The Lived Experiences of a Student Facing Lack of Parental

Support at Inawayan National High School

A Research Proposal Presented to the Faculty of

Inawayan National High School – Senior High School in
Fulfilment of the Requirements in Practical Research 1

Proponent:

Rentuaya, Shaun Azhmaira

Galon, Gabriel John

Torio, Angela

Casta, Clairich

Onutan, Jannah

Agustin, Kent

Gencianos, Kathy

Submitted to:
Rodel C. Camposo
Subject Teacher

April 2023
 Chapter 1

Introduction

Background of the Study

Parental involvement is a significant success factor that transcends

nearly all others, such as socioeconomic status, student background, and the

type of school a student attends (The Annie E. Casey Foundation, 2022).

Individuals in all communities have developed an efficient grasp of the fact

that parents are the first and foremost individuals who would considerably

contribute to the enrichment of general living conditions of their children,

beginning with early childhood (Kapur, 2023). The amount of parental

participation is critical for having a significant impact on how well the student

performs; the higher the level of parental participation, the greater the impact

on the child's academic accomplishment (Positive Action, 2021). When

parents participate in their children's education, students demonstrate higher

academic achievement, school involvement, and motivation (Stanford, 2023).

According to Mao et al. (2020), left-behind children have a low

cognitive score and academic test score, Chinese middle school children's

educational progress is impacted by parental absence. Specifically, the

absence of a mother appears to have long-lasting detrimental consequences

on a child's development. In India, lack of parental support hinders individuals

from developing problem-solving skills, as problems are integral to people's

lives both inside and outside their homes. Overwhelmed by problems,

individuals can seek solutions independently or from family and community

members (Mao et al., 2020b). In India, children living with parents and lacking
effective communication can experience seclusion and loneliness due to lack

of parental support. These negative characteristics negatively impact their

physical and psychological health and well-being (Zhang et al., 2020).

Parental involvement in South Africa should extend beyond financial

contributions to include academic, social, and emotional needs. Poor parents

often participate in their children's education in various ways. However, this

non-involvement is exacerbated by a global issue where schools struggle to

clearly distinguish parental roles from school roles, leading to conflict and

hindering parents in impoverished communities from positively enhancing

their children's learning abilities (Munje & Mncube, 2019). In United States,

neglected children have poor social skills because their parents are their

primary social models and references. As a result, they will develop poor

social relationships and connections at school, leading them to isolate

themselves. As a result, it will exacerbate their low self-esteem and emotional

difficulties, affecting their academic performance due to a lack of focus

(Chloe, 2023).

According to Charry and Cepada (2020), in Bukidnon, not all parents

are active participants and supporters of their children's education. Parental

involvement in school had a strong negative relationship with absenteeism;

that is, as parental involvement decreased, student absenteeism increased.

Parents' involvement in educational activities, as well as some financial

matters, have a significant impact on the student's educational development.

Students perform poorly and absenteeism may increase when parents do not

participate in their children's education (Shahzad et al., 2020).

 Moreover, this phenomenological study refers to the lived experiences

of a student facing lack of parental support at Inawayan National High School.

The study that will be conducted has differed from the other studies since we

as researchers focus on what is the impact of parental support to students in

Inawayan National High School. Our study determines if parental support has

a positive effect on students over all well-being or not. While, the other past

research studies that were conducted by the other researchers about this

issue are only focused on the solution on how to overcome the lack of

parental support of the parents to their children.

The dissemination and publication of this study in the local, national,

and international platform in the public forums, and journal publication might

be very helpful in verifying its findings. This study focuses on the lived

experiences of students who lack parental support, particularly the students of

Inawayan National High School. It is evident in this study that there would be

pros and cons when students do not have parental support. Furthermore, it

aims to give feedback and discussion that would help parents and teachers

provide proper guidance among students. The discussions of this study would

enhance students’ ability to overcome the lack of parental support they are

getting. It may also add an existing pool of knowledge on students' study

habits which could be valuable to future researchers. Furthermore, it intends

to provide feedback and conversation that will assist parents and teachers in

providing appropriate assistance to pupils. The conversations in this study

might help students overcome the lack of parental support they receive. It

may also supplement an existing body of knowledge about students' study

habits, which could be useful to future researchers.

Objective of the Study

The main objective of this phenomenological study is to determine the

lived experiences of a student facing lack of parental support it specifically

aimed to:

1. To explore the specific challenges faced by students who lack parental

support at Inawayan National High School

1.1. Lack of motivation

1.2. Lack of inspiration

2. To investigate potential factors contributing to the lack of parental

involvement in student's education

2.1. Work

2.2. Parents interests

Research Questions

To conduct this research study, these research questions provide the

basis for further explorations.

1. What are the specific challenges that u faced as a result of lacking

parental support in Inawayan National High School

1.1 How has the absence of parental support affected your dreams and

goals for the future as a student at Inawayan National High School?

1.2 How do you think your experience at Inawayan National High

School compares to that of students with good parental support?

Significance of the Study

Community

This research will serve as their guide to understand the significance of

parental involvement in a student's academic development and overall well-

being.

Teachers

The information that they would get in this study would help them guide

and give proper attention to their students who are facing lack of parental

support so that teachers could also help in increasing the academic

performance of their students not just by teaching them lessons on the

course/subjects they handled.

Parents

Parents will benefit from this study, as it will help them understand the

level of their involvement with their children and how it influences their

children's academic motivation, achievement, and their emotions. The

outcome of this study will serve as their basis for the significance of parental

involvement and how they can provide effective support and guidance to their

children, not only financially but also emotionally.

Students

This study will help students understand the role of parental support in

their academic motivation. Students can learn about the significance of their

parents' involvement in their education by investigating the impact of parental

involvement on academic outcomes.

School
 This study will benefit schools by providing a better understanding of

the lived experiences of students who lack parental support, not only in terms

of academic motivation and achievement, but also in terms of other variables.

The findings of this study can be used as a valuable resource in schools.

Using the findings of this study, schools can design more effective and

targeted programs, activities, and events to promote parental support in

education and other factors. This study can assist schools in strengthening

relationships between the school and parents, thereby improving the overall

school environment and student achievement. As a result, this study helps

them build a stronger connection between the school and the student-parent

relationship.

Future Researcher

Future researchers will benefit from this study because it provides

information and useful insights into the lived experiences of students who do

not have parental support, not only in terms of academic motivation and

achievement, but also in terms of other factors. The findings of this study may

inspire and guide them in conducting their research in a more comprehensive

and thorough manner. Furthermore, future researchers will use this study as a

reference and starting point for investigating new areas or aspects of parental

involvement in education, among other things. This study will help future

researchers expand their knowledge and understanding of the subject.

Delimitation and Limitation

 This study aims to determine the lived experiences of a student facing

lack of parental support at Inawayan National High School. this study will be

conducted on march 27 to May 17. This study is also limited to students with

ages 14 to 17. However, this study will not cover other high schools and

would only focus on Inawayan National High School students. This study's

sample size might not adequately represent the range of experiences among

students who lack parental support.

Definition of Terms

Parental support - tends to imply being emotionally present and continuously

able to support the child when they need it

Parental involvement - means parents' involvement in consistent,

meaningful, two-way communication on their children's academic progress

and other school-related activities.

Academic achievement - academic results that show how well a student has

executed their learning objectives.

Family cohesion - been defined as the close emotional connection that

exists between family members

Financial involvement - is a profit-sharing program or other structure that

lets workers take part in the company's ownership and earnings.

Communication - a process of sending and receiving messages using both

verbal and nonverbal methods.

Immigrant families - been simply defined as families with one or more

members who moved from another country.

Socioemotional - refers to a person initiating, cultivating, and responding to

others in order to form relationships with other people in their lives such as

parents, relatives, and friends.

Adolescent - (of a young person) in the process of maturing from child to

adult.

Socioeconomic - relating to or concerned with the interaction of social and

economic elements.

Review of Related Literature

Each child is vulnerable and can be molded to succeed or fail in life. To

ensure a child's success, parents have a significant influence on their child's

cognitive development in the early years, so contact between home and

school should be maintained, particularly during the primary school years.

Although family background appears to be a strong predictor of support from

parents, most parents, when encouraged, are willing to devote extra time and

effort to their children's education, both at home and at school (Mamat et al.,

2019). According to Wang and Eccles (2012) as cited by Yang et al. (2023)

that adolescent school engagement, a multidimensional construct with

behavioral, emotional, and cognitive components, is important because of its

links to parental support and academic success. Studies show that parental

support improves students' school performance (Barger et al., 2019). While

parental support is important at every grade level, it is critical at the secondary

school stage because parents of young adolescents have a tendency to

become less passionate in their children's education once they reach the

upper secondary stage (SUMANASEKERA et al., 2021)

 When schools were closed, companies and institutions had to

implement remote work, leading families into new routines and interaction

patterns (Urszula & Dominika, 2020). According to Ribeiro et al. (2021), the

new situation has had a significant impact on work-family balance, parental

support, and school-family collaboration. This imposed changes that affected

the entire Portuguese community of parents, students, and schools, as well as

shaped parents' roles in their children's education and learning during the

pandemic in ways they had never seen before.

Parental involvement in education can be described as parents'

involvement in their children's school education through communication with

school personnel, discussions about school-related topics with children,

attendance at school activities, and the development of child behaviors that

promote educational success. Among these beneficial forms of parental

support, parent-child communication (defined as the exchange of factual and

emotional information between parents and their children) has been

consistently linked to improved academic outcomes (Lv et al., 2019). Active

parental support in their child's education and decision-making fosters a

sense of empowerment and responsibility, which motivates them to strive for

academic and personal goals. Students who have strong parental and family

support, as well as a network of community resources, are more likely to

overcome educational obstacles and achieve success (Garces, 2023).

Helping children with homework is the most common form of parental support

(e.g., 1.14 hours per week in fourth through sixth grades for math in the

United States), and it is assumed to contribute to children's academic success

and motivation. Given the links between parental involvement in homework

and children's task persistence, it is reasonable to expect that children's

perceptions of supportive homework involvement may be associated with

autonomous learning and higher task persistence, whereas children's

perceptions of controlling homework involvement may be associated with

greater task avoidance (Silinskas & Kikas, 2019).

In recent years, the importance of active parental involvement in the

diagnostic and therapeutic processes of children with various developmental

disorders has been emphasized, as it is now recognized as a critical factor in

the long-term outcome of major difficulties. The importance of supporting and

educating parents on how to use their potential to improve the child's and

family's quality of life is also stressed. The support of parents in the treatment

program can have a significant impact on the outcome of treatment. Their

parents' education enables them to participate in their child's treatment

program, which helps to improve their learning progress and behavior. The

parenting tools for children with autism, as well as the techniques used to

improve parenting, with the primary goal of their education being to develop a

relationship of trust and appreciation between the educator-therapist and the

parents (Chaidi & Drigas, 2020).

According to Papadakis et al. (2019), parents want to support their

children's learning and provide a stimulating home learning environment for

them, but older and less-educated parents appear to be unable to adapt to

rapid technological progress, preventing them from fully utilizing the benefits

that mobile learning technologies have to offer children. On the contrary,

younger parents or those with a higher education level appear to adapt more

easily to the new conditions, striving to create a better learning environment at

home. However, positive parental attitudes toward mobile learning are

hampered by a lack of knowledge about the selection of apps with significant

educational value and their use, particularly in the home, which can

sometimes ruin the student.

Immigrant families, who make up a growing proportion of the early

childhood education population, face unique challenges in terms of parental

support. To what extent are home-based parental involvement and parental

warmth are associated with the socio-emotional and academic outcomes of

immigrant mothers' children during kindergarten, a critical and sensitive period

for later school success. The study found that Hispanic and Asian immigrant

parents were less likely to participate in home-based activities and reported

less warmth than U.S.-born parents. Furthermore, greater home-based

support from parents was associated with better interpersonal skills for both

Hispanic and Asian immigrant children, but it was also associated with higher

reading and math scores for Asian immigrant children. Furthermore, the link

between home-based involvement and socio-emotional outcomes was found

in a large sample of poor immigrant children (Kim & Yu, 2022). The

Competency-Based Curriculum (CBC) is based on students demonstrating

their ability to apply the knowledge, skills, attitudes, and values they gain as

they progress through their education. Despite initial resistance, this

curriculum is now being implemented in Kenya following a county-wide pilot

study. The successful implementation of this curriculum necessitates the

collaborative efforts of teachers and parents. Parents were expected to

collaborate with teachers and provide learning materials for practical

sessions, but they were hesitant to do so. The teachers appreciated CBC's
sustained interest in learning, but they also mentioned a number of

challenges, including a lack of materials, parental support, time, curriculum

structure, and class size (Amunga et al., 2020). Parental involvement,

particularly in junior primary education, is desirable because children whose

parents participate in their education are more motivated and have higher

levels of self-esteem. Parental support and encouragement help children

believe in their abilities, which leads to increased confidence and a positive

attitude toward learning (Shikwaya & Bhekumusa Khuzwayo, 2024). Thus,

involvement has been linked with positive results regarding academic

performance, interaction, and coping with students' behavior (Panaoura,

2021).

According to Nechyba et al. (1999) as cited by Kovács et al. (2024b),

parental support is the most important predictor of children's academic

performance. Parental support is influenced by the personalities of the child's

family members, including the parents. These factors can result in three

possible outcomes, which can occur concurrently or separately. Family and

parental involvement in the child's life alters the child's personality (via

parenting and inherited traits), influencing the child's academic performance.

The family may participate in the development of the community, which can

improve the quality of the school and, by extension, the child's personality.

Parents' involvement in their children's daily lives and school activities has a

direct impact on the quality of the educational institution, enriching the child's

personality and increasing his or her chances for success. This demonstrates

how the family, school, and community form a strong interdependent system

around the child. School-family-community cooperation, or parental

involvement (in these areas), has six dimensions: 1. Parenting consists of

tasks such as providing housing, safety, and opportunities; 2. Communication:

effective information transfer between the parties involved (parent-child,

parent-school); 3. Volunteering: The parent's active participation in

schoolwork; 4. Learning at home occurs when a parent provides quality

assistance with homework and schoolwork preparation. Decision-making:

parent membership and participation on school boards; 6. Collaboration:

cooperation with the community, linking with the larger community institutions

around the school. Despite the obvious benefits of support from parents,

several challenges prevent parents from taking an active role in their child's

education. These obstacles include a variety of factors such as hectic

schedules, language barriers, cultural differences, and a lack of awareness

about the benefits of actively participating in school activities. Negative past

experiences with the education system may impact parents' willingness to

engage with the school community (Alshehhi & El-Aidie, 2023).

Effective communication between parents and children is crucial for

reducing stress during adolescence. Research suggests that open and

supportive communication between parents and adolescents improves

emotional well-being. Adolescent who sees their parents as approachable and

understanding are more likely to seek guidance and support during difficult

times. This reduces the emotional burden associated with stressors like peer

relationships and identity development (Atla, 2023). In today's popular and

political debate, parents must accept responsibility for their children's social,

emotional, and educational success or failure. The link is made between two

things: one is the actions of parents, and the other is about the outcomes for
children. In today's educational environment, parental support is viewed as a

cure-all for a student's academic success. Several studies have been

conducted in recent years to investigate the significant impact that parental

involvement has on students' academic performance. The transition from

early childhood or adolescence to primary school marks a significant change

on many levels. Middle school years coincide with significant changes in early

development, such as biological and cognitive growth, social development,

and the redefining of family relationships, particularly the parent-child bond.

Parental support can be determined through the students' early childhood

education, and it is regarded as very high. Parents are expected to be more

concerned about their children during their early years of schooling. Indeed,

much research has shown that parental support for a child's education

weakens as the child grows older (Ali et al., 2024).

According to Padam Poudel and Dhanapati Subedi (2024), taking

responsibility develops in such children, as they plan and complete their tasks

on time. According to Emerson et al. (2012), "Parents play an important role in

providing learning opportunities at home and in linking what children learn at

school with teachers and what happens elsewhere." Parents play a crucial

role in fostering their children's educational aspirations by providing financial

support, keeping track of their attendance, and monitoring their progress.

Parents can act as allies in the school by assisting teachers in maximizing

students' academic. Parental support was crucial for students' academic

achievement, promoting effective communication, skill development, and

favorable academic results (Pokhrel & Chhetri, 2021).

 The National Parent Teacher Association (PTA) in the United States

believes that parents are their children's primary teachers, as stated in 1998.

Shen's (2020) research found that parental involvement benefits children's

academic and emotional achievement. Parental support improves children's

emotional development, including behavioral issues, as well as their academic

performance. Furthermore, Zhou et al. (2019) discovered that children who

have completed emotional development are better equipped to deal with

challenges and conflicts in their daily lives.

Support from parents in language development is an important factor to

consider (Anggraini, 2020). Parents have an important effect on their

children's language development. According to Røe-Indregård et al. (2022),

parents can communicate with their children as early as birth. Children learn

their first language through what they hear and see, so parents must be able

to optimize their child's language acquisition because it influences the next

stage of language development (Anggraini, 2020). Children become better

readers and writers during the school years when parents provide

conversational challenges that they readily accept, and when parents use

different words in everyday activities, such as conversations at the dinner

table or asking children questions (Novia Solichah & Nur Ainy Fardana, 2023).

Parents play an important and indispensable role in their

children's development, providing financial, technical, and emotional support.

Parental support is widely regarded as encompassing all forms of parental

involvement in their children's education. Parents play an important role in

their children's education by attending school events, encouraging them,

creating study spaces, monitoring homework, modeling good reading habits,

and offering academic support. This includes engaging children in cognitively

stimulating activities at home and ensuring that children have access to a

variety of community resources that improve their schooling or parenting

experiences, such as homework monitoring, television, and social activities.

activities, but families with low incomes or a poor financial background tend to

hinder effective parental involvement because the parents involved are then

compelled to work extended hours or multiple jobs, leaving them with less

time at home to assist their children with homework (Ntokozo Dennis

Ndwandwe, 2023).

Parental participation behavior is divided into two types: activity

participation, which focuses on parent-child activities such as reading with

children and telling stories to them and is primarily for students in pre-school

or primary school, and writing assistance, in which parents assist their

children with their writing when faced with difficult academic tasks. Family

literacy activities are clearly effective at improving student writing

performance. This is because parents can help their children improve their

text-generation skills and mobilize their cognitive strategies to prepare them

for higher cognitive processes associated with writing. If parents write with

their children and use effective guidance methods, their children's reading and

writing skills will improve dramatically. Parent-child writing can help a child

improve his or her oral English, vocabulary, phonetic awareness, letter

knowledge, and writing skills by allowing them to practice and integrate them.

As a result, our understanding of the importance of parental writing support

improves significantly (Yang & Chen, 2023).

 Bullying is defined as unwelcome, violent conduct among learners

resulting from a real or perceived power imbalance. The behavior has been

repeated or has the potential to be repeated over time. Both bullied children

and bullies may experience serious, long-term consequences (U.S.

Department of Health and Human Services, 2019b). According to

Oluwadamilare John Oyelade and Adebayo (2023), bullying, a form of

harassment, often initiated by seniors, can take various forms, including

harassment, hounding, maltreatment, oppression, intimidation, and

discrimination. It is often initiated by seniors for junior students, who are often

associated with compassion, sympathy, empathy, kindness, care, love, and

forgiveness. Verbal bullying can be equally damaging. Parents often struggle

to protect their children from bullying and violence, as they may not be aware

of their children as victims or responsible for the harmful behavior. Monitoring

their children's school activities can also make it difficult to identify potential

issues. Adolescents who feel accepted and supported by their parents, as

well as parents who communicate clear expectations for their children's

behavior and monitor them, are less likely to have serious problems (Levy,

2020).

The family has a significant impact on school performance.

Microsystems can have long-term effects on individuals. Individuals can

develop cognitive and physical skills, as well as accumulate valuable

experiences, within their families. A higher socioeconomic standing in the

family indicates higher academic achievement, whereas a lower

socioeconomic status is regarded as an important environmental predictor of

poor academic performance (Liu et al., 2022). Furthermore, a positive family

environment improves academic achievement (Xiao & Liu, 2022). This is a

reflection of a warm family atmosphere. It suggests that children in families

with high cohesion, low tensions and conflict, and a focus on cultural values

perform better academically (Wang et al., 2021; Xiao & Liu, 2022). Even if

children in high-risk family situations, such as rural areas with low

socioeconomic status, have lower overall achievement, the family remains

committed to shaping the development of children with the potential for

academic success (Gu et al., 2024b).

Theoretical Lens

According to Cherry (2022), Albert Bandura (1977) proposed social

learning theory, which states that learning occurs through observation,

imitation, and modeling and is influenced by factors such as attention,

motivation, attitudes, and emotions. The theory considers the interaction of

environmental and cognitive factors that influence how people learn.

According to Bandura's theory, children learn not only through direct

reinforcement and punishment, but also by observing and modeling the

behaviors of others, especially significant figures in their lives such as parents

or caregivers. Parents are primary role models for their children, influencing

their attitudes, behaviors, and beliefs through modeling. When parents

provide children with support, encouragement, and guidance, they are more

likely to internalize positive behaviors and attitudes that help them succeed

academically. During the first half of the twentieth century, the behavioral

school of psychology rose to prominence. The behaviorists proposed that all

learning was the result of direct interaction with the environment via the

processes of association and reinforcement. For example, both children and

adults frequently demonstrate learning for things with which they have no

direct experience. Even if you've never swung a baseball bat in your life, you'd

probably know what to do if someone handed you one and told you to try to

hit a ball. This is because you've witnessed others perform this action in

person.

According to Garces (2023), Pierre Bourdieu's Cultural Capital Theory

(1997) proposed that cultural capital was important in determining one's social

position. Bourdieu's work suggests that cultural capital is passed down from

generation to generation. He also suggests that those who obtain a high-

quality education tend to be from a higher socioeconomic status, allowing

them to provide a better education for their children. The theory lays out a

framework for understanding how students' lived experiences are shaped by

their access to cultural resources, the cultural mismatch between home and

school environments, and the perpetuation of social inequality within the

educational system. Students who do not have parental support face

significant barriers to academic success, perpetuating cycles of disadvantage.

According Saeed et al. (2024), Vygotsky's sociocultural learning theory

(SCT), which is deemed appropriate because it explains how parents can

participate in their children's education. Epstein (1994), Epstein et al. (1997),

Ho (1995), and Hornby and Blackwell (2018) all outline the theory, which

emphasizes the interplay between home support and learning. Thus, SCT

explains how a child's environment influences their development. Children

develop at home, and parents are expected to nurture them. The involvement

of parents may provide useful information about parents' influence on their

children's educational trajectory. According to Vygotsky (1978), education is a

social process that occurs within a specific context. SCT focuses on

interactions between learners, significant others, and the learning

environment, which Vygotsky termed the zone of proximal development. For

example, a learner's mental functioning is not determined by chance but can

be explained by social processes. Vygotsky (1978) referred to this mechanism

as the 'genetic law of development.' As children grow, they engage in many

kinds of activities that influence and impact their learning experiences.

Parents serve as their children's first teachers and primary providers. Thus,

the quality of child-parent interactions influences children's mental

development. Parents can provide valuable information to their children,

helping them develop. As a result, parents must become more involved in

their children's education in order to encourage learning within them. Children

require learning assistance from their parents at home. Parents must foster

close relationships with schools and monitor their children's learning. This

development can only occur if parents closely monitor and commit to their

children's education.
 CHAPTER II

Methodology

This chapter covers the presentation of research design, population

and study sample, research environment, research instrument, data collection

method, data analysis method, role of the researcher, trustworthiness of the

study and ethical consideration of the study about the live experiences of a

student facing lack of parental support at Inawayan National High School.

Research Design

The qualitative-phenomenological technique explores people's daily

experiences while suspending the researchers' previous notions about the

issue, it investigates lived events to acquire a better understanding of how

people perceive those experiences (Ho & Limpaecher, 2022). In this study,

qualitative research is well-suited for investigating Inawayan National high

school students' level of parental support because of its capacity to delve

deeply into their experiences and viewpoints. Through techniques such as

interviews and observations, it collects extensive data, enabling a

comprehensive understanding of the context of the parental involvement

levels. Qualitative research's flexibility allows it to account for individual

differences and construct hypotheses, offering insight on areas with minimal

research. By emphasizing participant voices, qualitative research ensures an

accurate representation of Inawayan National High School students' level of

parental support.

Specifically, the researchers will employ an exploratory study

approach. According to Dudovskiy (2012) Exploratory study is the first step

toward more conclusive research. It can even assist in selecting the research
strategy, sample methodology, and data collection method. Exploratory

research tends to tackle new topics on which little or no previous research has

been done. This approach is most suited since it allows researchers to

acquire a thorough understanding of the students' of Inawayan National High

School experiencing lack of parental support, opening the way for future study

and practical applications in the field.

Population and Study Sample

The population of this study will be Grade 12 students and will be the

focus of the study. The researchers will choose a sample of fifty (30) to

anticipate in the study.

In the case of studying lack of parental support among students, the

researches will use purposive sampling to target students who are

experiencing minimal or no parental involvement in their education. By

selecting participants with this specific experience, the researchers can gather

an in-depth data about the study (Palinkas et al., 2013).

Research Environment

The research will be conducted at Inawayan National High School in

Sta. Cruz with the aim of shedding light on the factors contributing to this

issue and identifying potential interventions to address it effectively. The

primary reason for selecting Inawayan National High School as the research

locale will be its relevance to the issue being studied. It will provide a

representative setting where the lack of parental support among students is

likely prevalent, allowing for meaningful insights and recommendations to be

derived from the research. The specific location for data collection will be
Inawayan National High School, situated in Sta. Cruz. It will encompass

various settings within the school premises, including classrooms, common

areas, and administrative offices, where data such as surveys, interviews, and

observations will be conducted. Additionally, data collection may extend to the

surrounding community of Sta. Cruz, involving interactions with parents, local

organizations, and community leaders to gather comprehensive insights into

the issue of lack of parental support.

Research Instrument

In this qualitative study, we utilized semi-structured interviews as our

primary research instrument to explore the lived experiences of students

facing lack of parental support at Inawayan National High School. The

interviews were designed to delve deeply into the emotions, perspectives, and

coping mechanisms of the participants in response to their familial

circumstances. By conducting these interviews, we aimed to gain a

comprehensive understanding of the challenges faced by students in such

situations and personal lives.

Data Collection

The following steps will be done by the researcher while conducting the

study:

The data gathering procedures will start by asking for a permission

letter from the principal to conduct this study. Afterwards, an Ethical

Clearance that has been approved by the ethics committee of Inawayan

National High School. Then, participants will be given an orientation by the

researchers, who also politely restated the study’s goal and made sure they
understood it all. Furthermore, before formally starting the interview, they

established a rapport or conduct an assessment to make sure the contestant

was in complete comfort and will clarify the concern of the participants.

Finally, the researchers will reassure the participants regarding to the

confidentiality of their identity and the information they had revealed.

Data Analysis

The steps utilized for analyzing the data gathered for the purpose to

fulfill the goals of the study are described in this section. By processing the

results of the interview written form, observations note, and review of

documents, a strategy for data analysis will be implemented. In order to find

relevant information, make inferences, and assist making decisions, data

analysis involves analyzing, cleaning, manipulating, and modeling data. To

find correlations, patterns, as well as patterns involves employing statistical

and logical tools to big sets of information (Kelly, 2023).

A technique for assessing qualitative data is thematic analysis. Usually, it

refers to a collection of texts, such as an interview or a written record. The

researcher carefully studies the data to find recurring themes, or subjects,

concepts, and meanings (Caulfield, 2022). Qualitative analysis is concerned

with conceptual, imprecise issues that fall under the social and lived

experience domain instead of the statistical one (Smith, 2022).

Role of the Researcher

A researcher's duties in this qualitative investigation include managing

the investigation procedure, guaranteeing compliance with ethical standards,

fulfilling comprehensive analysis, and supplying insightful findings to promote

awareness and add information about the topic of the lived experiences of the

students facing lack of parental support. The researchers must evaluate

information, acquire and examine resource, prove accurate information, share

insights throughout everyone involved in the study, comply with

recommended approaches, undertake research when essential, as well as

preserve the discretion and privacy of sensitive details, among other duties.

The security of the study participants has appeared as the researcher's top

concern. Despite the methos used to collect the facts and the information they

provided.

Trustworthiness of the Study

This research is authorized to deliver utmost trustworthiness that has

been carried out in a wat that aligns with its objective. The purpose of the

research is to ascertain whether the validity of the findings and the

researcher’s trustworthiness are being questioned. The researcher will make

sure to collect data in an appropriate manner and to analyze it objectively.

Ethical Consideration

Ethical Consideration is concerned with moral issues associated to the

practice of research. Ethical Consideration as an investigation of what is right

and wrong, and what researchers should do. Researchers' duties for the

rights and interests of their participants, audience, academic community, and

society. It is critical that researchers always refer to certain ethical guidelines

to ensure that they have followed the principles of good research conduct.

When conducting research on people, the well-being of the participants must

be our main priority. The research question is always of minor relevance. This

means that if forced to choose between harming a participant and harming the
research, the research gets sacrificed (Mirza et al., 2023). As a result, the

ethical standards of Inawayan National High School will be followed in this

study.

Social Value. Senior High School who will participate in the study will

be provided ideas about the goal, nature, and significance of the study, which

includes the lived experiences of the students who lack parental support, and

a discussion that would help parents and teachers provide proper guidance

among students. The study findings offer insightful perspectives about their

experiences without lack parental support. The intention of this study was not

to generalize findings, but to provide useful knowledge about the experiences

of the students who lack parental support.

Informed Consent. Before conducting the interview, the researcher

will request a written permission from respondents themselves and their

parent or guardian since some of them, if not all, were minors. Additionally, a

simple gesture of approval was not enough, the given consent comes from

the respondents who were fully aware of what was expected to them.

Moreover, the researcher will provide a certificate of consent that will

be signed by the respondents.

This study will be done in coordination of the researcher with the

representative teacher. The goal of the study will be explained to the

respondents. Further, consent forms will be given to the respondents to

ensure their willingness to participate in the study. Respondents will be given

an opportunity to decide whether to stop or continue the participation at any

given time. Names and other personal information will be treated with utmost
confidentiality. The accomplished informed consent forms from the

respondents will be retrieved to document their readiness to take part in the

research. With this, the respondents will be notified that their information as

respondents will be kept confidential to safeguard and preserve research

respondents’ privacy, dignity, well-being, and independence.

Vulnerability of Research Participants. In consideration of the

vulnerability of the respondents since most of them were below the legal age

of 18 years old, to decide on their own, the researcher made sure that

consent and assent from the parent/guardian of the research respondent will

be obtained aside from the consent and assent of the students themselves.

Since the respondents are minors, the researcher implemented additional

safeguards and consent procedures with their parents/ guardians.

Further, English is not the mother tongue of the respondents of this

study and they have not been speaking English in their daily conversation.

This prompted the researcher to translate the English adapted questionnaire

into Bisaya to make it easy for respondents to answer the research questions.

Importantly, the researcher respected the decision of the respondents since

they were given the freedom to withdraw if the content of the study made

them feel exposed or emotionally distressed.

Risks, Benefits, and Safety. The safety of the respondents was the

utmost concern of this study. No high risk was expected to occur in this study

since we will conduct it through face-to-face interview. Researcher assured

that the protection of data privacy of the respondents was properly observed

and that the result of the research was not a tool t discriminate against the
respondents. Moreover, researchers weighed all potential outcomes and

managed to balance between risk and benefit that was appropriate. The result

of this study is beneficial to the schools of the respondents.

Privacy and Confidentiality.

Justice. To prevent bias in this study, the researcher will use proper

sampling strategies. The need of providing honest and genuine answers to

the interview will be clear to respondents. The researcher ensured that their

participation will be valued and prioritized because the outcomes and

conclusions are useful to them in the future. The researcher will treat research

respondents fairly, and the requirements of research subjects always take

precedence over the study's goals and ensured that the recruitment and

selection of respondents were done in a fair and equal manner.

Transparency. The researcher should be open and honest about any

parts of this study that might affect the respondents' rights, health, or safety.

Hence, the researcher promoted openness in conducting this study by

informing the respondents about any relevant information, such as the

approximate time allocation in answering the interview. In other words, a

direct, clear, and open communication about the procedures and methods

that will be used given light.

Qualification of the Researcher. Being a student in Inawayan

National High School, the researchers had undergone training in conducting

research as part of the academic preparation, which provided them the basic

research knowledge and skills to conduct this study successfully. Moreover,

the researchers is open for suggestions and recommendations to improve

their study and always seeks direction and assistance from the practical

research adviser, technical panel, and ethics committee, as well, as their

peers who are proficient in qualitative research. As such, with the guidance of

the experts and their persistence to finish what the researchers has started,

they were able to complete this academic pursuit.

Adequacy of Facilities. The researchers will ensure that the

resources required for this investigation were sufficient and readily available.

In order to give references for a variety of literature and research that

supported the study, books, online journals, published papers or dissertations,

and materials accessible in the school.

Community Involvement. By sending a letter to the school principal,

the researcher notified the concerned advisers and will request the

appropriate authorization. The permission will outline the length of time,

potential impact, expected results, and respondents.