Parents’ supervision and academic performance of Grade 9 students in Northville 15 Integrated School.

Pampanga State Agricultural University
Magalang, Pampanga

A partial requirement in
MAED 202 (Methods of Research)

Parents’ supervision and academic performance of Grade 9 students in Northville 15 Integrated School.

LUCIA L. MANGUNE

Master of Arts in Education
Major in Educational Management

Submitted to:

PROF. ALBERT LEUNG

Chapter I
THE PROBLEM AND ITS BACKGROUND

Introduction

Parental supervision has a tremendous effect on the academic performance of students. A child must know someone cares and the best way for them to know is for their parents to be willing to be involved in their school career.
Teachers have seen that students are more motivated to succeed and an improvement in the student’s academic performance when their parents are actively involved in their education. (Smith 2006)
Active management from parents in the home supports the educational endeavors and the motivational to learn and be successful (Rogers, 2009)
When a parent is involved in education, a student will perform well and make better grades, graduation will be higher, self -esteem and motivation will also increase.
When a parent is involved in child’s academic performance a big chance of successful life is soon to be encountered by the child.
Education is earned through hard work and with the support of educators and families, the children can be successful and their education is something that can never be taken from them.
It has been assumed that academic achievement of students may not only depend on the quality of schools and the teachers, rather the extent of parental involvement has vital role to play in academic achievement of their kids. The focus of this study is to examine a relationship (if any) between the extent of parental involvement in academic activities of their children and the level of their children’s academic achievement. The transition from middle school to secondary school may be an overwhelming and stressful experience for young adolescents. Developmentally, students are entering a period in their lives when their physical, cognitive, psychological, and social characteristics are beginning to evolve. Secondary school students experience both a contextual change and a personal change during this transition. It may often a confusing time for students, their families, and the other adults in their lives who seek to support their healthy development and learning. The secondary school learning environment may be more complex than elementary school and academic achievement expectations increase.
Children are more likely to have higher academic achievement levels and improved behavior when families are involved in their education (Bryan, 2005). Learning begins at home through interaction with one’s family.
Parental involvement in a child’s education along with environmental and economic factors may affect child development in areas such as cognition, language, and social skills. Numerous studies in this area have demonstrated the importance of family interaction and involvement in the years prior to entering school (Bergsten, 1998; Hill, 2001; Wynn, 2002). Research findings have also shown that a continued effort of parental involvement throughout the child’s education can improve academic achievement (Driessen, Smit & Sleegers, 2005; Fan, 2001; Hong & Ho, 2005). Academic failure has been linked with risk behaviors and negative outcomes such as; substance abuse, delinquency, and emotional and behavioral problems (Annunziata, Houge, Faw, & Liddle, 2006).

Theoretical/ Conceptual Framework

Statement of the Problem:

1. What is the amount of time spent by parents in supervising their children in school?
2. What is the General Point Average of the students for the whole year?
3. Is there a significant relationship between the GPA and the time spent by the parents?
4. What is the general effect of parents’ supervision to children as regards their performance in school?
5. Is there a significant relationship between the effects of parents’ supervision to the academic performance of their children?

Hypotheses of the study

1. There is no significant relationship between the time spent by the parents in supervising their children to the students’ academic performance.
2. There is no relationship between the effects of parents’ supervision to the academic performance of their children

Significance of the study

This research will enable those concerned about the effects of Parents Supervision on Children’s Academic Performance .Based on studies children whose parents are involved in their Academic Performance tend to excel more in their studies.
I. It will help the children become more motivated to succeed and improve their academic performance
II. It will provide additional information for the parents to give more time to their children.
III. It will serve as a basis for the parents to have desire to be involved in their children’s studies.
IV. It will serve as a basis for the students to become more active and enthusiastic in their academic performance.

Scope and Delimitation of the Study

This study will be conducted to determine the correlation between parents’ supervision and the academic performance of their children. The respondents of this study are the Grade 9 students from Northville 15 Integrated School in Angeles City. The main focus of this study is the parents’ supervision on the academic performance of their children.

Definition of terms

Academic performance – it refers how well the students’ perform in the class and to the General Point Average (GPA) of the students for this academic year.
Correlation - a reciprocal relation between two or more things
General Point Average- general average performance of students
Integrated School - a type of school that is composed of elementary pupils and secondary students.
Parents’ supervision- supervising students or children (done by parents)
Parent Involvement Project-Parent Questionnaire – it is based on Hoover-Dempsey and Sandler 's (2005) model of the parental involvement process and is aimed at measuring parents ' self-reports of the psychological and contextual factors that influence parents’ involvement.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature
According to a study carried out among Latino students in Chicago, Marschall (2006) observes that although there are many causes of low academic achievement; lack of cooperation among schools, parents and their communities plays a big role. This suggests that both the determinants and effects of parents’ participation in school management should be considered in order to ensure quality education and quality performance. Quality performance has been a key determinant for students’ further studies and later acquisition of jobs. Therefore factors influencing it had to be carefully studied in order to find solutions.

Role played by parents in the management of secondary schools in Buyaga County
According to Epstein and Sanders (2002) families and schools have worked together in striving to give learners quality education since the beginning of formal schooling. Families were responsible for preparing their children with the necessary skills in the early years and schools took over from there with little input from families. However, today in the context of greater accountability and demands for children to achieve peak academic performance, schools and parents have formed partnerships and share responsibilities for children’s education in more structured ways. Nancy and Lorraine (2004) show that parental school involvement consists of activities like volunteering at school, communicating with teachers and other school personnel, assisting in academic activities at home and attending school events.

According to Becher (1984), recognition has been given to crucial role play of parents and also on the rights and responsibilities of parents in the management of schools. In Uganda, the Education Act 1969 shows that parents’ responsibilities among others include participation in the promotion of discipline, provision of learning materials, teachers welfare, structural development and caring for children. Although the Government white paper (1992) doesn’t legalize parent participation in school management, it does not contradict it either but simply recommends parents’ role play. This suggests that parental participation in school management is desirable and could lead to improved academic performance among other benefits. It is against this background that the researcher was interested in finding out whether parents in Buyaga actually participate in their managerial roles and responsibilities and the contribution this participation could be having on students’ academic performance.

In a study carried out by Marschall (2006) among Latino students in Chicago, it was discovered that parental school involvement increases parent skills and information which equip them to assist their children in school related activities when they come back home. To this end, Lareau (1996) adds that when parents are involved in their children’s schooling, they meet other parents who provide them with information on school policies, and practices. Besides that, when parents and teachers interact, teachers learn about the parents’ expectations for their children and their children’s teachers. However, both Marschall and Lareau don’t explain what may happen to students’ academic performance if parents’ are done away with in school related activities. While agreeing with the two authors, the study intended to discuss what might happen to students’ academic performance if parents are not considered as partner in academic related activities in schools. This is because the study addressed the case of Buyaga county where there is a coincidence of poor parental participation in school management and poor academic performance, meaning that the relationship between parental involvement in school management had to be probed, to empirically establish as to whether parental involvement has been related to the poor academic performance hence the justification for the study.

Epstein and Sanders (2002) discuss parents’ diverse ways of participating in school management to also include communicating with teachers, participating in academic-related activities at home, and communicating the positive value of education to the learners, adding that these are each related to school performance. While the propositions advanced by Epstein and Sanders (2002) might be accepted without controversy, in the context of the study, critical consideration of these propositions indicated the need for investigation. First, the authors indicate what parental participation in school management could influence but they do not indicate why and how it could do so. Second, it is to be noted that, methodologically, Epstein and sanders (2002) conducted their study in an industrialized setting and where parental levels of education are relatively high, especially when compared to those of the parents in Buyaga. It was, therefore, concluded that their findings were incomplete and that the possibility of their inference to the context of a rural context unknown.

The impact of parent involvement in a child’s growth and development is generally accepted (Sheldon, 2003). However, educators, parent groups, and policy makers continue to debate the issue of whether or not parent involvement has a beneficial effect on the academic achievement of children (Epstein, 2001). A key element in these debates is how parent involvement is defined (Epstein, Sanders, Simon, Salinas, Jansorn, & Voorhis, 2002). Therefore, it is important to understand how parent involvement is defined before conclusions are drawn on the impact of parent involvement. In addition, it is important to understand what aspects of parent involvement have the greatest impact and whether the impact is consistent across children characteristics such as socioeconomic status, race, and the child’s grade level, age, and gender. During the past several decades, there have been numerous primary studies investigating various aspects of parent involvement and the effect it has on children’s learning. The No Child Left Behind Act (NCLB) has served to focus attention on the need and importance of parent involvement in their child’s education.

The role that parents play in the academic achievement of their children has long been thought to be a centrally important one. However, it was not until the 1960’s that the effects of programs designed to foster the role of parent involvement were systematically studied using an experimental design. Evaluation of the Head Start Program in the United States focused nationally on outcomes related to parent involvement (Coleman, Campbell, Hobson, McPartland, Mod, Weinfeld, & York, 1966). The results of this evaluation suggested a substantial relationship between the parent’s involvement in their child’s education and their child’s success in academic domains. Subsequent studies supported the findings from Coleman, et al. (Duff & Adams, 1981; Henderson, 1987; 1988). Even so, quantitative evidence on the effect of parent involvement on student achievement has been mixed. For instance, researchers have reported effect sizes ranging from positive to negative to no significant differences between experimental and control groups (Griffith, 1996; Heller, & Fantuzzo, 1993; Henry, 1974; Keith, Reimers, Ferman, Pottenbaum, & Aubrey, 1986; Ryan, 1964; Searles, Lewis & Morrow, 1982).

Some of the discrepancies across studies can be explained by the nature of the data collection and research design. For example, some investigators studied the relationship between parent involvement and a child’s school success using direct observation 5 (Arbuckle & MacKinnon, 1988), surveys or questionnaires, or both (Edwards & Warin, 1999). Other investigators mounted traditional experimental designs to compare student performance across randomly allocated groups (DeBaryshe, 1993; Woods, Barnard, & TeSelle, 1974). Another potential source of discrepancy in the findings across studies relates to outcomes measured. Specifically, a variety of dependent variables have been reported in studies on parent involvement including reading achievement (Epstein, 1987; 1991; Tizard, Schofield, & Hewison, 1982; Trovato & Bucher, 1980; Walberg, Bole, & Waxman, 1980; Woods, Barnard, & TeSelle, 1974),

Foreign Studies

In addition to the many primary studies on the statistical relationship between parent involvement and student achievement, several narrative summaries of parent involvement have been published over the past 20 years. Gordon (1977), for example, reviewed parent involvement programs and proposed a three dimensional model: (1) Parent Impact, (2) School Impact, and (3) Community Impact. Gordon’s summary indicated that all three models produced positive effects, however, the summary was made without a quantitative analysis of the degree or nature of the intervention effects for any model. This narrative 6 summary provided promising framework to further examine the effect of parent involvement on their children’s academic performance.

In a more comprehensive review than Gordon’s (1977), Christenson, Rounds, and Gorney (1992) examined over 160 studies that described variations on parent involvement. These reports focused on family components of parent expectations and attributions, structure for learning, home affective environment, discipline, and parent involvement. Christenson, et al. concluded that while there is a positive correlation between student achievement and parent components, there are background variables underlying parent involvement components and student achievement. That is to say, the influence of other variables such as SES, ethnicity, or gender had not been adequately accounted for while studying the interactive nature of the intervention of parent involvement and student achievement. In a recent synthesis, Mattingly, Prislin, McKenzie, Rodriguez, and Kayzar (2002) reviewed a total of 41 studies described as ‘evaluations’ of parent involvement programs. While this review did not provide a meta-analytic summary of these studies, the authors concluded that there was little evidence to support the efficacy of parent involvement programs to improve student achievement. Mattingly, et al. indicate that their results do not suggest that parent involvement programs are not effective but that the quality of the evidence is compromised due to methodological weaknesses.

The weight of evidence for parent involvement as a mechanism for improving academic performance in children has been generally accepted but difficult to assess. Narrative reviews have included bibliographic searches and annotated bibliographies. Most concluded that there was a positive result for children whose parents were involved in their academic learning. However, one may question the validity of these conclusions given that the reviewers must subjectively evaluate numerous study characteristics and outcomes. (Bronfenbrenner,1974; Fantini, 1979; Henniger, 1979). Certainly some summaries such as Mattingly, et al. (2002) have produced conclusions contrary to others in the field (Jeynes, 8 2002, 2005).

In addition many of the primary studies reported in the literature were more qualitative than quantitative. Even among the quantitative studies, the evidence is not clear and consistent as to whether parent involvement has a positive, negative, or null effect on elementary school age children’s academic achievement. The reason for the lack of clarity is that researchers often have relied on retrospective surveys, correlational studies of existing conditions, and anecdotal observations of both the quality of parent involvement and student achievement. We cannot turn to the two meta-analyses on the topic to reconcile the mixed conclusions reported in primary studies, because of their methodological limitations. At best, these meta-analyses suggest that parent involvement has a positive effect on achievement. The purpose of this review is to apply a set of a priori systematic procedures leading to a meta-analysis of studies with adequate controls to produce the least biased estimate of the effect of parent involvement on student achievement. To control for variation in threats to internal validity of a particular study design, we limit our review to studies that include at least two groups and use random assignment to form a fair comparison between groups. In other words, we limited our review to studies that use a randomized controlled trial (RCT) design.

Chapter 3
METHODOLOGY

This chapter purposes how the study will be managed. It includes the research design, the respondents of the study and the instruments that will be used.

Research Method

The researcher will use descriptive research which requires gathering relevant data in order to analyze the material come up with more complete understanding on how Parents Supervision affects The Academic Performance of their children.

Subjects of the Study

The subjects of this study will be the Grade 9 students of Northville 15 Integrated School, Angeles City for Academic Year 2014-2015.

Research Instrument

The main tool that will be used in gathering the data for this is the researcher-made instrument for the students and the Parent Involvement Project (PIP) Parent Questionnaire developed by Hoover-Dempsey (2005) for the parents. The questionnaire was divided into 3 sections:
Section A includes the background information or the personal data information of the students
Section B includes the information regarding how students’ looked at their parents with regard to their parents’ involvement in school management, school financing and in the management of student’s discipline.
Section C includes the survey regarding how parents involve themselves in their children learning development in school.
Questionnaires
SECTION A: Personal Information
____________________ __________________ ___________________
First Name Middle Name Last Name

Gender : Male Female

Date of Birth : ___________________________
Age : ___________________________
Place of Birth : ___________________________
Address : ___________________________

Father’s Name : ___________________________
Occupation : ___________________________
Mother’s Name : ___________________________
Occupation : ___________________________

General Point Average ___________________________

Section B : Questionnaires for Students
Using the key provided, please circle the alternative that you think most suits your opinion.
4 - Strongly agree 3 – Agree 2 - Disagree 1 - Strongly Disagree
Parental Involvement in School Management
NO
STATEMENT
SCALE
1
My parents/ guardians attend school meetings whenever called upon
4
3
2
1
2
My parents/guardians cooperate with my teachers about my schooling
4
3
2
1
3
My parents/guardians advise me on which subject combination to take
4
3
2
1

Parental Involvement in School Financing
NO
STATEMENT
SCALE
4
Sometimes I don’t go to school in order to help my parents acquire my school fees
4
3
2
1
5
My parents/guardians pay my school fees late
4
3
2
1
6
My parents pay school fees installment
4
3
2
1
7
My parents/guardians always provide me with scholastic materials necessary at school
4
3
2
1

Parental Involvement in the management of students’ discipline
NO
STATEMENT
SCALE
8
My parents/guardians know the school rules and regulations of my school
4
3
2
1
9
My parents/guardians regularly check my school work both at home and at school
4
3
2
1
10
My parents/guardians participate in improving my students academic performance in your school
4
3
2
1
Section C: Parent Involvement Project (PIP) Parent Questionnaire

Parents’ Name : ___________________________________
Sex : ___________________________________

Scale: Parent’s Perceptions of Self-Efficacy for Helping the Child Succeed in School (11 items) reported standardized alpha = .80

Source
Adapted from Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Explorations in parent-school relations. Journal of Educational Research, 85, (5), 287-294. Reported alpha = .80

Response format and scale
All items in the scale use a disagree very strongly to agree very strongly response format:
Disagree very strongly = 1, disagree = 2, disagree just a little = 3, agree just a little = 4, agree =5, agree very strongly = 6

Instructions
Please indicate how much you AGREE or DISAGREE with each of the following statements. Please think about the current school year as you consider each statement.

STATEMENT
Disagree very strongly
Disagree
Disagree just a little
Agree just a little
Agree
Agree very strongly
I know how to help my child do well in school.

I don’t know if I’m getting through to my child. .(reverse scored)

I don’t know how to help my child make good grades in school.

If I try hard, I can get through to my child, even when s/he has difficulty understanding something.

A student’s motivation to do well in school depends on the parents.

I feel successful about my efforts to help my child learn.

Other children have more influence on my child’s grades than I do. (reverse scored)

I don’t know how to help my child learn. (reverse scored)

I make a significant difference in my child’s school performance.

Other children have more influence on my child’s motivation to do well in school than I do. (reverse scored)

My efforts to help my child learn are successful.

Scale: Parent’s Role Construction
Reported standardized alpha for all belief and behavior items = .69
Subscale Combination standardized alphas:
Parent-focused Role Construction = .617
School-focused Role Construction = .629
Partnership-focused Role Construction = .722

Source
Adapted from Hoover-Dempsey, K.V., Walker, J.M.T., Jones, K.P., & Reed, R.P. (2002). Teachers Involving Parents (TIP): An in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18 (7), 1-25.

The scale includes three subscales: Parent-focused Role Construction, School-focused Role Construction, Partnership-focused Role Construction. Each subscale contains items assessing parents beliefs related to role and parent behaviors related to role.

Response format and scales
All belief items in the scale use a disagree very strongly to agree very strongly format:
Disagree very strongly = 1, disagree = 2, disagree just a little = 3, agree just a little = 4, agree =5, agree very strongly = 6
All behavior items in the scale use a never to daily format:
Never = 1, once so far this year = 2, about once each month = 3, once every two weeks = 4, once a week = 5, daily = 6

Instructions
The instructions for beliefs:
For response option disagree very strongly to agree very strongly:
Please indicate how much you AGREE or DISAGREE with each of the following statements. Please think about the current school year as you consider each statement.
The instructions for behaviors:
Please indicate HOW OFTEN you have engaged in the following behaviors so far this school year.

Subscale: Parent-focused Role Construction (belief items)
Disagree very strongly
Disagree
Disagree just a little
Agree just a little
Agree
Agree very strongly
It’s my job to explain tough assignments to my child.

It’s my job to make sure my child understands his or her assignments.

I make it my business to stay on top of things at school.

Subscale: Parent-focused Role Construction (behavior items)
Never
Once so far this year
About once each month
Once every two weeks
Once a week
Daily
I kept an eye on my child’s progress

I made sure that my child’s homework got done.

I helped my child study for tests or quizzes.

I talked to my child about what he or she is learning.

I took my child to the library, community events, or similar places.

Subscale: School-focused Role Construction (beliefs items)
Disagree very strongly
Disagree
Disagree just a little
Agree just a little
Agree
Agree very strongly
I assume my child is doing all right when I don’t hear anything from the school.

The teacher has to let me know about a problem before I can do something about it.

I get most of my information about my child’s progress from report cards.

My child’s learning is mainly up to the teacher and my child.

Subscale: School-focused Role Construction (behavior items)
Never
Once so far this year
About once each month
Once every two weeks
Once a week
Daily
I expected the school to notify me if my child had a problem

I expected my child to do his or her homework at school.

I relied on the teacher to make sure my child understands his or her assignments.

Subscale: Partnership-focused Role Construction (belief items)
Disagree very strongly
Disagree
Disagree just a little
Agree just a little
Agree
Agree very strongly
I like to spend time at my child’s school when I can.

It’s important that I let the teacher know about things that concern my child.
I find it helpful to talk with the teacher.

My child’s teacher(s) know(s) me.

Subscale: Partnership-focused Role Construction (behavior items)
Never
Once so far this year
About once each month
Once every two weeks
Once a week
Daily
I exchanged phone calls or notes with my child’s teacher.

I got advice from the teacher.

I contacted the teacher with questions about schoolwork.

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