Contribution of Parental Intervention in the Academic Performance of Students

THERESIAN SCHOOL OF CAVITE THE CONTRIBUTION
OF PARENTAL INTERVENTION IN THE ACADEMIC PERFORMANCE OF SELECTED STUDENTS OF THERESIAN SCHOOL OF CAVITE

IN PARTIAL FULFILLMENT FOR THE
REQUIREMENTS IN ENGLISH IV

SUBMITTED BY:

ARRIANE JOIE VILLAFUERTE
KRIS NICOLE STA. ANA
VICTORIA DEBALUCOS
AXELL JADE PURIFICACION
JARED SARABIA
ROSPELL YABO
ENRIQUE SANTERO
JEDD CHRISTIAN FERNANDEZ
SYMON SHAWN MIYAZAKI
JULIA ANINA VILLARIDO

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ABSTRACT The purpose of this research was to investigate how parental pressure contributes to the academic performance of the students and if its presence or absence has a significant effect to students with regards to their performance in school.
The method of research adopted in this thesis was the descriptive-survey. The group carefully developed a questionnaire and handed out copies to 200 respondents from Grade Six to Fourth Year High School. The answers of the respondents were then carefully and honestly interpreted.
The findings from this research provide evidence that parental pressure is a big contributor in the academic performance of the students. It is a considerable factor in achieving good grades and on the other hand, the lack of it may result to unacceptable scholastic performance.
This thesis recommends that parental pressure be made a subject matter in the discussions between the parents and school officials. More emphasis should be made to those who have children who are not performing well in school.

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APPROVAL SHEET

This thesis entitled THE CONTRIBUTION OF PARENTAL INTERVENTION IN THE ACADEMIC PERFORMANCE OF SELECTED STUDENTS OF THERESIAN SCHOOL OF CAVITE, prepared and submitted by Arianne Joie Villafuerte, Kris Nicole Sta. Ana, Jared Sarabia, Victoria Debalucos, Axell Jade Purificacion, Rospell Yabo, Enrique Santero, Jedd Fernandez, Symon Shawn Miyazaki and Julia Anina Villarido in partial fulfillment of the requirements in English IV is hereby accepted.

CATHERINE B. DE TORRES
English Teacher

MAGGIE M. GIVANIM
HIGH SCHOOL HEAD

MRS. DORCAS A. DARVIN
Principal/Academic Head

Panelist 1

Panelist 3

Panelist 2

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ACKNOWLEDGEMENT

The researchers would like to acknowledge the people who have extended their invaluable guidance and support during the preparation and completion of this thesis:
First and foremost, our sincerest gratitude to Ms. Catherine B. De Torrres for all her time and effort spent in helping us make this thesis and for her unending patience when we needed her assistance.
To our respondents, for answering our questionnaire and providing us with reliable basis of interpretation and conclusions.
To our parents, for supporting and providing us with whatever we needed to accomplish this research.
And last but not the least, to Almighty God who was always present to guide us as we do this project.
This research would not have been possible without them. Their help throughout the process of completing this thesis is highly appreciated.

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TABLE OF CONTENTS

PAGE

Title……………………………………………………………….…………………….i
Abstract………………………………………………………………………………...ii
Approval Sheet………………………………………………………………………...iii
Acknowledgement……………………………………………………………………..iv
Table of Contents……………………………………………………………………....v

Chapter I – THE PROBLEM AND ITS SETTINGS………...…………...………....1 1.1 Introduction……………………………………………….……………..…2 1.2 Background of the Study....…………………………….………….……….3 1.3 Statement of the Problem…………………………………………….…….3 1.4 Statement of Hypothesis…………………….….…………….....……..…..4 1.5 Significance of the Study………………………………………...…...........4 1.6 Scope and Limitation…………………….…………………………….…...5 1.7 Conceptual Framework…………………………………….……………….6 1.8 Definition of Terms........………………………..………….…………...…6
Chapter II – REVIEW OF RELATED LITERATURE……………………….…....7 2.1 Summary……………………………………………………………..…......8
Chapter III –METHODS OF RESEARCH AND PROCEDURES………………...11 3.1 Method of Research Used...………………………………………...….….12 3.2 Method of Collecting Data……………………………….…….….…….....12 3.3 Data and Development of Research Instrument...............……….…....…...12 3.4 Statistical Treatment…………………………………………...………..….13 v Chapter IV – PRESENTATION AND ANALYSIS OF DATA..........................14
Chapter V – SUMMARY, CONCLUSIONS AND RECOMMENDATIONS...49 5.1 Summary……….………………………………………………………50 5.2 Conclusion……………………………………………………………..51
5.3 Recommendation………………………………………………………52 Appendix…………………………………………………………………....……..54 Bibliography Sample Questionnaire Curriculum Vitae

vi

CHAPTER I

THE PROBLEM AND ITS
SETTING

1.1 Introduction 1.2 Background of the Study 1.3 Statement of the Problem 1.4 Statement of Hypothesis 1.5 Significance of the Study 1.6 Scope and Limitation 1.7 Definition of Terms

1 CHAPTER 1

THE PROBLEM AND ITS SETTINGS

1.1 INTRODUCTION

Academic performance is a major basis in determining a student’s intellectual and mental capacity. In general, a student who has an excellent academic performance is believed to be smarter than that of the students who have less impressive performances. And students who have poor academic performance are considered dull or unintelligent. But many studies and personal experiences proved that a good academic performance does not depend solely on the innate intelligence that a student owns. Instances where students whose intelligence level are not even beyond average achieve great and very impressive academic performances while students who possess high aptitude level but gain only satisfactory performances are rampant among schools nowadays. We know that there are several other factors that would account for an excellent performance in academics such as study habits, extra-curricular activities, family background, parental pressure, social status, financial status, etc. Almost all of existing environmental and personal factors are in fact variables of one’s academic performance. However, the researchers would like to focus on the parental pressure,

2 the contribution of its presence and the possible effects of its absence to the academic performance of the students of Theresian School of Cavite. The researchers felt compelled to do an investigation about this topic because of their genuine interest to know if parental pressure plays a role in the academic excellence or deficiency of their schoolmates.

1.2 BACKGROUND OF THE STUDY

Parental pressure essentially refers to how parents influence their children’s behaviour, whether it is intentional or not. While the term pressure has a somewhat negative connotation, which may lead some to conclude that it is an undesired effect of parental behaviour on child performance, parental pressure may also be positive and lead to desired effects on child performance. Past researches suggests that parental pressure that is exemplified by coercive or punishment-oriented parent behaviours tends to have negative effects on children’s and adolescents’ performance in school and in other endeavours. But parental pressure that is exemplified by support, high but realistic expectations/goals, and positive reinforcements tends to have positive effects on children’s and adolescents’ performance.

1.3 STATEMENT OF THE PROBLEM

The study was conducted to investigate the contribution of parental pressure in the students’ academic performance as perceived by the TSC Grade Six and High School students S.Y. 2011 – 2012. Specifically, the study attempts to answer the following questions:

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a. Who are the companions of the students at home?
b. Are the students being pressured by their parents or guardians to achieve good academic performance?
c. What is the effect of the pressure to the students?
d. How much value do the students put on their grades?
e. Do the students think that parental pressure has a significant contribution to their academic performance?
f. What are the reasons do students think why some get low average grade?
g. What factor motivates the students most to study?

1.4 STATEMENT OF HYPOTHESIS

Parental pressure creates a good and significant contribution to the academic performance of the TSC students S.Y. 2011 – 2012.

1.5 SIGNIFICANCE OF THE STUDY

For the Parents This research will be a significant endeavour in encouraging the parents of the students from Theresian School of Cavite to adjust the pressure they are putting on their children to the measure which will be helpful for the children to achieve better academic performance. For the Students This research will be beneficial to their learning progress and routine

4 so that when parents adjust the pressure they are giving up to the beneficial measure, the students will become more eager to learn during their secondary level which will lead them to a better preparation for their future career.

For Educators This research will aid the difficulty of the teachers in capturing the students’ attention and in teaching them when the students feel more compelled to study and achieve higher academic performance due to the pressure their parents put upon them.

1.6 SCOPE AND LIMITATION The research was conducted to investigate the contribution of parental pressure in the academic performance of students from Theresian School of Cavite S.Y. 2011-2012.
The group had preferred to have 200 selected students from Grade Six to Fourth Year High School to be their respondents.
The aspects considered in the survey were the parental pressure they experience, the effects of the pressure to them, the value they put on their grades and their perception regarding the contribution of parental pressure to their academic performance. Both positive and negative effects of parental pressure to the students were included. The research was conducted in a period of 4 months within the walls of Theresian School of Cavite.

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1.7 CONCEPTUAL FRAMEWORK

Good Academic Performance

Parental Pressure

1.8 DEFINITION OF TERMS

For clearer understanding of the terms used in this research, below are their meanings:
Aptitude - readiness or quickness in learning; intelligence Coerce - to compel by force, intimidation, or authority, especially without regard for individual desire or volition (coercive - adjective)
Connotation - the associated or secondary meaning of a word or expression in addition to its explicit or primary meaning
Exemplify - to show or illustrate by example
Innate - existing in one from birth; inborn; native

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CHAPTER II

REVIEW OF RELATED LITERATURE

7
CHAPTER 2

REVIEW OF RELATED LITERATURE 2.1 SUMMARY

A research back in May 2003 from the Pew Research Center says that 64 percent of the Americans do not exert enough pressure on their children’s education compared with other countries, especially from Asia where children are believed to be under too much pressure. But from a poll of the same year seems to contradict the statement. It says that two-thirds of the American students are experiencing much pressure from their parents to be admitted in a good or competitive college. “In Asia, unlike in the US, the college you attend mean the difference between a distinguished professional career or a life of menial labor”, Alexandra Robbins says in her book: The Overachievers: the Secret Lives of Driven Kids, which argues that American students are under growing pressure to perform well at school. She believes that Americans aren’t just aware that the children are feeling pressured because many parents do not pressure intentionally.
It is a parent’s responsibility to prop their children with support and motivation in their academic performance. Placing pressure is a way of helping them, but when excessively placed, it can only strangle your children and harm them in many ways possible. This causes them psychological problems and anxieties like sleeping, eating, and studying disturbances. And when it becomes excruciating for them, they can have thoughts of rebellious acts, and even worse, suicide attempts.
According to US researchers, overly performance-intrusive parents could put their daughters into a greater peril of attempting suicide. The team found that 227 women out of 421 college students had felt suicidal and 4 percent of them had actually attempted suicide compared to 1.1 percent for males.
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Having high expectations and standards from mothers and fathers give their children a feeling of not being ‘good enough’ which gives them the tendency of emotionally breaking down and finally resort to have suicidal thoughts and so on.
Researcher Dr. Michelle Miller-Day said, “Setting standards for your children is fine. But problems arise when parent’s expectations become the sole motivating force for a child.”
Pressure is needed to aid and lead children to their goals, but of course, it has to be balanced so they can help their children become successful. Seth Geffner, a counselor at Santa Rosa High School in Santa Rosa, California said, "It always depends on the individual student. Some kids are super high achievers, with internal motivation to succeed, and we should be pushing them. But some kids can 't handle that."
Giving the right amount of pressure can be challenging to most parents especially with the competitive college admissions today. Like for example, in Japan, parents send their children to cram schools or juku beyond their regular school hours to prepare their selves for the college entrance exams. Finding the best way to lead students to success may be very perplexing.
"What does that mean to be successful in school? Graduating high school? Going to trade school? Getting into a four-year school? Success means different things to different people," said Geffner.
For a fourth year student of University of California, Los Angeles named Sarah Hadburg, success in school means getting into a competitive college and pressure is at most during high school when she was still surrounded by her motivated and brilliant peers and they were all working to get into a specific university. But when she entered college, she said that the sense of competitions has lessened and now find her classmates to be supportive and helpful but the pressure to succeed hasn’t subsided for she knows she needs to do well to get a job and get into graduate school, that it just manifested itself in different ways. 9 From Associated Press/MTC survey back in 2007, it shows that among 13-to-17-year-olds, the most commonly mentioned source of stress is school, while among 18- to 24-year-olds, jobs and financial matters beat out academic pressure as the source of stress, reflecting Sarah Hadburg’s experiences.
Achieving a career success may add up to the pressures of a college student.
According to a study by the John J. Heldrich Center for Workforce Development at Rutgers University, a large number of college graduates are having a hard time finding a satisfying and permanent job that would give them good benefits that will lead to satisfying careers.
Staying motivated in this time is important to achieve success. Geffner tries to connect academic achievement to future success when working with students.
"We should really be helping students establish goals, and then we as educators and parents should put pressure on them to meet those goals. As I talk to kids, the ones who have no goals--beyond the next day--don 't go far. Goal-setting is really important to staying motivated," he said.
Atasuntsevsa says the same.
"Set personal goals for what you want out of each class. It 's much easier to do busy work if you have personal goals," she said.

10

CHAPTER III

METHODS OF RESEARCH
AND PROCEDURE

3.1 Method of Research Used 3.2 Methods of Collecting Data 3.3 Data and Development of Research Instrument 3.4 Statistical Treatment

11
CHAPTER 3

METHOD OF RESEARCH USED

3.1 METHOD OF RESEARCH USED The descriptive method, particularly, descriptive-survey was used in this research. We have chosen this type of method since the focus of this research is about the currently existing parental pressure experienced by the students. This method enabled us to gather all the necessary information from the students that served as the main object of our careful and accurate interpretation. 3.2 METHOD OF COLLECTING DATA The instrument used to collect data was the questionnaire. This was used because it gathers data faster than any other method. It is also the most appropriate because the data we needed for interpretation should come from our schoolmates and we needed a lot of them to answer our questions. Through the questionnaire, we have avoided making further inconvenience to our respondents and spending excessive effort from our group. 3.3 DATA AND DEVELOPMENT OF RESEARCH INSTRUMENT After thinking about all the information we need to gather from our respondents in order to have a clear and valid basis of interpretation regarding our 12 topic, our group came up with a suitable questionnaire. We made sure that there were enough items in the questionnaire to cover all aspects of the topic and to answer all the specific questions under the statement of the problem. The questionnaire was then submitted to our teacher for correction and possible additions after which it was finalized. Our group produced 200 copies of the questionnaire and personally distributed each copy to the respondents. The members of the group waited for each respondent to finish answering and collected the questionnaire forthwith. 3.4 STATISTICAL TREATMENT Data gathered from the answers in the questionnaires was tabulated and the frequencies and proportions were expressed quantitively. The group used the formula: P=fn ×100 Where: 100 = constant P = percentage n = number of respondents f = frequency

13

CHAPTER IV

PRESENTATION AND
ANALYSIS OF DATA

14 LIST OF GRAPHS Percentage of respondents living with parents…………………..…………...……. Figure 1
Percentage of respondents who experience parental pressure……………………………………. Figure 2 (Living with parents) (Experiencing parental pressure) Ways in which respondents experience parental pressure...........................................2.1 Effects of the pressure to the respondents……………………………....….…2.1.1 How much do respondents value their grades………………………......……2.1.2 Range of the respondents’ average grade…………………………….….…...2.1.3 Percentage of respondents who think that the parental pressure they experience has a contribution to their average grade………….….............2.1.4 Perception of the respondents on how big and significant parental pressure has contributed on their academic performance…….....2.1.5 Ranking of the reasons why students get low average grade…………......….2.1.6 Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more……….…....2.1.7 Ranking of what motivates the respondents most in studying................…….2.1.8 (Not experiencing parental pressure) How much do respondents value their grades…………………………………...........2.2 Range of the respondents’ average grade…………………………………......2.2.1 Ranking of the reasons why students get low average grade……………...….2.2.2 Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more………...…….2.2.3 Ranking of what motivates the respondents most in studying……….…..…..2.2.4

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The respondents’ companion at home………………… Figure 3 (Not living with parents)
Percentage of respondents who experience parental pressure………………………………………….……….…………Figure 3.1 (Experiencing parental pressure) Ways in which respondents experience parental pressure……………………………...3.2 Effects of the pressure to the respondents………………………………..……..3.2.1 How much do respondents value their grades……………………………….…3.2.2 Range of the respondents’ average grade……………………………………....3.2.3 Percentage of respondents who think that the parental pressure they experience has a contribution to their average grade……………..……3.2.4 Perception of the respondents on how big and significant parental pressure has contributed on their academic performance…………….…......3.2.5 Ranking of the reasons why students get low average grade…………….…..…3.2.6 Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more………….…....3.2.7 Ranking of what motivates the respondents most in studying……………….…3.2.8 (Not experiencing parental pressure) How much do respondents value their grades……………………………….…….…...3.3 Range of the respondents’ average grade…………………………………….....3.3.1 Ranking of the reasons why students get low average grade………….…….....3.3.2 Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more…………...........3.3.3 Ranking of what motivates the respondents most in studying……….…….......3.3.4

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CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA Figure 1 Percentage of respondents living with parents The figure below shows that out of two hundred respondents, 181 or 90.5 % are living with their parents and 19 or 9.5 % are not.

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Figure 2 (Living with parents)
Percentage of respondents who experience parental pressure

The figure above shows that out of 181 respondents, who are living with their parents, 134 or 74% are experiencing parental pressure and 47 or 26% are not.

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Figure 2.1 (Experiencing parental pressure) Ways in which respondents experience parental pressure

The figure above shows that among the one hundred thirty four (134) respondents who experience parental pressure,102 have parents who constantly remind them to study, 34 have parents who set up goals that they expect their children to reach, 29 have parents who scold them whenever they have low scores or grade and 4 respondents experience parental pressure through other ways.

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Figure 2.1.1 Effects of the pressure to the respondents

The figure above shows that among the one hundred thirty four (134) respondents who experience parental pressure, 94 or 70% take their studies more seriously and aim to have good grades, 18 or 14% feel bad and rebellious which make them avoid studying even more, 22 or 16% don’t get affected by the pressure their parents are putting on them.

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Figure 2.1.2 How much do respondents value their grades

The figure above shows that out of one hundred thirty four (134) respondents who experience parental pressure, 78 or 58% value their grades very much and do their best to have high grades, 45 or 34% just don’t want failing grades, 8 or 6% don’t value their grades but still have good grades, 3 or 2 % said that whatever grades they receive is okay for them even if they’re low grades and 0% don’t care about their grades.

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Figure 2.1.3 Range of the respondents’ average grade

The figure above shows that among the one hundred thirty four (134)respondents who experience parental pressure, 30 or 22% have 90 – 95 average grades, 52 or 39% have 85 – 89 average grades, 43 or 32% have 80 – 84 average grades, 9 or 7% have 75 – 79 average grade and 0% have 70 – 74 average grade.

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Figure 2.1.4 Percentage of respondents who think that the parental pressure they experience has a contribution to their average grade

The above figure shows that out of one hundred thirty four (134) respondents who experience parental pressure, 118 or 88% think that the parental pressure they have experienced has a contribution in achieving their average grade and 16 or 12% don’t think that the parental pressure they have experienced has a contribution in achieving their average grade.

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Figure 2.1.5 Perception of the respondents on how big and significant parental pressure has contributed on their academic performance

The figure above shows that out of one hundred thirty four (134) respondents who experience parental pressure, 29 or 22% Strongly Agree that parental pressure has a big and significant contribution why they have achieved their average grade, 74 or 55% Agree, 26 or 19% Fairly Agree, 4 or 3% Disagree and 1 or 1% Strongly Disagree.

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Figure 2.1.6 Ranking of the reasons why students get low average grade

The figure above shows that according toone hundred thirty four (134)who experience parental pressure, Bad Influences ranks 1st as the reason why some students get low average grade, Lack of Motivation/Good Attitude towards Studying ranks 2nd, Poor Study Habits ranks 3rd, Difficulty in keeping up with Lessons ranks 4th, Hectic Schedule ranks 5th and Other Reasons ranks 6th.

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Figure2.1.7 Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more

The figure above shows that out of one hundred thirty four (134) respondents who experience parental pressure, 101 or 75% thinks that they would have achieved a higher average grade if their parents pressured them to study more and 33 or 25% do not think so.

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Figure 2.1.8 Ranking of what motivates the respondents most in studying

The figure above shows that according to one hundred thirty four (134) respondents who experience parental pressure, parents motivates them most in studying. Second are their selves, third are their Peers/Friends, fourth are their teachers and fifth are their siblings.

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Figure 2.2
(Not experiencing parental pressure)
How much do respondents value their grades

The figure above shows that out of forty-seven (47) respondents who don’t experience parental pressure, 13 or 28% value their grades very much and do their best to have high grades, 26 or 55% just don’t want failing grades, 6 or 13% don’t value their grades but still have good grades, 2 or 4% said that whatever grades they receive is okay for them even if they’re low grades and 0% don’t care about their grades.

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Figure 2.2.1
Range of the respondents’ average grade

The figure above shows that among the forty-seven (47 )respondents who don’t experience parental pressure, 9 or 19% have 90 – 95 average grades, 25 or 53% have 85 – 89 average grades, 11 or 24% have 80 – 84 average grades, 2 or 4% have 75 – 79 average grade and 0% have 70 – 74 average grade.

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Figure 2.2.2 Ranking of the reasons why students get low average grade

The figure above shows that according to forty-seven(47) respondents who don’t experience parental pressure, Bad Influences ranks 1st as the reason why some students get low average grade, Lack of Motivation/Good Attitude towards Studying ranks 2nd, Difficulty in keeping up with Lessons ranks 3rd, Poor Study Habits ranks 4th, Hectic Schedule ranks 5th and Other Reasons ranks 6th.

30

Figure 2.2.3
Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more

The figure above shows that out of forty-seven (47) respondents who don’t experience parental pressure, 25 or 53% thinks that they would have achieved a higher average grade if their parents pressured them to study more and 22 or 47% thinks not.

31

Figure 2.2.4
Ranking of what motivates the respondents most in studying

The figure above shows that according to forty-seven (47) respondents who do not experience parental pressures, their Selves motivate them most in studying. Second are their Parents, third are their Teachers.

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Figure 3 (Not living with their parents)
The respondents’ companion at home

The figure above shows that out of 19 respondent who are not living with their parents, 9 or 47% are living with their grandparents, 6 or 32% are living with their Aunt/Uncle, 3 or 16% are living with their Brother/Sister and 1 or 5% live with others.

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Figure 3.1 Percentage of respondents who experience parental pressure

The figure above shows that out of nineteen (19) respondents who are not living with their parents, 11 or 58% are experiencing parental pressure and 8 or 42% are not.

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Figure 3.2
(Experiencing parental pressure) Ways in which respondents experience parental pressure

The figure above shows that among the eleven (11) respondents who experience parental pressure, 9 have parents who constantly remind them to study, 3 have parents who set up goals that they expect their children to reach, and 6 have parents who scold them whenever they have low scores or grade.

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Figure 3.2.1 Effects of the pressure to the respondents

The figure above shows that among the eleven (11) respondents who experience parental pressure, 4 or 36% take their studies more seriously and aim to have good grades, 4 or 36% feel bad and rebellious which make them avoid studying even more, 30or 28% don’t get affected by the pressure their parents are putting on them.

36

Figure 3.2.2
How much do respondents value their grades

The figure above shows that out of eleven (11) respondents who experience parental pressure, 4 or 36% value their grades very much and do their best to have high grades, 4 or 36% just don’t want failing grades and 3 or 28% don’t value their grades but still have good grades.

37

Figure 3.2.3
Range of the respondents’ average grade

The figure above shows that among the eleven (11) respondents who experience parental pressure, 2 or 18% have 90 – 95 average grades, 6 or 55% have 85 – 89 average grades, 3 or 27% have 80 – 84 average grades.

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Figure 3.2.4 Percentage of respondents who think that the parental pressure they experience has a contribution to their average grade

The figure above shows that out of the eleven (11) respondents who experience parental pressure, 9 or 82% think that the parental pressure they have experienced has a contribution in achieving their average grade and 2 or 18% don’t think that the parental pressure they have experienced has a contribution in achieving their average grade.

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Figure 3.2.5 Perception of the respondents on how big and significant parental pressure has contributed on their academic performance

The figure above shows that out of the eleven (11) respondents who experience parental pressure, 2 or 18% Strongly Agree that parental pressure has a big and significant contribution why they have achieved their average grade, 5 or 46% Agree, 2 or 18% Fairly Agree, and 2 or 18% Disagree.

40

Figure 3.2.6 Ranking of the reasons why students get low average grade

The figure above shows that according to the eleven (11) respondents who experience parental pressure, Bad Influences ranks 1st as the reason why some students get low average grade, Lack of Motivation/Good Attitude towards Studying and Difficulty in keeping up with Lessons rank 2nd, Poor Study Habits ranks 3rd, Hectic Schedule ranks 4th and Other Reasons ranks 5th.

41

Figure 3.2.7
Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more

The figure above shows that out of the eleven (11) respondents who experience parental pressure, 6 or 55% thinks that they would have achieved a higher average grade if their parents pressured them to study more and 5 or 45% think not.

42

Figure 3.2.8
Ranking of what motivates the respondents most in studying

The figure above shows that according to the eleven (11) respondents who experience parental pressure, parents motivate them most in studying. Second are their selves, third are their teachers and Peers/Friends, and fifth are their siblings.

43

Figure 3.3
(Not experiencing parental pressure)
How much do respondents value their grades

The figure above shows that out of the eight (8)respondents who don’t experience parental pressure, 3 or 38% value their grades very much and do their best to have high grades, 4 or 50% just don’t want failing grades, 1 or 12% don’t value their grades but still have good grades.

44

Figure 3.3.1 Range of the respondents’ average grade

The figure above shows that among the eight (8)respondents who don’t experience parental pressure, 2 or 25% have 90 – 95 average grades, 3 or 38% have 85 – 89 average grades, 2 or 25% have 80 – 84 average grades, 1 or 12% have 75 – 79 average grade and 0% have 70 – 74 average grade.

45

Figure 3.3.2 Ranking of the reasons why students get low average grade

The figure above shows that according to the eight (8) respondents who don’t experience parental pressure, Lack of Motivation/Good Attitude towards Studying ranks 1st as the reason why some students get low average grade, Hectic Schedule and Bad Influences rank 2nd, Difficulty in keeping up with Lessons, Poor Study Habits and Other Reasons rank 3rd.

46

Figure 3.3.3 Percentage of respondents who think that they would have achieved a higher academic performance if they were pressured more

The figure above shows that out of the eight (8) respondents who don’t experience parental pressure, 5or 63% think that they would have achieved a higher average grade if their parents pressured them to study more and 3 or 37% think not.

47

Figure 3.3.4 Ranking of what motivates the respondents most in studying

The figure above shows that according to the eight (8) respondents who don’t experience parental pressure, their parents motivate them most in studying. Second are their selves, third are their Siblings.

48 CHAPTER V

SUMMARY, CONCLUSION,
AND RECOMMENDATION

5.1 Summary 5.2 Conclusions 5.3 Recommendation

49 CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 SUMMARY This research was conducted for the purpose of finding out how parental pressure contributes to the academic performance of the students. The descriptive method of research was applied and the normative survey technique was used for gathering data. The research revealed the following: Of 200 respondents, 181 are living with their parents. The rest, 10 lives with their grandparents, 6 lives with their aunt/uncle, 3 lives with their brother/sister. 145 of the respondents are being pressured by their parents/guardians to achieve good grades or good academic performance. Parental pressure influenced 68% of the respondents who experience it to take their studies more seriously and aim to have good grades. 15% felt bad and rebellious which made them avoid studying even more and 17% don’t get affected by the pressure their parents are putting on them. Majority of the respondents who experience parental pressure, specifically 57%, value their grades very much and are doing their best to have high grades. While the majority of the respondents who don’t experience parental pressure answered that they just don’t want failing grades, specifically 55%.

50 Majority of the respondents who experience parental pressure think that the parental pressure they have experienced has a significant contribution in achieving their average grade. 21% Strongly Agree, 55% Agree, 19% Fairly Agree. There is also 4% who disagree and 1% who strongly disagree. Of the 55 respondents who don’t experience parental pressure, 30 or 55% think that they would have achieved a higher average grade and better academic performance if their parents pressured them to study more. The other 25 or 45% don’t think so. Bad Influences is the 1st in the ranking of reasons which the respondents think as the cause of low average grade gained by some students. Lack of Motivation/Good Attitude towards Studying is the 2nd in the ranking, followed by Difficulty in keeping up with Lessons. Out of the 4 groupings in which the respondents were sorted according to who they are living with and if they experience parental pressure, 3 groups have shown that Parents is the factor that motivates them most to study. Only the group of respondents who are living with their parents but not experiencing parental pressure totaled Self as the highest among the factors that motivates them most to study. 5.2 CONCLUSION From the above findings, the following conclusions are made: The data gathered from the survey we conducted revealed that parental pressure is one factor that could stimulate students in achieving remarkable academic performance because of the natural tendency of children to bend themselves to the demands of their parents to exert more effort to improve their grades. The survey was able to generate two different reactions between those who are pressured to study by their parents and those that are left to study by themselves without the interference of their parents. The former valued their excellent performance 51 while the latter is satisfied as long as they do not have failing grades. Meaning they are satisfied being mediocre. The survey result provided a clear picture that Parental Pressure is a considerable factor in achieving good grades and on the other hand, the lack of it may result to unacceptable scholastic performance. The survey reveals that the lack of parental guidance cannot be compensated by the daily classroom activities provided by the teachers alone. Parents must constantly instill good discipline and demand nothing less from their children other than good scholastic performance. It is a cogent force that fuels the initiative of normally intelligent students to achieve more of what their natural ability can provide. And on the other hand, it is a molding hand of parents to put action what could positively mold a mediocre child to gain good attitude toward his/her studies that without doubt, be of much help to him/her in pursuing higher education in the future. Indeed, parental pressure can be coined to parental discipline. Demanding a child to follow his study schedule is actually molding his/her study habit which would definitely result to excellent scholastic performance. 5.3 RECOMMENDATION Considering that the results derived from the survey conducted among TSC students revealed the effectiveness of Parental Pressure in pushing children to make good with their grades, it is hereby recommended that the following considerations be implemented: 1. The survey results and the conclusions made in this survey are admittably not sufficient in substance because of the broadness of the subject matter. Nevertheless, it is highly recommended that more extensive studies be made on this topic by the school officials whose function deal with students affairs. Knowledge they gained by this topic be made known to parents with emphasis to those who have children who are not performing well in school. 52 2. Parental pressure should be made a subject matter in the discussions between the parents and school officials. More emphasis should be given to those who have children who are not performing well in school as measured by their grades. The practice of Theresian School of Cavite of providing lectures to parents prior to the distribution of cards must be continued because it is one of the proper venue for informative discussions of this topic. It is much help to the parents considering that invited lecturers are well-versed on the psychological and emotional impacts on children.

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APPENDIX

54 BIBLIOGRAPHY Horowitz, J. M. and Wike, R. “Parental Pressure on Students: Not enough in America; Too much in Asia”. Pew Research Center Publications. http://pewresearch.org/pubs/55/parental-pressure-on-students-not-enough-in-america- too-much-in-asia . August 24, 2006 Blythe, R. “Academic pressure: Are you getting enough?”. http://thedegree360.onlinedegrees.com/features/academic-pressure.html. September 19, 2011) Health Newswire reporters. “Parental pressure “creates” student suicide risk”. http://thestressoflife.com/parental_pressure.htm. February 2003

Bibliography: The research was conducted to investigate the contribution of parental pressure in the academic performance of students from Theresian School of Cavite S.Y. 2011-2012.