Scribd
Upload
26 views4 pages

Chapter 2 Research

Uploaded by

juliebethlegaspi2003
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
26 views4 pages

Chapter 2 Research

Uploaded by

juliebethlegaspi2003
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

CHAPTER 2

REVIEW OF RELATED LITERATURE

INTRODUCTION

This chapter presents a comprehensive review of related literature and studies,


following a thorough and in-depth search conducted by the researchers. The review
aims to provide a robust context for understanding the role of parental expectations in
shaping the academic performance of first-year BSED English students. By
examining existing research and theoretical perspectives, this chapter will highlight
the significance of parental expectations and how they influence students' educational
outcomes.

Additionally, this chapter introduces the theoretical framework underpinning the


study. The framework is essential for fully understanding the flow and rationale of the
research, integrating concepts from Social Cognitive Theory, Ecological Systems
Theory, and Expectancy-Value Theory. These theories collectively provide a lens
through which the impact of parental expectations on academic performance can be
examined and understood.

The research employs a quantitative method, leveraging the precision and objectivity
that quantitative analysis provides. Specifically, the convenience sampling technique
is used to select participants, allowing the researchers to gather data efficiently from a
readily accessible population of first-year BSED English students. This approach is
particularly useful in educational settings where time and resources may be limited,
yet there is a need to gather relevant data from a specific group.

The data collection method used in this study is a survey questionnaire. This tool is
designed to capture a wide range of information regarding parental expectations and
student academic performance. The survey includes questions that address various
dimensions of parental expectations, such as the beliefs, attitudes, and behaviors that
parents communicate about education. Additionally, it assesses students' academic
performance through self-reported grades, study habits, and other relevant indicators.

By employing these methodological approaches, the study aims to provide a detailed


and nuanced understanding of how parental expectations shape academic outcomes.
The findings are expected to offer valuable insights that can inform educational
policies and interventions, ultimately contributing to the academic success of students.
This chapter lays the groundwork for the research methodology, ensuring that the
study is conducted with rigor and integrity, thereby enhancing the validity and
reliability of the results.
THEORETICAL FRAMEWORK

Social Cognitive Theory

Parental Expectation

Increased Self Efficacy Enhanced Academic Performance

Enhanced Academic Motivation

Positive Interactions Between Home and


School Environments

Reinforced Academic Values and Effort

Improved Academic Performance

Feedback

Parental Reinforcement

Figure 1: Theoretical Framework of Parental Expectations in Shaping Academic Performance

The figure in the theoretical framework visually represents how parental expectations
influence the academic performance of first-year BSED English students through
various interconnected pathways. The diagram incorporates concepts from Social
Cognitive Theory, Ecological Systems Theory, and Expectancy-Value Theory to
illustrate these relationships.

Social Cognitive Theory: Parental Expectations and Self-Efficacy


At the top of the figure, Social Cognitive Theory highlights the influence of parental
expectations on a student's self-efficacy. When parents hold and communicate high
expectations, they positively impact their child's belief in their own abilities. This
increased self-efficacy is critical as it drives the student's confidence to engage in and
persist with academic tasks.

Parental Expectations: The Central Node

Parental expectations are placed centrally in the figure because they drive multiple
pathways that influence academic outcomes. These expectations encompass the
beliefs, attitudes, and behaviors that parents convey to their children about the
importance of education and their confidence in their child’s ability to succeed.

Increased Self-Efficacy and Academic Motivation

From the central node of parental expectations, an arrow points towards "Increased
Self-Efficacy," indicating that high parental expectations enhance the student's belief
in their capabilities. This increased self-efficacy, in turn, boosts "Enhanced Academic
Motivation," which is represented by another arrow. Motivated students are more
likely to engage actively in their learning, demonstrating increased effort and
persistence.

Enhanced Academic Motivation and Positive Interactions

The enhanced academic motivation leads to "Positive Interactions Between Home and
School," shown by another arrow. These positive interactions occur as motivated
students are more likely to communicate with their parents about their academic
experiences, seek their guidance, and involve them in school-related activities.
Similarly, motivated students often have better relationships with their teachers and
peers, creating a supportive network that further reinforces their academic efforts.

Positive Interactions and Reinforced Academic Values

Positive interactions between the home and school environments lead to "Reinforced
Academic Values and Effort," as indicated by the next arrow. When parents and
teachers share similar academic expectations and values, students receive consistent
messages about the importance of education. This consistency helps students
internalize these values, making them more likely to prioritize their studies and exert
the necessary effort to achieve academic success.

Reinforced Academic Values and Improved Academic Performance

The reinforcement of academic values and effort leads to "Improved Academic


Performance," represented by another arrow. Students who internalize the importance
of education and are motivated to succeed typically achieve higher grades, develop
better study habits, and perform well in assessments.

Cyclical Effect of Parental Reinforcement


Improved academic performance creates a positive feedback loop, leading to
"Parental Reinforcement," shown at the bottom of the figure. When students perform
well academically, parents are likely to recognize and reward their efforts, further
boosting the student's self-efficacy and motivation. This reinforcement encourages
students to continue striving for academic excellence, maintaining the cycle of high
expectations, increased self-efficacy, enhanced motivation, and improved
performance. This cyclical effect solidifies the impact of parental expectations on
academic success.

Summarize

This figure visually represents the integrated theoretical framework, illustrating the
direct and indirect pathways through which parental expectations impact the academic
performance of first-year BSED English students. By highlighting the roles of self-
efficacy, academic motivation, positive interactions between home and school, and
reinforced academic values, the figure demonstrates the complex and dynamic
processes that contribute to students' academic success.

You might also like