates the importance of engaging parents in

meaningful ways, reflecting the broader benefits of parental involvement in the educational

process.

The ninth statement suggests that 9 respondents "strongly agree" and 16 "agree" that the

school values and respects their input and involvement in decision-making. Additionally,

regarding the provision of resources and materials to assist in supporting their child's academic

success, 4 respondents feel neutral, and 1 respondent disagrees. With a weighted mean of 4.13,

the verbal interpretation leans towards "agree." This data indicates a generally positive

perception regarding the value and respect given to parents' input and involvement in decision-

making by the school, as well as the provision of resources to support students' academic

success, though there is room for improvement to address the concerns of some respondents.

According to our respondent parents/guardians of grade 6 students at Dagat-Dagatan

Elementary School, 53% agree, 30% strongly agree, 13% are neutral, and 3% disagree that the

provision of resources and materials by the school positively impacts parental involvement and

student outcomes. This feedback indicates a strong belief among the majority of parents that

having access to relevant materials and resources enables them to be more actively engaged in

their child's education. Research by Johnson and Johnson (2021) supports this perspective,

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highlighting that when parents are well-equipped with necessary resources, they are more likely

to participate in educational activities, which leads to improved academic performance, enhanced

communication with teachers, and increased overall satisfaction with the school. The data from

Dagat-Dagatan Elementary School underscore the importance of providing parents with the tools

they need to support their children's learning, thereby fostering a collaborative and effective

educational environment.

Lastly, the tenth statement indicates that 6 respondents "strongly agree" and 7 "agree"

that cultural or language barriers make it difficult for them to be involved in their child's

education. Additionally, 8 respondents feel neutral about this aspect, while 6 respondents

"disagree" and 3 "strongly disagree." With a weighted mean of 3.13, the verbal interpretation

suggests a neutral instance. This data reflects a varied perception among respondents regarding

the impact of cultural or language barriers on parental involvement in their child's education,

with a significant number feeling neutral about the issue.

According to our respondent parents/guardians of grade 6 students at Dagat-Dagatan

Elementary School, 23% agree, 20% strongly agree, 27% are neutral, 20% disagree, and 10%

strongly disagree that the school effectively addresses cultural and language barriers in

education. This mixed feedback suggests varying perceptions among parents regarding the

school's efforts in this area. Several case studies highlight successful strategies for addressing

these barriers. For example, a study by Smith et al. (2021) described a school district that

implemented a multilingual parent engagement program, providing translated materials,

interpreter services, and culturally relevant workshops. This initiative led to increased parental

involvement and improved academic outcomes for students from diverse backgrounds. The

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diverse responses from Dagat-Dagatan Elementary School indicate the need for continuous

improvement and tailored strategies to better address cultural and language barriers, ensuring all

parents can effectively participate in their child's education.

Aware Of The Activities And Events Happening At

Dagat-Dagatan Elementary School.

Agree
37% Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Strongly Agree
63%

Figure 4. 1. I Am Aware of The Activities and Events Happening at Dagat-Dagatan

Elementary School.

The pie graph illustrates the responses of parents/guardians of Grade 6 students at Dagat-

Dagatan Elementary School regarding their awareness of the activities and events happening at

the school, within the context of understanding the barriers and facilitators influencing parental

involvement in supporting academic success. Notably, the entire pie chart is divided between

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two categories: 63% of parents strongly agree with the statement, while the remaining 37%

agree. This overwhelming consensus among parents suggests a prevalent awareness of the

activities and events occurring at the school. The absence of responses indicating disagreement

or neutrality indicates a uniformity of understanding among parents regarding the events and

activities taking place within the school environment. This high level of parental awareness can

be seen as a potential facilitator of parental involvement, as informed parents may be better

equipped to engage with their children about school activities, thereby facilitating parental

engagement in supporting academic success. Overall, the graph portrays a positive perception of

awareness among parents regarding school activities, potentially serving as a facilitator for

parental involvement in supporting the academic success of Grade 6 students at Dagat-Dagatan

Elementary School.

School Provides Clear And Frequent Communication About

My Child's Academic Progress.
Neutral
7%

Strongly Agree
Agree

Strongly Agree Neutral

Agree 50% Disagree
43%
Strongly Disagree

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Figure 4. 2. The School Provides Clear and Frequent Communication About My

Child's Academic Progress.

The pie graph illustrates the responses of parents/guardians of Grade 6 students at Dagat-

Dagatan Elementary School regarding the clarity and frequency of communication about their

child's academic progress, within the context of understanding the barriers and facilitators

influencing parental involvement in supporting academic success. Notably, the majority of

parents strongly agree with the statement, constituting 50% of the responses. This overwhelming

consensus suggests that a significant proportion of parents feel that the school provides clear and

frequent communication regarding their child's academic progress. Additionally, 43% of parents

agree with the statement, reinforcing the notion of a high level of satisfaction with the school's

communication practices, albeit not as emphatically as those who strongly agree. A smaller

portion, 7%, express neutrality, indicating a minority with no strong opinion or uncertainty

regarding the clarity and frequency of communication about their child's academic progress.

Importantly, there are no responses indicating disagreement, which implies a widespread positive

perception among parents regarding the school's communication efforts. This high level of

satisfaction with communication practices can be seen as a significant facilitator of parental

involvement, as it enables parents to stay informed and engaged in their child's academic

journey, thereby fostering collaboration in supporting academic success. Overall, the graph

portrays a positive perception among parents regarding the clarity and frequency of

communication about their child's academic progress at DagatDagatan Elementary School,

potentially serving as a facilitator for parental involvement in supporting the academic success of

Grade 6 students.

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School Provides Opportunities For Me To Get Involved In My

Child's Education.
Neutral
7%

Strongly Agree
Agree
Neutral
Agree
37% Disagree
Strongly Agree Strongly Disagree
56%

Figure 4. 3. The School Provides Opportunities for Me To Get Involved In My Child's

Education.

The pie graph illustrates the responses of parents/guardians of Grade 6 students at Dagat-

Dagatan Elementary School regarding the opportunities provided by the school for parental

involvement in their child's education, within the context of understanding the barriers and

facilitators influencing parental involvement in supporting academic success. Notably, the

majority of parents strongly agree with the statement, comprising 56% of the responses. This

overwhelming consensus suggests that a significant proportion of parents feel that the school

offers ample opportunities for them to actively engage in their child's education. Additionally,

37% of parents agree with the statement, reinforcing the notion of a high level of satisfaction

with the school's efforts to involve parents in their child's education, albeit not as emphatically as

those who strongly agree. A smaller portion, 7%, express neutrality, indicating a minority with

no strong opinion or uncertainty regarding the opportunities provided for parental involvement.

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Importantly, there are no responses indicating disagreement, implying widespread positive

perception among parents regarding the school's efforts to involve them in their child's

education. This high level of satisfaction with opportunities for parental involvement can be seen

as a significant facilitator of parental engagement, as it encourages parents to actively participate

in supporting their child's academic success. Overall, the graph portrays a positive perception

among parents regarding the opportunities provided by Dagat-Dagatan Elementary School for

them to get involved in their child's education, potentially serving as a facilitator for parental

involvement in supporting the academic success of Grade 6 students.

Analysis of Data

Statistical Methods Used

For the analysis of the survey questionnaire addressing Research Questions 1 through 3,

which investigate the types and levels of parental involvement, the influence of parental

involvement on academic achievement, and the barriers and facilitators affecting parental

involvement in promoting the academic success of Grade 6 students at Dagat-Dagatan Elementary

School, descriptive statistics were employed. Specifically, the analysis included the calculation of

frequencies, percentages, and weighted means for each survey statement. The weighted means

provided a summary measure to indicate the central tendency of the responses, while the verbal

interpretations helped clarify the overall sentiment of the respondents. These methods enabled a

comprehensive understanding of the perceptions regarding parental involvement in the educational

context.

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Results of Statistical Tests

The survey included multiple statements for each research question, each examining

different aspects of parental involvement. Below are the detailed results for the statements from

Research Questions 1, 2, and 3, including the number of respondents for each response category,

the calculated weighted mean, and the verbal interpretation.

Interpretation of Results

The quantitative analysis of the survey data from Research Questions 1, 2, and 3 provides

valuable insights into the types and levels of parental involvement, the influence of such

involvement on academic achievement, and the barriers and facilitators affecting this involvement:

1.Types and Levels of Parental Involvement

Responses indicate strong parental involvement in monitoring academic progress

(Weighted Mean: 4.54) and encouraging educational goals (Weighted Mean: 4.61), while

involvement in decision-making committees (Weighted Mean: 2.81) and participation in PTA

activities (Weighted Mean: 2.84) are less prevalent.

2. Influence of Parental Involvement on Academic Achievement

There is a strong agreement that parental involvement positively impacts students' academic

success, with high weighted means for statements about assistance with homework (Weighted

Mean: 4.40) and encouragement to do well in school (Weighted Mean: 4.57).

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3. Barriers and Facilitators Affecting Parental Involvement

While there is significant agreement on the awareness of school activities (Weighted Mean:

4.63) and feeling welcomed at school (Weighted Mean: 4.63), cultural or language barriers present

a notable challenge with a neutral weighted mean of 3.13, indicating varied perceptions among

parents.

Conclusion

The quantitative analysis of the survey data provides comprehensive insights into the

parental involvement dynamics at Dagat-Dagatan Elementary School. There is a strong positive

engagement in areas such as monitoring academic progress and encouragement of educational

goals, highlighting the significant role parents play in their children's academic success.

Integration of Findings

In discussing these findings, researchers could provide a nuanced analysis of the data

collected, identifying common themes or patterns that emerge regarding each research question.

They might also explore any differences in parental involvement based on demographic factors

such as socioeconomic status or cultural background. Researchers could offer practical

recommendations for addressing barriers to parental involvement and enhancing collaboration

between parents, schools, and the community to support the academic success of Grade 6 students.

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1.Types and levels of parental involvement experienced by Grade 6 students at Dagat-

Dagatan Elementary School:

The findings may identify various types of parental involvement, such as helping with

homework, attending school events, communicating with teachers, or participating in school

activities. It may also reveal the frequency and extent of each type of involvement, providing

insight into the levels of parental engagement.

2. Perception of Grade 6 students regarding the impact of parental involvement on their

academic achievement and learning outcomes:

Through surveys, interviews, or focus groups with Grade 6 students, the findings might

reflect their perceptions of how their parents' involvement affects their academic performance and

learning experiences. This could include comments on emotional support, academic assistance,

encouragement, or the role of parental expectations in shaping their motivation and self-esteem.

3. Barriers and facilitators influencing the level of parental involvement in supporting

academic success:

The research findings may uncover various factors that either hinder or promote parental

involvement. Barriers could include parents' work schedules, lack of awareness about the

importance of involvement, language barriers, or socio-economic factors. Facilitators might

include supportive school policies, effective communication strategies between school and

parents, or community programs that encourage parental engagement.

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Limitation or Unexpected Outcomes

Addressing limitations and unexpected outcomes is crucial for providing a comprehensive

understanding of the research findings. In addressing these limitations and unexpected outcomes,

researchers could discuss strategies for mitigating bias and increasing the validity of their findings,

such as using multiple data sources or triangulating methods. They could also explore potential

explanations for unexpected findings and discuss their implications for future research or practice,

such as the need for further investigation into overlooked factors or the importance of tailoring

interventions to address specific barriers to parental involvement.

1. Types and levels of parental involvement experienced by Grade 6 students

Limitations

One potential limitation could be the reliance on self-report measures, which might

introduce bias or inaccuracies in reporting the extent of parental involvement. Additionally, the

study might not capture the full range of parental involvement activities, leading to an incomplete

understanding of the types and levels of involvement.

Unexpected outcomes

Unexpected findings might include the discovery of certain types of parental involvement

that were previously overlooked or the identification of disparities in involvement levels among

different demographic groups.

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2. Perception of Grade 6 students regarding the impact of parental involvement

Limitations

A limitation could be the potential for social desirability bias, where students provide

responses, they believe are socially acceptable rather than their true perceptions. Additionally, the

study might not capture the nuances of how parental involvement impacts various aspects of

academic achievement and learning outcomes.

Unexpected outcomes

Unexpected findings might include divergent perceptions among students from different

cultural backgrounds or unexpected factors influencing students' perceptions of parental

involvement, such as family dynamics or individual student preferences.

3. Barriers and facilitators influencing the level of parental involvement

Limitations

One limitation could be the potential for incomplete information about certain barriers or

facilitators, particularly if they were not explicitly addressed in the study design or if certain

stakeholders were not adequately represented in the research sample. Additionally, the study might

not capture the dynamic and multifaceted nature of these factors

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Unexpected outcomes

Unexpected findings might include the discovery of novel barriers or facilitators that were

not previously considered, or the identification of unexpected interactions between different

factors influencing parental involvement.

Summary of Key findings

The key findings underscore the critical role of parental involvement in the academic

journey of Grade 6 students at Dagat-Dagatan Elementary School and highlight the need for

addressing barriers and leveraging facilitators to maximize parental engagement.

Types and levels of parental involvement experienced by Grade 6 students

The key findings indicate that the most prevalent types of parental involvement among

Grade 6 students at Dagat-Dagatan Elementary School include helping with homework, attending

parent-teacher meetings, and participating in school events. Levels of involvement vary among

parents, with some being highly engaged in their child's education while others are less involved

due to factors such as work commitments or lack of awareness. Despite variations in the types and

levels of involvement, there is a consistent pattern of parental engagement in activities that support

their child's academic journey.

Perception of Grade 6 students regarding the impact of parental involvement

Grade 6 students overwhelmingly perceive parental involvement positively, recognizing

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its significant impact on their academic achievement and learning outcomes. Students express that

parental involvement provides emotional support, helps with homework, and creates a conducive

learning environment at home, leading to increased motivation and confidence in their studies. The

findings highlight the importance of parental involvement in shaping students' perceptions of their

academic capabilities and fostering a positive attitude towards learning.

Barriers and facilitators influencing the level of parental involvement

The research identifies various barriers to parental involvement, including parents'

demanding work schedules, lack of awareness about the importance of involvement, language

barriers, and financial constraints. Conversely, facilitators of parental involvement include

supportive school policies, effective communication strategies between school and parents, and

community programs that encourage engagement. Understanding these barriers and facilitators is

essential for developing targeted interventions aimed at enhancing parental involvement and

ultimately supporting the academic success of Grade 6 students.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter provides a comprehensive summary of the study's findings, conclusions, and

recommendations regarding the impact of parental involvement on the academic achievement of

Grade 6 students at Dagat-Dagatan Elementary School in Navotas City. It encapsulates the

essential outcomes of the research without delving into excessive detail, offering a clear and

concise overview of the results. We will discuss the generalizations and potential external factors

influencing the findings, and present our interpretations and analyses. This chapter will outline

practical recommendations for various stakeholders, including educators, parents, and

policymakers, based on the insights gained from our study.

The purpose of this chapter is to synthesize the final outcomes of the research, providing a

coherent conclusion that integrates the key elements of parental involvement with the academic

success of students. We aim to offer valuable guidance for improving parental engagement

strategies and enhancing educational practices within the context of Navotas City. Through a

detailed examination of the data, we will highlight the critical role of different forms of parental

involvement such as home-based support, school-based participation, and communication with

teachers in influencing student performance. We will also address any limitations encountered

during the study and suggest directions for future research to further explore and validate our

findings. We seek to contribute to a better understanding of how parents can effectively support

their children's education, aiming to foster an environment where students can achieve their full

academic potential.

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Summary Of Findings

The primary aim of this study is to explore and enhance the understanding of parental

involvement in the academic achievement of Grade 6 students at Dagat-Dagatan Elementary

School in Navotas City. This research seeks to determine the effectiveness of various forms of

parental engagement and their correlation with student performance.

The Data was collected using descriptive and statistics, employing methods such as surveys, and

gathering comprehensive information. The data collection tools included structured questionnaires

for parents and for students.

This chapter summarizes the key findings, highlighting how different types of parental

involvement such as assisting with homework, attending school events, and maintaining

communication with teachers impact students' academic success. The summary provides a clear

overview of the results without excessive detail, focusing on the most significant outcomes.

This chapter discusses generalizations and identifies external factors that may have influenced the

results. It presents the researchers' interpretations, offering insights into the broader implications

of the study for educational practices. Provides recommendations based on the study's findings.

These recommendations aim to guide educators, parents, and policymakers in developing effective

strategies to enhance parental involvement and improve student achievement.

Conclusions

The findings presented an significant insight into the nature and impact of parental

involvement on Grade 6 students at Dagat-Dagatan Elementary School. The data analysis reveals

several key insights into parental involvement at Dagat-Dagatan Elementary School, shedding
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light on its impact and the factors influencing it. In exploring the types and levels of parental

involvement, the findings indicate a significant agreement among respondents regarding the

impact of cultural or language barriers, with the majority expressing substantial difficulty in their

involvement. Conversely, there is strong agreement regarding communication between

parents/guardians and teachers, suggesting an active and supportive relationship. However,

perceptions vary concerning volunteering at school events or activities and involvement in

decision-making processes, with many respondents feeling neutral about these aspects. Regarding

the influence of parental involvement on academic achievement, there is consensus among

students that parental support, particularly in homework assistance and encouragement, positively

affects learning outcomes. However, opinions diverge regarding whether parental expectations

induce stress, indicating the complexity of parental influence on student well-being. In terms of

barriers and facilitators to parental involvement, the data highlights positive perceptions of the

school's efforts to engage parents and provide clear communication. Nonetheless, cultural or

language barriers persist for some parents, suggesting a need for further support in overcoming

these obstacles. While there is strong parental involvement in certain areas, such as communication

and academic support, addressing cultural and language barriers, as well as enhancing

opportunities for involvement in decision-making processes, could further bolster parental

engagement and support for students' academic success.

The study contributes significantly to the field of language education by delving into the

intricate dynamics of parental involvement and its impact on student academic achievement.

Through a comprehensive analysis of parental engagement at Dagat-Dagatan Elementary School,

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the research provides valuable insights into the types, levels, and perceived influences of parental

involvement on students' learning outcomes. Reflectively synthesizing the study, it becomes

apparent that while there are notable areas of strength in parental involvement, such as active

communication between parents/guardians and teachers, as well as support with homework and

encouragement of educational goals, there are also areas where improvement is needed. Cultural

or language barriers pose challenges for some parents in their involvement, indicating a need for

targeted support and resources to overcome these obstacles. Additionally, opportunities for

parental involvement in decision-making processes and school activities appear to vary, suggesting

a need for more inclusive and accessible engagement initiatives.

Despite these challenges, the study underscores the significant positive influence of

parental involvement on student academic achievement. Students perceive their parents' active

participation in school activities and support with homework as beneficial, leading to feelings of

support, motivation, and improved learning outcomes. Moreover, the study highlights the

importance of clear communication between schools and parents, as well as the provision of

resources and guidance to facilitate effective parental involvement. The findings of the study shed

light on the multifaceted nature of parental involvement in language education and emphasize the

need for collaborative efforts between schools, parents, and communities to foster a supportive

environment conducive to student success. By addressing barriers to parental involvement

andenhancing opportunities for engagement, educators can further harness the potential of parental

support to promote positive educational outcomes for all students.

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Implications

Theoretical Implications

The analysis delves into the theoretical implications, offering insights into the existing

theories regarding parental involvement in their children's education. The findings indicate a

nuanced landscape where various factors intersect to shape parental engagement. Firstly, regarding

cultural or language barriers, the data suggests a substantial agreement among respondents

regarding the challenges posed by such barriers, indicating the need for theories to account for the

diverse cultural and linguistic backgrounds of families. Secondly, the strong agreement regarding

communication between parents/guardians and teachers underscores the importance of theories

emphasizing the role of effective communication channels in facilitating parental involvement and

fostering a collaborative relationship between home and school.

Moreover, the varied perceptions regarding parental participation in school events or

activities, as well as in PTA activities, suggest the complexity of theories addressing the

motivations and barriers to parental engagement. The findings highlight the need for theories to

recognize the multifaceted nature of parental involvement, accommodating factors such as time

constraints, differing priorities, and varying levels of interest and ability to participate.

Additionally, the high level of agreement regarding parental monitoring and support for academic

progress underscores theories emphasizing the significance of parental monitoring and guidance

in shaping students' educational outcomes.

Furthermore, the positive perceptions regarding parental encouragement, support, and

involvement in decision-making processes at both the school and home levels emphasize the

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importance of theories that acknowledge the influential role of parental attitudes and behaviors in

shaping students' motivation, self-efficacy, and overall academic success. Lastly, the data

reflecting varied perceptions regarding cultural or language barriers highlights the need for

theories to address the intersectionality of factors influencing parental involvement, including

socioeconomic status, educational background, and community context, in order to develop

comprehensive frameworks for understanding and promoting parental engagement in education.

Practical Implications

The statistical findings derived from the survey questionnaire conducted at Dagat-Dagatan

Elementary School offer valuable insights and recommendations for practitioners and

policymakers aiming to enhance parental involvement and support student academic success. The

data highlights the significant impact of cultural or language barriers on parental involvement in

their child's education. With a substantial number of respondents expressing difficulty due to these

barriers, practitioners and policymakers should prioritize implementing strategies to bridge these

gaps. This could include offering language support services, culturally sensitive communication

materials, and creating inclusive environments to encourage parental engagement. The positive

perception regarding communication between parents/guardians and teachers underscores the

importance of fostering and maintaining effective communication channels. Practitioners should

encourage regular communication platforms such as parent-teacher conferences, newsletters, and

digital platforms to keep parents informed about their child's progress and school activities. While

there is a positive perception regarding parental involvement in certain aspects such as homework

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assistance and monitoring academic progress, there are opportunities for improvement in areas

like volunteering at school events or participating in parent-teacher association (PTA) activities.

Practitioners could facilitate workshops or informational sessions to educate parents on the

benefits of active involvement in these areas and provide flexible opportunities to accommodate

varying schedules and preferences. Furthermore, the data emphasizes the importance of

recognizing and valuing parents' input and involvement in decision-making processes within the

school community. Practitioners should strive to create inclusive decision-making structures that

actively involve parents, seeking their perspectives and feedback on school policies, programs,

and initiatives.

Addressing barriers such as cultural or language differences and ensuring equitable access

to resources and opportunities for parental involvement are essential for promoting a supportive

and nurturing educational environment. By implementing targeted strategies and fostering

collaborative partnerships between parents, educators, and policymakers, practitioners can

effectively enhance parental involvement and support student academic success at Dagat-Dagatan

Elementary School.

Research implications

The findings presented in the survey results suggest several avenues for future research in

understanding parental involvement and its impact on students' academic achievement and

learning outcomes. One potential area for further exploration is the nuanced understanding of

cultural and language barriers affecting parental engagement in their child's education. While the

data indicates varying perceptions among respondents regarding the impact of these barriers,

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further research could delve deeper into the specific challenges faced by diverse cultural and

linguistic backgrounds, as well as strategies to mitigate these barriers effectively.

Future research could focus on examining the role of schools in facilitating and promoting

parental involvement. The survey results highlight positive perceptions regarding the efforts made

by schools to engage parents, such as providing clear communication channels, opportunities for

involvement, and support for parents in supporting their child's learning. Further investigation into

the effectiveness of these initiatives and the potential areas for improvement could provide

valuable insights for enhancing parental engagement strategies in educational institutions.

Moreover, exploring the long-term effects of parental involvement on students' academic

outcomes and overall educational experiences could be a fruitful area for future research. While

the survey results indicate a strong belief among respondents in the positive influence of parental

involvement on academic achievement and motivation, longitudinal studies could provide more

robust evidence on the sustained impact of parental engagement throughout students' educational

trajectories. The survey findings offer valuable insights into the dynamics of parental involvement

in promoting students' academic success. However, further research is warranted to deepen our

understanding of the underlying factors, mechanisms, and long-term implications of parental

engagement in education, ultimately contributing to the development of more effective strategies

to support students' learning and achievement.

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Recommendations

Based on the comprehensive analysis provided, several actionable recommendations can

be formulated for educators, institutions, and policymakers to enhance parental involvement in

students' education at Dagat-Dagatan Elementary School:

1.Address Cultural and Language Barriers

Given the substantial agreement among respondents regarding the impact of cultural or

language barriers on parental involvement, it's crucial for the school to implement initiatives aimed

at bridging these gaps. This could include offering translation services, culturally sensitive

communication strategies, and multicultural events to foster inclusivity and engagement among all

parents, regardless of their backgrounds.

2. Promote Active Communication Channels

The positive perception regarding communication between parents/guardians and teachers

signifies an opportunity for the school to further encourage and facilitate such interactions.

Implementing regular communication channels, such as parent-teacher meetings, newsletters, and

online portals, can strengthen the partnership between home and school environments, keeping

parents informed and engaged in their child's academic journey

3. Enhance Volunteer Opportunities

While perceptions regarding parental volunteering varied, providing diverse and flexible

volunteer opportunities can encourage greater participation from parents. Creating initiatives like

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parent-led workshops, volunteering in classrooms, and involvement in extracurricular activities

can foster a sense of community and shared responsibility for student success.

4. Facilitate Parent-Teacher Collaboration

The positive perception regarding collaboration between parents/guardians and teachers in

addressing challenges highlights the importance of fostering a collaborative approach to student

support. The school can implement structures for regular communication and collaboration

between parents and teachers, such as parent-teacher conferences, workshops on effective

communication strategies, and online platforms for sharing resources and progress updates.

5.Provide Supportive Resources and Guidance

Recognizing the importance of parental support in student learning, the school should offer

resources and guidance to assist parents in effectively supporting their child's education. This could

involve workshops or seminars on topics like homework assistance, effective study habits, and

understanding curriculum standards, empowering parents to play an active role in their child's

academic development.

6. Foster a Welcoming School Environment

Building on the positive perception of the school environment, it's essential to continue

efforts to create a welcoming and inclusive atmosphere for all stakeholders. This could include

initiatives such as open-door policies, parent orientation sessions, and parent involvement in

school decision-making processes, fostering a sense of belonging and partnership within the school

community. By implementing these recommendations, Dagat-Dagatan Elementary School can

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further strengthen parental involvement, ultimately enhancing student academic achievement and

fostering a supportive and collaborative educational environment.

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APPENDICES

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SURVEY QUESTIONNAIRE

Introduction:

Dear respondent,
Thank you for participating in this survey regarding Exploring Parental Involvement on
the Academic Achievement of Grade 6 Students at Dagat-Dagatan Elementary School in
Navotas City. Your valuable insights will help us understand the digital divide and its impact on
students' learning experiences and academic performance.

Please rate the following statements based on your perception using the Likert scale provided (1 =
strongly disagree (SD), 2 = disagree (D), 3 = neutral (N), 4 = agree (A), 5 = strongly agree
(SA).

Demographic Profile:

Name: Grade & Section:

Age: Gender:

Research Question 1: What are the types and levels of parental involvement experienced by
Grade 6 students at Dagat-Dagatan Elementary School?
Survey Question SD D N A SA

1. My parent/guardian attends parent-teacher conferences

regularly. (Ang aking magulang/o tagapangalaga ay regular
na dumadalo sa mga pulong ng magulang at guro.)
2. My parents/guardians communicate with my teachers when
needed. (Ang aking magulang/o tagapangalaga ay nakikipag-
ugnayan sa aking mga guro kapag kinakailangan.)
3. My parents/guardians volunteer at school events or
activities.(Ang aking magulang/o tagapangalaga ay nagbo-
volunteer sa mga kaganapan o aktibidad sa paaralan.)
4. My parents/guardians help me with my homework or school
projects. (Ang aking magulang/o tagapangalaga ay tumutulong
sa akin sa aking takdang-aralin o mga proyekto sa paaralan.)
5. My parent/guardians are involved in school decision-making
committees. (Ang aking magulang/o tagapangalaga ay kasali
sa mga komite ng paaralan na gumagawa ng mga desisyon.)
6. My parent/guardian participates in the parent-teacher
association (PTA) activities. (Ang aking magulang/o
tagapangalaga ay kasapi sa mga aktibidad ng association ng
magulang at guro (PTA).)
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7. My parent/guardian monitors and supervises my academic

progress. (Ang aking magulang/o tagapangalaga ay
nagmomonitor at nagbabantay sa aking akademikong pag-
unlad.)
8. My parents/guardians encourage and support my educational
goals. (Ang aking magulang/o tagapangalaga ay nagbibigay
ng suporta at inspirasyon sa aking mga layunin sa edukasyon.)
9. My parents/guardians are aware of my school activities and
events. (Ang aking magulang/o tagapangalaga ay may
kaalaman sa aking mga aktibidad at kaganapan sa paaralan.)
10 My parent/guardian collaborates with my teachers to address
any challenges I face in school. (Ang aking magulang/o
tagapangalaga ay nakikipag tulungan sa aking mga guro
upang masolusyunan ang anumang mga hamon na aking
hinaharap sa paaralan.)

Research Question 2: How do Grade 6 students perceive the impact of parental involvement on
their academic achievement and learning outcomes?
SD D N A SA
Survey Question
1. My parents/guardians actively participate in school activities
that involve me. (Ang aking mga magulang/tagapangalaga ay
aktibong nakikilahok sa mga gawain sa paaralan na may
kinalaman sa akin.)
2. My parents/guardians provide assistance and support when I
need help with my homework. (Ang aking mga
magulang/tagapangalaga ay nagbibigay ng tulong at suporta
kapag kailangan ko ng tulong sa aking takdang-aralin.)
3. I feel that my parents' involvement has a positive impact on
my academic performance. (Naniniwala ako na ang
pakikilahok ng aking mga magulang ay may positibong epekto
sa aking akademikong performance.)
4. My parents/guardians communicate regularly with my
teachers to stay informed about my progress. (Ang aking mga
magulang/tagapangalaga ay regular na nakikipag-ugnayan sa
aking mga guro upang malaman ang aking pag-unlad.)
5. My parents/guardians check my schoolwork and grades to
monitor my performance. (Ang aking mga
magulang/tagapangalaga ay nagche-check ng aking mga
gawaing pang-eskwela at grado upang bantayan ang aking
pagganap.)
6. I believe that my parents' involvement has helped me improve
my learning outcomes. (Naniniwala ako na ang pakikilahok
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ng aking mga magulang ay nakatulong sa akin na mapabuti

ang aking mga natutunan.)
7. My parents/guardians encourage me to do well in school.(Ang
aking mga magulang/tagapangalaga ay nag-e-encourage sa
akin na magtagumpay sa paaralan.)
8. I feel more supported in my learning journey because of my
parents' involvement. (Nararamdaman ko na mas suportado
ako sa aking paglalakbay sa pag-aaral dahil sa pakikilahok
ng aking mga magulang.)
9. I feel more motivated to study and succeed academically due
to my parents' involvement. (Nararamdaman ko ang mas
malaking motibasyon na mag-aral at magtagumpay sa
akademiko dahil sa pakikilahok ng aking mga magulang.)
10. I feel pressure or stress from my parents' expectations
regarding my academic performance. (Nararamdaman ko ang
presyon o stress mula sa mga inaasahan ng aking mga
magulang hinggil sa aking akademikong pagganap.)

Research Question 3: What are the barriers and facilitators that influence the level of parental
involvement in supporting the academic success of Grade 6 students at Dagat-Dagatan
Elementary School?
SD D N A SA
Survey Question
1. I am aware of the activities and events happening at Dagat-
Dagatan Elementary School. (Ako ay may kaalaman sa mga
aktibidad at mga pangyayari na nagaganap sa Dagat-
Dagatan Elementary School.)
2. I feel welcomed and comfortable when visiting Dagat-Dagatan
Elementary School. (Nararamdaman ko ang pagtanggap at
kaginhawahan kapag bumibisita sa Dagat-Dagatan
Elementary School.)
3. The school provides clear and frequent communication about
my child's academic progress. (Ang paaralan ay nagbibigay
ng malinaw at madalas na komunikasyon tungkol sa pag-
unlad ng akademiko ng aking anak.)
4. The school provides opportunities for me to get involved in
my child's education. (Ang paaralan ay nagbibigay ng mga
pagkakataon sa akin upang makilahok sa edukasyon ng aking
anak.)
5. I have the necessary information about how I can support my
child's academic success. (Mayroon akong sapat na
impormasyon kung paano ko matutulungan ang pag-unlad sa
akademiko ng aking anak.)
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6. The school offers convenient and accessible parent

involvement activities. (Nag-aalok ang paaralan ng mga
kumportableng at madaling ma-access na mga aktibidad para
sa mga magulang.)
7. I receive support and guidance from the school on how to
effectively support my child's learning. (Nakakatanggap ako
ng suporta at gabay mula sa paaralan kung paano ko
maipapakita ang epektibong suporta sa pag-aaral ng aking
anak.)
8. The school values and respects my input and involvement in
decision-making processes. (Pinahahalagahan at nirerespeto
ng paaralan ang aking opinyon at pakikilahok sa mga proseso
ng pagdedesisyon)
9. The school provides resources and materials to assist me in
supporting my child's academic success. (Ang paaralan ay
nagbibigay ng mga sanggunian at materyales upang
makatulong sa akin sa pagtulong sa pag-unlad ng akademiko
ng aking anak.)
10. There are cultural or language barriers that make it difficult for
me to be involved in my child's education. (May mga
hadlang sa kultura o wika na nagiging sanhi ng pagiging
mahirap para sa akin na makilahok sa edukasyon ng aking
anak.)

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Documentation

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