PARENTAL INVOLVEMENT ON

LABORATORY PERFORMANCE
OF SENIOR HIGH SCHOOL
STUDENTS UNDER TVL
TRACK’
Background of the study

The impact of parental engagement in laboratory work of high school

students has been constantly debated since the 1990s (Davis et al.,
1999). The role of parents are considered to be the most important
primary role models in their young children’s immediate surroundings.
Parental involvement is characterized by exist of parents in children's
education that may come in several forms including attending PTA
meetings, helping with schoolwork, volunteering in the classroom, and
showing emotional support.
Although a lot of scholars have researched on the parental involvement
in general education, there are only few studies that examine and
report about the connection between parental involvement and
laboratory achievements in high school under Technical Vocational
Livelihood.

Understanding the problems of involving parents in the teaching of

Technical Vocational Livelihood track is worthwhile. These therefore
would be determining factors such as family budget level and family
education level. This is the greatest impact of the interventions that are
centered on the provision of essential information among parents to
encourage their participation and enable them to improve laboratory
Statement of the problem
This research study would aim to investigate the effect of parental
involvement on the laboratory performance of senior high school students
under the Technical Vocational Livelihood (TVL) track. Specifically, it seeks
to determine how parental involvement, in terms of the following
questions:
1. What is the demographic profile of in terms of:
1.1 Age
1.2 Gender
1.3 No. Of Siblings
1.4 Average Family/Monthly Income
1.5 Average Grade of last three semester
2. What is the level of parental involvement on the laboratory
performance of Senior High School students under TVL Track in term of
the following
2.1 Financial Support (allowance, project)
2.2 Moral Support (attendance in school meeting, school activities)
2.3 Spiritual Support
2.4 Academic Support (assignment, projects, school related)

3. Is there a significant relationship between the demographic profile of

the respondents and level of parental involvement in the laboratory
performance?
Theoritical Framework
The parental involvement turns out to be one of the most important
factors that greatly affects the future outcomes of each student. A review
of literature by Brennan (2019) identified two key theories that have been
used to explain the relationship between parental involvement and
academic performance: the Expectancy-Value Theory (EVT) and the
Social Learning Theory (SLT).
 CHAPTER IV
PRESENTATION, ANALYSIS,
AND INTERPRETATION OF
DATA
This chapter illustrates the statistical data gathered relative to the
problems posited.
Table 1
Demographic Profile of the Respondents

Demographic Profile Frequency Percentage

A. Age
17 – 19 years old 35 87.5 %

20 – 22 years old 4 10.0 %

26 – 28 years old 1 2.5 %

B. Gender
Male 17
42.5 %
Female 23
57.5 %

C. Number of Siblings
0 4
10.7 %
1 1
2.5 %
2 1
2.5 %
 7 1
2.5 %
8 3
7.5 %
9 1
2.5 %
10 1
2.5 %

D. Family Income
Below 5,000.00 17
42.5 %
E. General Weighted Average
80- 85 7
17.5 %
86- 90 18
45.0 %
91- 95 12
30.0 %
96- 100 3
7.5 %
Table 1 presents the demographic profile of the respondents in terms of
age, gender, number of siblings, family income, and general weighted
average. Majority of the respondents in terms of age were between 17 – 19
years old (35 or 87.5%), while a lower portion falls within 20 – 22 years old
(4 or 10%), and only 2.5% or 1 respondent aged 26 – 28 years old. In
terms of gender, 23 out of 40 (57.5%) of the respondents were female,
while 17 out of 40 (42.5%) of the respondents were male. Results indicate
a slightly higher frequency for females in the study. Responses about the
number of siblings were varied.
Ten respondents (25%) had 4 siblings, six respondents had 6 siblings,
seven respondents had 3 siblings, five respondents had 5 siblings, four
respondents had no siblings at all, three respondents had 8 siblings, and
one respondent had 1, 2, 7, 9, and 10 siblings. For family income, twenty
or half (50%) of the respondents belong to families earning between
6,000 – 8, 000 monthly, seventeen (50%) had a family income below
5,000, while only three respondents had an income of 9,000 and above.
Lastly, majority of the respondents had grades ranging from 86 – 90 (18
or 45%), followed by grades between 91 – 95 (12 or 30%). A smaller
percentage had grades between 80 – 85 (7 or 17.5%), while only 3
respondents had grades ranging from 96 – 100.
Table 2
Level of Financial Support of Parental Involvement in the
Laboratory Performance
Statements Mean Interpretation
1. The impact of 3.5 Moderately Involved
parental financial
support on a student’s
laboratory performance
may vary depending on
individual
circumstances and the
availability of the
resources.
2. Financial assistance 3.60 Moderately Involved
from parents might not
be the primary
determinant of student
success in laboratory
task.
3. Relying too much on 4. 08 Moderately Involved
parental financial
support can hinder a
student’s development
of independent
problem-solving skills,
negatively affecting
their laboratory
performance.
4. Parental financial
support significantly
enhances a student’s
laboratory performance Moderately Involved
by providing necessary 3.93
resources and materials
for experiments and
research.
5. Financial support
from parents positively
Moderately Involved
influences a student’s 4.20
laboratory performance
by enabling them to
access additional
educational
opportunities and
materials.
OVERALL MEAN 3. 88 MODERATELY
INVOLVED
As shown in Table 2, the level of financial support in the laboratory
performance of the respondents was categorized as Moderately Involved
having an overall mean of 3.88. Results show that the financial assistance
provided by parents is not always the defining factor in the success of
laboratory activities. Among the assessments assessed, the lowest mean
score (3.58) pertains to the impact of financial support which varies
depending on individual circumstances and available resources. Results
show that although financial support is beneficial, its effect is not the same
for all the respondents.
Likewise, the performance of the respondents towards laboratory tasks is
not fully dependent on the financial support given by the parents and this
is supported in the statement “financial assistance is not the primary
determinant of success” which received a mean score of 3.60.
Interestingly, the statement regarding the potential negative impact of
over – reliance on financial support received a higher mean 4.08 which
imply that too much dependence on financial support from parents may
limit on how students perform on the laboratory tasks. However, the
highest rated mean of 4.20 suggest that the overall all support parents
give allows their children to access additional educational opportunities.
Table 3
Level of Moral Support of Parental Involvement in the Laboratory
Performance.
Statements Mean Interpretation
1. When parents show 4.10 Moderately Involved
interest in their child’s
laboratory work, it
motivates the student to
excel.
2. A student’s laboratory
performance is primarily 4. 10 Moderately Involved
dependent on their own
abilities, rather than the
level of parental
involvement.
3. The presence of parents in the 3. 68 Moderately Involved
laboratory can serve as a source of
encouragement for students.

4. Parental support in the laboratory

can contribute to a student’s overall Moderately Involved
4.30
confidence and motivation.

5. Parent involvement does not play

a crucial role in a student’s
laboratory performance. The Moderately Involved
4. 20
student’s own dedication, skills, and
understanding are the key factors.
OVERALL MEAN 4. 08 MODERATELY
INVOLVED
As shown in Table 3, results revealed that the overall mean of 4.08
indicates a moderate level of involvement in the moral support of parents.
This suggests that laboratory performance of the respondents is not
entirely influenced by how parents support their children but also by their
abilities and dedication to learn. Moreover, the idea that the moral support
of parents motivates students to perform and the idea that the
performance primarily depends on their own abilities (4.10) rather than
parental involvement suggests that a balance between the moral support
and intrinsic capabilities of students in achieving success in laboratory
tasks. The statement “parental involvement contributes to a student’s
confidence and motivation” received the highest mean (4.30), which
implies that the moral support whether material or emotional aspect has a
positive impact on the performance of the students.
Table 4
Level of Moral Support of Parental Involvement in the Laboratory
Performance.
Statements Mean Interpretation
1. When parents show interest in their 4.10 Moderately Involved
child’s laboratory work, it motivates the
student to excel.
2. A student’s laboratory performance is
primarily dependent on their own 4. 10 Moderately Involved
abilities, rather than the level of parental
involvement.
3. Parental encouragement of spiritual 3. 95 Moderately Involved
values enhances a student’s ability to
solve complex laboratory problems.
4. Parents who provide spiritual
guidance can help students develop a 3.93
strong sense of self and purpose,
Moderately Involved
which may translate into improved
focus and performance in the
laboratory.
5. Encouraging parents to engage in 3.90
open discussions about spirituality
with their children can promote a Moderately Involved
sense of connectedness and purpose,
ultimately benefiting their laboratory
performance
OVERALL MEAN 3.99 MODERATELY
INVOLVED
Table 4
Level of Spiritual Support of Parental Involvement in the Laboratory
Performance
Background of the study
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Table of contents
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Introduction

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01
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Vocabulary section

Mercury Venus
Mercury is the closest Venus has a beautiful
planet to the Sun and the name and is the second
smallest one in the Solar planet from the Sun. It’s
System—it’s a bit larger hot and has a poisonous
than the Moon atmosphere
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Start by organizing your
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Mercury is the closest planet to Mercury takes a little more than
the Sun and the smallest one in 58 days to complete its rotation,
the entire Solar System. This so try to imagine how long days
planet’s name has nothing to do must be there! Since the
with the liquid metal, since temperatures are so extreme,
Mercury was named after the albeit not as extreme as on
Roman messenger god. It has no Venus, Mercury has been deemed
moons to be non-habitable for humans
Important concepts

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Mercury Venus Mars

Mercury is the closest Venus has a beautiful Despite being red,
planet to the Sun and name and is the Mars is actually a
the smallest of them second planet from very cold place
all the Sun
Let's talk about definitions
Mars Venus
Mars is actually a Venus has
very cold place extremely high
temperatures

Jupiter Saturn
Jupiter is the Saturn is a gas
biggest planet of giant and has
them all several rings
Discover your learning style

Mars Venus Neptune

Mars is actually a Venus has Neptune is very far
very cold place extremely high away from Earth
temperatures

Mercury Saturn Jupiter

Mercury is quite a Saturn is a gas Jupiter is the
small planet giant with several biggest planet of
rings them all
Awesome
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 9h 55m 23s
Jupiter’s rotation period

333,000
The Sun’s mass compared to Earth’s

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Distance between Earth and the Moon
Do you need to divide the
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Mercury
Mercury is the closest
planet to the Sun and the
smallest one in the Solar
System—it’s a bit larger Venus
than the Moon
Venus has a beautiful
name and is the second
planet from the Sun. It’s
hot and has a poisonous
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Mercury is the closest planet
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Despite being red, Mars is a
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 Overview
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Venus Mercury Jupiter

Venus is the second Mercury is the closest Jupiter is the biggest
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Mars is a red planet Venus is a hot
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Mercury Jupiter
Mercury is very Jupiter is a gas giant
small
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