the effects of broken family to the children

PARENTAL SUPPORT: IT’S EFFECT ON THE ACADEMIC PERFORMANCE
OF STUDENTS OF KILIKILI NATIONAL HIGH SCHOOL

____________________

A Thesis
Presented to
The Faculty of Graduate School
Valencia Colleges, Bukidnon
Incorporated

____________________

In Partial Fulfillment of the Requirements for the Degree of
Master of Arts in Teaching
Major in Social Studies

____________________

By

Alfredo Vergabera Ayco
October 2013

APPROVAL SHEET

This thesis entitled “Parental Support: It’s Effects on the Academic Performance of Students of Kilikili National High School” prepared and submitted by Alfredo Vergabera Ayco in partial fulfillment of the requirements for the degree of Master of Arts in Teaching, Major in Social Studies, has been examined and is recommended for acceptance and approval for Oral Examination.

_____________________________ Adviser

________________________________________________________________________

PANEL OF EXAMINERS

Approved by the Committee on Oral Examinations with a grade of PASSED

_____________________
Chairman

______________________________ _________________________ Member Member

Accepted and approved in partial fulfillment of the requirements for the degree of Master of Arts, Major in Social Studies.

Date of Oral Examination: October __, 2013

DEDICATION

To his loving wife, daughters, brothers, sisters, parents who are the sources of his strength and inspiration

Above all, to Almighty God the source of everything…
This humble work is lovingly dedicated.

ALFREDO V. AYCO

ACKNOWLEDGEMENT With sincere and deep gratitude, the researcher acknowledges his indebtedness to all who extended their valuable assistance in making this research a reality. To all 412 respondents… To his loving parents who supported him emotionally and financially. To his wife, for loving and inspiring him to continue his study, his daughters Sarah Marie and Kahreen Hazel for being so lovable. To his brothers and sisters for the support they gave for without their support he cannot make this thesis successful. __________________, his adviser, for providing him the needed guidance and direction. To Dr. Menilo L. Pechora, theDirector, School of Graduate Studies, for his inspiration, encouragement and being a good professor. To _________________,__________________, and ______________________ of the Thesis Committee for the valuable suggestions, encouragement and support that helped the researcher in pursuing the research work. To the administration, faculty and staff of Valencia Colleges; Mrs. Jemima O. Ruiz, the school principal of Kilikili National High school, for the support and encouragement. To all the teachers in Kilikili National High School, for their assistance, encouragement and prayers. To his loving and sweet daughters, for giving him strength and inspiration to go on. Finally, to his loving, supportive and understanding husband, Marilou, for her persistent encouragement, inspiration, moral support and fervent prayers. And above all, to our Almighty God, for the strength, wisdom, knowledge and countless blessings for making this study possible.

TABLE OF CONTENTS

Page
Title Page
Approval Sheet i
Acknowledgement ii
Dedication iii
Abstract iv
Table of Contents v
List of Tables vi
List of Figures vii

CHAPTER 1 The Problem Introduction 1 Conceptual Framework 6 Schematic Diagram 7 Statement of the Problem 8 Hypothesis of the Study 9 Significance of the Study 9 Scope and Limitation of the Study 11 Operational Terms 11

CHAPTER 2 Reviews of Related Literature and Studies Studies and Literature in Foreign Setting 14 Local Studies and Literature 19 Insights from Related Studies 24 Chapter 3 Research Methodology Research Design 26 The Research Locale 26 Educational Facilities Map of Wao 28 The Subjects/Respondents 29 The Sampling Procedure 29 Data Gathering Procedure 32 The Research Instrument 32 Validity of the Questionnaire 33 Administration of the Instrument 33 The Scoring Procedure 34 Treatment of the Data 35

CHAPTER 4 Presentations, Analysis and Interpretation of Data The Extent of Parental Support 36 The Extent of Parental Support as Perceived by the Students 47 The Academic Performance of the Student-Respondents 58 Test Relationship between Parental Support and Academic Performance of the Children 59

CHAPTER 5 Summaries, Findings, Conclusions and Recommendations Summary 60 Findings 61 Conclusions 61 Recommendations 62
BIBLIOGRAPHY
Appendices A.Letter request for endorsement from the Dean of the Graduate School B. Parent’s Questionnaires C. Student’s Questionnaire

LIST OF TABLES

Table Page
1. Distribution of Parent-Respondents by Grade/Year Level 31
2. The Extent of Material Support of Parent 37
3. The Extent of Non-material Support of Parent 39
4. The Extent of Academic Support of Parent 42
5. The Extent a Non-academic Support of Parent 44
6. Extent of Parent Support in terms of Material Support
As perceived by Children 46
7. Extent of Parent Support in terms of Non-Material Support
As perceived by Children 49
8. Extent of Parent Support in terms of Academic Support
As Perceived by Children 52
9. Extent of Parent Support in terms of Non-Academic
Support as Perceived by Children 55
10. The Academic Performance of the Respondents 58
11. Test of Relationship between Parental Support and Academic
Performance of the Children

LIST OF FIGURES

Figure

1. Schematic Diagram Showing the Parameter of the Study 7
2. Educational Facilities Map of Wao 28

ABSTRACT

Ayco, Alfredo V. (2013) “Parental Support: It’s Effect on the Academic Performance of Students in Kilikili National High School” (Unpublished master’sthesis, ValenciaColleges (Bukidnon), Incorporated, City of Valencia, Bukidnon).
This study ascertained the extent of parental support and its effect on the academic performance of students. A total of 125 parents and 125 students served as respondents of the study. The statistical tools applied to analyze the data were the mean, rank, frequency counts and correlation Pearson r. The findings revealed that parents occasionally extend their support to their children on; material support, on-material support, academic support and non-academic support. The students’ perceptions revealed that they were occasionally supported by their parents in the four aspects as perceived by their children. The student’s performance was mostly satisfactory and therefore needs improvement in all learning areas. Parental support has no significant relationship with the academic performance of the students as shown by the Pearson r correlation analysis on material support with 0.05 r value, on-material support 0.16 r value, academic support 0.09 r value and non-academic support 0.05 r value which means the null hypothesis that there is no significant relationship between parental support and academic performance of the children is accepted. It was concluded that the parents occasionally extended their parental support to their children hence; they believed that their parents performed their responsibilities in some pertinent situations but were not fully aware of these needed supports. Generally, the students occasionally perceived the parental support coming from the students were absolutely correct in their perception based on the assessment made from their parents. Based on these findings, it is recommended that parents and children must communicate with each other. Parents should always extend support to their children to make them feel they are loved and wanted, specifically, the parents must be well oriented on the four aspects of parental support that children need to improve their academic performance.
Key words: Parental support, academic performance, role model, non-academic, extent

CHAPTER 1

The Problem

Introduction It is widely recognized that if students are to maximize their potential from schooling they will need full support of their parents. The support of the parents will determine the high achievement level of the students in the class. It is anticipated that parents should play a vital role not only in the promotion of their own children’s achievements but more broadly in school improvement. Gaining parent support-for their children and for education is a prerequisite for improving parents’ involvement. When the parents are supportive at school as well as at home, children do better and stay in school longer. Thus, parentalsupport at home is consistently associated with higher school performance. Learning is enhanced if there is a follow up, support and encouragement of parents. Parental support in the academic performance of the child is one of the most important factors in improving children’s performance in school. Parents should support their children in many more aspects. One is the necessary materials needed in school such as bags, notebooks, uniform and many others. Children who have newly bought things are more inspired in going to school regularly. Parents should also help provide the necessary materials such as textbooks and other related references that will help their children in studying their lessons. Paying their school contributions and other forms of fees are also obligations of parents. Sometimes these force the students to be irregular in attendance in school or quit schooling altogether to work or just to stay at home because of the inability of their parents to support them. Parents are the first guides of every child towards self-development. The training and education received at home can influence a child from infancy to adulthood. A close understanding and cooperation between the home and the school is absolutely necessary. However, there are several factors or reasons to be considered. There are parents who have to be away from home the whole day to earn a living and when they arrive home they are too tired to inquire or follow up about their children’s studies, the school, and their problem. Some parents go out because household chores are too boring for them and they seek pleasure elsewhere, other parents take a passive attitude towards what their children need, deserve, achieve and want. There are parents who make frequent visits to the school and in the process destruct the teacher’s activities and school schedules. Some of them however feel that as soon as their children are enrolled, it is the responsibility of the school to take care of them. The cooperative efforts of the teachers and parents are necessary in establishing an effective educational program where children can grow optimally in knowledge, skills, attitudes and values. Moreover, parents can support in academic activities. Parents should guide, monitor and supervise their children’s assignments, projects and homework. Informal means of communicating with the children is still best so that they can reinforced and help improve their children’s performance in school. Of course, parents are not expected to fulfill the roles of the teacher that require no professional preparation and experience. But there are many kinds of activities that will be easy for them to implement especially if they have already experienced participating in some schools activities and programs, as emphasized by Miguel (2004). Furthermore, parents also participate in and attend school programs and activities. They can help make the school beautiful through their collaborative efforts, giving donations to school projects, getting involved in scouting and athletic activities, attending school meetings and affairs, reading and signing their report cards and joining Parent and Teacher Association (PTA). It is important that parents should actively support all school activities. They can help the teachers in giving valuable assistance and support to the improvement of learning environment for their children. Getting parents involved in school activities might inspire their children with their projects like gardening, woodworking, caring for animals, and certain craft activities where parents have special skills according to Menil (2007). It is the duty and obligation of parents to help carry out educational objectives in accordance with national goals. They are obliged to send their children to school to obtain basic quality elementary education and to enable them to obtain secondary and higher education in pursuance of the right formation of the youth. The parents shall cooperate with the school in the implementation of the different school programs-curricular and co-curricular according to Zulueta and Maglaya (cited by Chang 2010). Damlani (2002) noted that so many parents are no longer active in their involvement and support with some programs and activities in school. Parents seldom attend meetings of the parents and teachers association. Some complained that meetings are called only when there are contributions to make. There were even parents who criticized through the media some school administrators or teachers. These are indicators that relationship between teachers and parents need some improvement. When the problem of parent’s support on children’s learning and having that feeling of deep concern over the problem, the researcher conducted this study to know the extent of parents’ support on children’s learning. It is important for the parent to support their children in school activities to achieve quality education and to enhance parent-child relationship.
According to research study by Ronald Ferguson, as cited by Klepfer (2010),”Nearly half of a child’s achievement in school can be accounted for by factors outside the school, including parent’s support. Consequently; the most important support any child can receive comes from the parents. This support ranges from being responsible for making sure that the child arrives at school well-rested, well-fed, and ready to learn, to setting high expectations for their child.
As their child’s first teacher, there are many things that parents can do within the home to make it a good place for learning. Read, Read, and Read. One of the most important things a parent can do for their child’s education is to read to their child or have their child read to them.
Parents can also encourage children to read by themselves. It is also important for children to see their parents reading. Trips to the local library are always encouraged.
At present, teachers have exerted much effort in improving the performance of the pupils that have been observed to be low because of the condition of the school and classrooms. The large number of pupils/students handled by teachers in some of the class results in their difficulty to meet the individual needs of the students.
The Department of Education (DepED) had started implementing last school year 2012-2013 the K to 12 Curriculum starting from Grade 7 and now on its second year implementation. In this stage, parents must always support and give priorities to their children’s education especially in their high school years.
As a teacher the researcher is very much concerned on how parents support their children in school. There is a big impact on the child’s achievement if their parents were always there to support their children as well as the school itself. Teachers are much delighted to see parents supporting and helping them to nurture children in school academically, socially, spiritually, and emotionally upright.

Conceptual Framework This study is based on the idea of Epstein and Safran (1996) who believe that parent’s consistent support to the education of their children has a very crucial role in helping the child sustain his confidence and sense of achievements. The role of parents in the children’s education has long been recognized as a significant factor in educational success and school performance improvement. Parental support could be categorized into four aspects: material support, non-material support, academic support and non-academic support. These aspects have its own indicators, nature and merits. Indeed, parental support is an important role and responsibility of the parents for their children to acquire quality education and develop favorable attitudes, values and better life skills. It is believed that education is the basic right of every child and this should be given by their parents with superior quality. Thus, the teacher and the school should hand in hand provide quality education to every student, and this could be attained with the full support and cooperation of both parents and teachers.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Figure 1. Schematic diagram of the conceptual paradigm on “Parental Support: Its Effect on the Academic Performance of Students in Kilikili National High School.

The schematic diagram illustrates the two boxes representing the dependent and independent variables. The first box represents the independent variables, whichinclude the extent of parental support in four aspects, namely: material, non-material, academic-related, and non-academic related. The second box represents the dependent variables, which is the student’s academic performance as excellent, outstanding, verysatisfactory, and needs improvement. This indicates that a relationship between the extent of parental support and the academic performance of the students will be looked into.
Statement of the Problem This study assessed the extent of parental support in relation to student’s academic performance in Kilikili National high School during the school year 2013-2014. Specifically, the study answered the following questions: 1. To what extent do parents support their school children in their studies in terms of:
a) Material support; b) Non-material support; c) Academicsupport; and d) Non-academicsupport? 2. How did the children perceive the extent of support given by their parents in terms of: a) material support; b) non-material support; c) academic support; and d) non-academic support? 3. What are the academic performances of the student-respondents? 4. Is there a significant relationship between parental support and the student’s academic performance?
Hypothesis
There is no significant relationship between parental support and the pupil’s academic performance.
Significance of the Study
Parental support in the children’s learning is necessary to establish harmonious relationship among the children, parents and teachers. Thus, parents play an important role in education of their children. Children’s learning, however, is one of the best reliable indicators to identify what factors are associated with the learning of students. The highest level of performance of students is the main objective and aspiration of many school teachers, parents and school administrators. For the parents, this study may help them understand and realize their responsibility in supporting and bringing up their children. They will become aware of their roles and obligations in developing their children’s total personality. They can help to make them good citizens in our country. It must be remembered that parents are the first teachers and main supporters of their children. Hence, parents will no longer hesitate to support their children in school to contribute money, time and effort to maintain school conducive for learning. The result of this study will also make them realize that financial and material supports are not enough to make the children happy as what most parents believed. For the children, the data from this study will inspire them to study harder especially if their parents are very supportive in many aspects. This also promotes parent-child relationship and the findings would make their parents provide more opportunities for interaction with them so that learning can take place more effectively. This study could be springboard for an improved academic performance and other benefits such as improved and well-developed children and law abiding citizens of the country. For the teachers, they will be guided on how to encourage actively parents participate in all school activities. It is one avenue to establish rapport with parents. Gradually they will know each other very well and proper communication will be facilitated to provide support of children’s needs in school to improve performance. With this study, it is expected that teachers will receive more support and assistance coming from the parents. For the school administrators, findings from this studywill serve as their guide to attract parents to come and visit the school as often possible, especiallyduring meetings of parent-teacher associations. They could easily encourage parents not merely to be interested in but to actively support and be involved in educating their children particularly in the areas of character building, values, andattitudes. Coordination with parents in all school activities would help the school and the students to attain success in their educational endeavors. For the Department of Education and policy makers, the findings of this study will serve as their guide in designing and planning appropriate instructional programs that will satisfy the needs of the students.
Scope and Limitation of the Study This study was conducted to determine the effects of parental support on the academic performance of students in Kilikili National High School for school year 2013-2014. It looked into the effects of parental supports in the four aspects, namely, material support, on material support, academicsupport, and non academic support. The respondents of this study were the parents of the students and students enrolled in the school year 2013-2014. The study used a questionnaire in gathering the data. The researcher administered the questionnaire to parent respondents’ right after during General PTA meeting where they are present and to the students during their free time.
The academic performance of the students was taken from the record of 137-A from their respective teachers.
Operational Definition of Terms The following terms are defined below either theoretically or operationally for better understanding of the study.
Academic Performanceas usedin this study is the indicator of students’ progress and failure in the academic achievement in school.
Academic Supportmeans informal assistance teaching and supervising by parents to their children in their school work such as assignments, projects and other school-related activities.
Children’s learningis the indicator to student progress and failure in the academic performance in school.
GPTA or General Parent Teacher Associationrefers to the association of parents and teachers generally sanctioned by the school and the Department of Education.
Material Support refers to the financial and material supports such as giving contributions, donations in form of cash and other form of fees. It is also refers to anything that is provided by the parents to their children such as school uniforms,pencil,bags and others that is needed in school.
Non-Academic Support refers to the moral and the spiritual supports given by the parents to their children. It is also describes the active participation of parents in school activities and programs, such as, attending Parent-Teacher Association(PTA),monthly celebrations, recognitionprograms, supporting and participating in letirary,musical,sports and athletic activities in school.
Non-material Support refers to time, attention and interest given by parents in the school and to their children that will encourage them to perform their best in everything they do.
Parent-child relationship refers to the closeness of the parent and child. It is a way of performing the roles and responsibilities of parents to their children in their academic performance.

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Chapter 2

Review of Related Literature This chapter presents a literature of the study. It includes a summary of the studies, which have significant bearing of the present study.
Studies and Literature in Foreign Setting According to St. Claire and Jackson (cited by Hoover 2004),the importance of parental support for children’s academic performance is widely accepted. Children whose parents are actively supported in their children’s education perform better in reading, writing and behavior. Moreover, Hoover(2006) stressed that improved parental support not only lead to a higher academic achievement, but to better attendance and improved behavior at home and school as well. When school and home work collaboratively and use competent approach to education, they can make a huge difference in student’s achievement Padgett (2006). This observation is further supported by the findings of Fan and Chen (as pointed by Sanders, et al., 2005) in their meta-analysis study that revealed parent support and positive involvement affects academic performance of children. D’Souza (2008) stated that, being a parent is one of the most challenging but rewarding jobs anyone could ever adopt. It is the longest task and responsibility that an individual will ever perform. Parenting is an active process which demands that individuals use their skills and knowledge in planning, giving birth, raising, and providing for children. The parenting process includes protecting, nourishing, andguiding the child. It involves a series of interaction between the parent and the child through the life span. Chang (2010) also added that, families who make the effort to have family time sessions, share information, fun and laughter at mealtimes, participate and shared in the decision making will continue to strengthen the bond that binds. There is a very popular saying, “Families that pray together, stay together.” He further stressed that those families that share and care build an interdependency and oneness that continues to grow over time. Treat your children with respect and they will learn to respect you. If you have older children, support and involve yourself in their lives without intruding. Smaller children are easier to manage, get them involved even in your shopping activities and weekly cleaning and you will find they make willing helpers. Thompson(2010) emphasized that, “Parents can inspire kids to grow up to love learning and do well in school, by paying less attention to the actual specifics of the homework, but instead by creating learning-rich environments in and outside of the home. Flash cards and learning CD-ROMs are not the only things that promote learners and they may not be the best ones. Instead, start by turning off the TV and limit the viewing. Read with your child. Experience the world together-take nature walks, go to museums and the theater, watch old movies, and then read some more.” According to an internet source (http://www.lifecho.com/what-is-a-role-the-parent-roles-of-being-a-parent/),to raise childrenproperly the parent’s duties aren’t limited to food, shelter and protection, but also require them to teach and educate them, toshape knowledge and character, to prepare their child to face the real world. So another parent’s role is to make possible learning of such actions as walking and talking, reading and writing (to facilitate learning of these activities, a parent must have patience and understanding). The main goal here is to provide the children with the best, relevant and quality possible education. A parent has to be a fine observer (to have an overview of their children’s behaviors, moods and activities) and instructor for his children. If you want to be successful in this process of education, you have to be a gender model for your child by showing him or her to be a man or a woman. Teach your children about what is at the core of masculinity or femininity. Give your child various opportunities to finally become a healthy member of the community. To successfully integrate your child into your community, you should give him the knowledge of your community culture so that he will have the needed information and skills to grow up into an adapted adult. It is very important to guide your children toward social adaptation and integration. To help your kids develop appropriate coping skills and help them gain independence, explain and carry out tasks with your child. From an internet source (http//:en.Wikipedia.org/wiki/parenting)’young children demand constant attention, but will learn how to deal with boredom and be able to play independently. They also enjoy helping and feeling useful and able. Parents may assist their children by encouraging social interactions and modeling proper social behaviors. A large part of learning in the early years comes from being involved in activities and household duties. Parents who observe their children in play or join with them in child-driven play have the opportunity to glimpse into their children’s world, learn to communicate more effectively with their children and arte given another setting to offer gentle, nurturing guidance. Parents should also teach their children health, hygiene, and eating habits through instruction and by example. Parents are expected to make decisions about their child’s education. Parenting styles in this area diverge greatly at this stage with some parents becoming heavily involved in arranging organized activities and early learning programs. Other parents choose to let the child develop with few organized activities. From an internet source (http://www.csub.edu/-lwildman/finishedwebsite/parent.htm) suggestions were given on how parents can support their child’s education: a. Attendance: Good school attendance is important to academic achievement. When students are absent from school they miss vital instruction. Parents have control over their child’s attendance and this includes arriving on time to school, and not taking students out in the middle of the school day. b. Attitude: Parents need to display a positive attitude toward school in general. If parents have a positive attitude, the child will also have that positive attitude toward school. Parents must be careful in how they address school concerns in front of their child. If they display a negative attitude toward school, their child may adopt that as his/her own attitude toward school. c. Priority: Education must be given a top priority for it to come out on top. Therefore, parents must make education their first priority, above all other after school activities. d. Support: Children need their parent’s help. When a child needs help on homework or other special projects, it is their parents that they turn to. Parents need to offer support and help their children. They may even need to find help outside of the home, a tutor, for example. e. Role Model: The parent needs to be a positive role model for the child in helping to shape the child’s opinions and attitudes about learning. f. Get Involved: Research reveals that high self-esteem and student achievement are closely related to positive parental involvement in school. When parents get involved at school it can be a motivating factor to the child. It tells the child that the parents think that school is important. g. Communication: Parents need to keep in touch with their child’s school and have a positive relationship with the teacher. According to Klepfer (2010), many children cannot succeed in school by themselves. They need parental support. One way for parents to support their children is by helping them with homework. a. Provide Quiet Place: it is important that children have a suitable place to do their studying. This should be a quiet, organized place, away from the distractions of the home (television, phone, and loud music). b. Reward Progress: Parents should use a lot of praise to reward good achievement and effort and display their child’s good work. c. Talk About Homework: Parents need to talk to their children each day about their homework. They should check the student’s homework to be sure it is complete and ask their questions about the homework. But they should not do the homework for the child. d. Schedules: It may be necessary for parents to help their child develop a homework schedule. Parents may also need to help their child break their homework into smaller tasks, and help them plan for long term assignments. Another source from an internet (http://www.pbs.org/parents/goingtoschool/parents_role.html) Aparent should be a role model for learning. In the early years, parents are their children’s first teachers- exploring nature, reading together, cookingtogether, and counting together. When a young child begins formal school, the parent’s job is to show him how school can extend the learning you began together at home, and how exciting and meaningful this learning can be. As preschoolers grow into school age kids, parents become their children’s learning coaches. Through the guidance and reminders parents help their kids organize their time and support their desires to learn new things in and out of school.
Local Studies and Literature In the family code of the Philippines (Executive Order no, 209, as amended by E.O. no. 227), Chapter 3, Article 220, stated that the parents and those exercising parental authority shall have with the respect to their unemancipated children onwards the following rights and duties: a) Keep them in their company, to support, educate and instruct them by right precept and good example, and to provide for their upbringing in keeping with their means; b) Give them love and affection, advice and counsel, companionship and understanding; c) Provide them with moral and spiritual guidance, inculcate in them honesty, integrity, self-discipline, self-reliance, industry and thrift, stimulate their interest in civic affairs, and inspire in them compliance with the duty of citizenship; d. Furnish them with good and wholesome educational materials, supervise their activities, recreation and association with others, protect them from bad company, prevent them from acquiring habits detrimental to their health, studies and morals; e) Represent them in all matters affecting their interests; f) Demand from them respect and obedience; g) Impose discipline in them as may be required under the circumstances; and h) Perform such other duties as imposed by law upon parents and guardians. Parents play an important role in the life of their children .They are still the key in the learning of their children because they are likely to be the constant factor in their children because they are likely to be the constant factor in their children’s lives. This was supported by Alvarado(2009) that the role of parents is vital in the education of children especially in the Filipino setting when the family is viewed as an important component in the learning process and experiences of the child. Parents’ support would mean that the fathers and mothers of the children in school are the active partners of the teachers in carrying out the school goals and objectives most specifically in improving the academic performance of the students (Maranon,2005). Today’s call for families to become more supportive in their children’s education both at home and at school is not new. Calderon (cited by Alvarado 2009) that children with directly supportive parents scored higheston the children’s test, that when the parents have a high regard for education they transform their feeling to their children to do the same. This was supported by the Focus group discussion (FGD), and parents disclosed that as working parents they should see to it that they have quality time for their children. According to Papalia et.al (2004) parents can affect their children’s educational achievement by becoming supportive in their children’s schooling; acting as advocates for their children and impressing teachers with the seriousness of the family’s educational goals. Mapp (2004) further explained that in establishing effective family educational goals, the school must embrace a philosophy of partnership and be willing to share power with families. Make sure that parents and school staff understand that the responsibility for children’s educational development is a collaborative effort.
Tesiorna (2004) conducted a study on parents’ participation in school related activities and their children’s academic performance. The study utilized the descriptive method of research using a questionnaire/checklist, the respondents of the study were 322 parents and the high school students enrolled in Dapa and Pilar National High Schools. The findings of the study revealed that parent’s participation is moderately extensive in four areas of school related activities, namely: 1) school program,2) school committee, 3) class management and 4) formulation of the home-school agreement. Tesiorna further found in this study that parents give at least priority to find time to visit the office of the principal, to confer with the subject teacher and to follow-up academic performance. He recommended that parents’ participation in school related activities is an important factor that can influence the academic performance of students. Jacobe (2009) also conducted a study on school and community partnership, practices and pupil’s academic performance. The study revealed that parent’s involvement in school has an influence in the achievement of their children. He also confirmed that parents participation in school inspire and sustain children’s interest to perform well in their studies. If children received the full support from parents in their education, they will have better outcomes and enduring effects on their academic endeavors. Beliganio (2012) also conducted a study on teacher’s self-efficacy belief in character education and parental involvement in character development of pupils. The findings of the study revealed that teachers agreed on their self-efficacy belief in teaching character education, thus, some of them encountered problems in teaching the subject. Moreover, the parent’s involvement in the character development of pupils is into a large extent. It implies that the parents are almost always involved in teaching their children positive values pertaining to activities at school and in their respective homes. The study also revealed that there is no significant difference between the teacher’s perception on their self-efficacy beliefs in teaching character education and the extent of parent’s involvement in the character development of students. Rodriguez (cited by Yao 2011) suggested on how parents can physically prepare their child for longer hours in school.First, have them eat a heavy breakfast before class. Second, pack healthy food and drinks for them to snack on. Third, have them sleep early the night before class. Fourth, toilet-train and teach them to observe good hygiene and pack an extra set of clothes, toilet paper, and face towel. Rodriguez also suggests teaching your child the importance of listening and following instructions while in class. Listening is the key to doing well in school. Studying can also be a good bonding experience for parent and child. Even if the child has a tutor, they should still play an active role with homework. Lazatin-Mapaas (cited by Yao 2011) argued that the attitude of considering that grades are important is passed on from parent to child. If parents take the time to review concepts with the child to make sure lessons in class are understood and imbibed, then it would be easier to assure the child that his grade are either a true or skewed reflection of what he knows and understands-because his parents know his level of understanding.
Insights Gained from the Study From the literature and studies reviewed, the researcher had generated and gained insights that help and supplement her conceptualization of the study. The review of related literature gave the researcher the insights that parental support in children’s learning was summarized or categorized in four aspects: material support, on-material support, academic support and non-academic support, If the children acquired all this supports, then there’s no reason why children cannot increase their academic performance in their studies. To raise children properly, parent’s responsibilities and supports aren’t limited to food, shelter and protection, but also require them to teach and educate, to shape knowledge and character, and to prepare them to face the real world. The literature taken from St. Claire and Jackson (2006), Hover (2004), and Padgett (2006), stated how important are the parents support to the academic performance of a child. Now it is clear how important are the parents’ roles in relation to the academic performance of their children. Before the researcher conducted this study, she has a deep sense of concern that after this study, somehow, someway she can help the parents realize and understand their roles as parents to their children studying in schools. They perform their duties and responsibilities well to their children as the hope of our nation. Through these, the academic performance of their pupils will improve with the full cooperation of people concerned on this endeavor which are the parents and teachers. D’Souza (2008), Chang (2010), Thompson (2010), and Klefer (2010), gave their views, suggestions and tips on how parents should perform their roles as parents to their children. In the family code of the Philippines Executive Order No. 209, as amended by E.O. No. 227 chapter 3, Art.220 presented the parental authority and the responsibilities in their child education, which might help the parents and the child, clarify both their limitations, supports and responsibilities. The researcher also gathered some information and ideas on how to nurture and perform parents’ role from different sources in the internet and researchers that can support this study. The present study is similar to other studies in terms of research methodology, statistical tools, and sampling procedures. They differ however in local, variables, the focus area, the research instrument, and the purpose of the study.

Chapter 3
Research Methodology This chapter describes the method used in this study. It discussed the research design, research locale, the subject respondents, the sampling procedure, the research instrument, the scoring procedure and the treatment of the data.
Research Design This is a descriptive survey method using the questionnaire as the main tool for gathering data. Data collections were taken from the respondents who were chosen with the use of systematic random sampling. The data were gathered through the use of the questionnaire in an actual survey on parental support which was conducted personally by the researcher.
The Research Locale The study was conducted in Kilikili National High School, EastKilikili, Wao, Lanao del sur for school year 2013-2014. The school is one of the high schools of Wao II District, Wao, and Lanao del Sur. The school is bounded by Kalilangan, Bukidnon in the North and East, Barangay West Kilikili in the West and Barangay Buntongan in the South. The school has 17 Permanent Teachers and headed by the School Principal. The school caters a total of 426 students for School Year 2013-2014. Figure 2 shows the map of the Municipality of Wao, Lanaodel Sur showing the school included in the study.

The students’ performance in this school, based on last year National Achievement Test results, revealed that they obtained an average mean score in the division. However, it was suggested that the activities of teachers in school must focus on the improvement of students’ performance to above average level. This could be carried only if teachers and parents would work together to achieve this concern. No matter how effective are the teachers, if the parents will not cooperate and support their school children, which play a vital role in the lives of their child, the school will not achieve its goals and objectives towards the learners.

The Subject/Respondent The subjects of this study were the parents and the students studying in Kilikili National High School, EastKilikili, Wao, and Lanaodel Sur. For the school year 2013-2014. There were two hundred fifty parents and students respondents in all. The common occupation of the parent respondents were farming and laboring and only few are professionals. Farming was their chief source of income because the place is an agricultural area where the land is fertile and suitable for planting sugarcane, corn and rice in the lowland area. Nowadays, only few owned a wide area of land planted with sugarcane, some of them sold or mortgaged their farm to the rich or to the company of pineapple plantation grower, that’s why most of them are now laborers in the haciendas. But there were some who tilt their own land. Almost seventy percent belong to big family size, having 4 to 8 or more number of children. Almost ninety percent of the respondents are Ilocano and about ten percent belongs to other tribes.
The Sampling Procedure Samples were taken from the one hundred parents and one hundred fifty students in Kilikili National High School, EastKilikili, Wao, Lanao del Sur. In determining the sample size of the study, the researcher employed the Slovin’s formula which was set at .05 error tolerance. The researcher also used the proportion formula by dividing the obtain sample size to the total population of parents. The proportion result of 0.6868 for parents was multiplied to the number of parents in each year/grade level to obtain the number of respondents from its grade/year level. Whatever the numbers of parents were also the number of students respondents because there were some student respondents because there were some parents who have more than 1 child. Then, the systematic random sampling was applied to identify the respondents from each grade/year level as researcher considered the parents because they were familiar with the extent of support towards their children. On the other hand, the students were also served as respondents on how they perceived the support given by their parents. The computation of the sample size, proportion and actual number of respondents will be seen below.
Computation of Sample Size, Proportion and Actual Number of Respondents.
Parent respondents
Sample Size

N = N___

1 + Ne2

= 426________ 1 + 426(0.05)2

= ____426________ 2.065

N = 206

Proportion
P = 206 426
P = 0.4836

No. of Parent and Student Respondents

AC= No. of Parents x Proportion

Grade 7: 124 X 0.4836 = 59.67 (60)

Grade 8: 152 X 0.4836 = 73.51 (74)

Third Year: 85 X 0.4836 = 41.11 (41)

Fourth Year: 65 X 0.4836 = 31.43 (31)

Total 426 206

Legend

n = Sample Size
P = Proportion
AR= Actual Respondents

Table 1

Distribution of Parent-Respondents by Grade/Year Level

Grade/Year Level
Actual No. of Parent Population
%
Sample
Size
Actual No. of Student Population
No. of Students Respondents
Grade 7

124
48
60
124
60
Grade 8

152
48
74
152
74
Third Year

85
48
41
85
41
Fourth Year

65
48
31
65
31
Total

426
48
206
426
206

Data Gathering Procedure

1. The researcher asked first permission from the School Principal and the Schools Division Superintendent to conduct a study with the high school students and parents from Grade 7 to Fourth Year. 2. The researcher personally launched the questionnaires to the students and parents of Kilikili National High School. All the Questionnaires were retrieved as soon as the respondents were done.
The Research Instrument The data were gathered using the questionnaires. The researcher formulated an instrument used for parent and students which was adopted from Macud (2003). It was then translated into Tagalog version to be more understandable by the respondents. Some minor revisions and modifications were done however to suit to the present study. Additional items were added to have the same number of items in each aspect of parental support. The questionnaires were prepared such that it is easy for parents and students to answer the questions. The research instrument consists of only one part. The instrument is a component of four aspects, namely: Material, Non-material, Academic and non-academic which became the basis for generating data regarding the extent of parent support in the four aspects. The researcher also utilized the grades of every pupil respondents to determine their academic performance in the second grading period.
Validity of the Questionnaire As mentioned earlier, the research instrument was adopted from Macud (2003) the researcher added some questions, and modified in order to understand by the respondents. There is therefore a need to try out the questionnaire to determine its reliability. The questionnaire was first content validated by selected parents and students in the school. The common feedback was that, items should be easily understood by the parents and students if it is in Tagalog dialect because most of the parents are Ilocano and Tagalog is their second dialect and it is hard for them to understand English language. With this comment, allthe items were translated into Tagalog version for easy understanding and some of the items were improved based on the feedback and suggestions of the parents and students. After this, the instrument was tried out to parents and students who were involved in the study. There were 20 parents and 20 students involved in the try out. The data of the try out was subjected to reliability analysis. Using the mean, results revealed that all items were reliable. This indicates that the items arereliable as well as valid.
Administration of the Instrument A formal permission to conduct the study was secured from the Schools Division ofBukidnon through the recommendation of the Director of Graduate School of Valencia Colleges, Valencia City for the approval. This permission made the data collection activity official.

With the permit, the researcher met and informed first the school principal and teachers of the school on how to administer the questionnaire for the parents and students. The researcher also initially oriented the respondents on the nature of the study before they answered the questionnaires. This was done right after the General PTA Meeting. The distribution of the questionnaire was done personally by the researcher. No time limit was set for the respondents to answer the questionnaire. The researcher purposely waited until the parent and student respondents finished answering the questionnaire to ensure the 100% retrieval. The grades of the student-respondent were taken personally from their teacher advisers for their academic performance.
The Scoring Procedure The data obtained from the subjects were scored based on a scale of four. For the extent of parent support, always supported is given four points, Occasionally supported is given three points, Least supported a weight of two, and Never supported a weight of one. The mean values are interpreted using the following criteria:

________________________________________________________________________
Scale Interval Extent of Support Qualitative description
________________________________________________________________________
4 3.70 – 4.00 Always Supported (A) Supported in all pertinent situation
3 2.80 – 3.69 Occasionally Supported (Oc) Supported in some pertinent situation 2 1.90 - 2.79 Least Supported (L) Supported in a few situation
1 1.00 – 1.89 Never Supported (N) Not supported at all
Treatment of the Data The following statistical tools were applied to analyze the data for each problem. In Problem One, the mean was used to determine the extent of support given by the parent to their school children. For Problem Two, on how the children perceive the extent of support given by the parents respectively, the same statistical treatment was applied. For Problem Three, on the academic performance of the student-respondents, the frequency count was used. For Problem Four, on significant relationship between parental support and the academic performance of the children the Product-Moment Correlation Coefficient (Pearson r) was used. The data were analyzed qualitatively wherein the responses of the parents were coded. A pattern was established, and then the information was tabulated in the frame to facilitate the textual analysis of data.

CHAPTER 4
Presentation, Analysis and Interpretation of Data The chapter presents the findings, analysis and interpretation of data gathered from the survey. Data are presented in tabular form to facilitate analysis and interpretation.
Problem No.1: To what extent do parents support their school children in their studies in terms of:
a) Material Support;
b) Non-material Support;
c) Academic Support; and
d) Non-Academic Support? Table 2 shows the material support of parents. It is shown on the table that the indicator providing the needed materials for school activities such as paper, pencil and others has the highest mean of 3.78 and extent as Always (A) given by the parents. Materials needed for schools activities plays an important role in school fees showed a mean of 3.61 with an extent of Occasionally (Oc). This implies that the contribution in school is occasional. This is supported by no collection policy as set by the government through the secretary of education. Providing bags, umbrellas, slippers and others that they can use in school is having a mean of 3.53 and was extent as Occasionally (Oc).
Table 2
Material Support of Parent

Indicator Mean Rank QD
________________________________________________________________________
1. Providing the needed materials for school activities such as 3.78 1 A paper, pencil and others.

2. Preparing the foods and snacks of my children. 3.51 5 Oc

3. Buying new clothes especially during opening and closing of 3.31 6 Oc the year.

4. Giving school contributions and other school fees. 3.61 3 Oc

5. Giving financial supports to any school athletic activities 3.30 9 Oc that my children wish to attend.

6. Giving them baon in form of cash or foods every day. 3.38 8 Oc

7. Supporting the school by giving donation in cash. 3.14 10 Oc

8. Providing bags, umbrellas, slippers and others that they can 3.53 4 Oc use in school.

9. Providing the needed and appropriate requirements in class 3.77 2 A such as writing notebook, formal and informal themes and others.

10. Buy school uniform and PE uniform. 3.50 7 Oc
________________________________________________________________________
Grand mean 3.48 Oc
________________________________________________________________________
Scale Interval Extent of Support Qualitative Description
4 3.70 – 4.00 Always (A) Supported in all pertinent situation
3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation
2 1.90 – 2.79 Least (L) Supported in a few situation1 1.00 – 1.69 Never (N) Not supported at all Preparing the foods and snacks of my children is an indicator having a mean of 3.51 with an extent of Occasionally (Oc). It is best to prepare foods and snacks for children in going to school to ensure cleanliness and safety for children and to avoid them from a victim of food poisoning. Giving them baon in form of cash or foods every day garnered a mean of 3.38 and with an extent Occasionally (Oc). This is one way of motivating the children to pursue their studies better. An incentive of any amount on every achievement of the child gives him encouragement to do better in school. Buying new clothes especially during opening and closing of the year is having a mean of 3.31 while giving financial supports to any school athletic activities that my children wish to attend is having a mean of 3.30 and both are extent Occasionally (Oc). This is also one of motivating the child to refrain from dropping out in school. Lastly, the indicator supporting the school by giving donation in cash possessed the lowest of 3.14 and extent Occasionally (Oc). This quite expensive for many of the parents don’t have the capacity to donate cash because many of the people don’t have well paid job. Generally the material support of parent is having a mean of 3.48 and with an extent Occasionally (Oc). This implies that material support of the parents to their children is given in some pertinent situation depending on the needs and priorities of the child.

Table 3
Non –Material Support of Parent
______________________________________________________________________________
Indicator Mean Rank QD
________________________________________________________________________
1. Showing interest and taking pride in children’s academic 3.46 8.5 Oc accomplishment

2. Encouraging children to attend classes promptly and regularly.3.66 1 A

3. Showing by example desirable habits and attitudes. 3.66 2.5 Oc

4. Developing children to have good character through spiritual 3.58 6 Oc education.

5. Giving much attention to the health of children. 3.66 2.5 Oc

6. Encouraging children to study not only during examination. 3.64 4 Oc

7. Guiding children to understand and have a proper attitude 3.62 5 Oc toward work.

8. Talking children regarding personal and school problems. 3.46 8.5 Oc

9. Never utilize their time for my own business. 3.15 10 Oc

10. Recognizing children good works and accomplishments 3.51 7 Oc especially when it regards to school activities.
________________________________________________________________________
Grand Mean 3.55 Oc
________________________________________________________________________

Scale Interval Extent of Support Qualitative description

4 3.70 – 4.00 Always (A) Supported in all pertinent situation

3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation

2 1.90 – 2.79 Least (L) Supported in a few situation

1 1.00 – 1.89 Never (N) Not supported at all

The extent of parental support in terms of non-material support of parent was shown on table 3. The table showed that parents were extent occasionally in the following enumerated indicators aside from statement two, where the parents support were extent always in encouraging their children to attend classes promptly and regularly with the highest mean of 3.77. The indicator shows by example desirable habits and attitudes and giving much attention to the health of children shown with the same mean of 3.66 with an extent occasionally (Oc). As cited by Bee (2004) that patterns or styles of child rearing, each of these indicators of parental support/parental behavior has demonstrable effect on the child’s parent has to be a fine observer to have an overview of their children’s behaviors,moods,activities and model for his children. If you want to be successful in this process of education, you have to be a model for your child. This statement was supported from an internet source in lifecho.com.’that parent should be of good example in desirable habits and attitudes to their children so that they will follow and serve as models to their children whatever their attitudes and habits the children tend to imitate and follow. Parents should also give much attention to the health of their children by serving them nutritious foods for their meals and baon so that they will become health and strong. A healthy child is active in school while the unhealthy child is always absent and the academic performance is low. Studying always not only during examination is a good study habit to develop child mental ability and teaching them good study habit to develop child mental ability and teaching them good attitude towards work. Lastly, the indicator never utilizes my time for my own business is the lowest mean of 3.15 and extent occasionally. Generally the non-material support of parent is having a mean of 3.55 and with an extent occasionally (Oc). This means that the non-material support of parents is supported in some pertinent situation given to their children. This was supported by Klinzing (2005) that non-material support alone does not determine how children will turn out, but it can be an important factor. The table 4 reveals the academic support of parents. It was found out that parents support were extent occasionally in helping children in deciding where school to enroll after graduating in high school was ranked number one followed by guiding children in developing their study habits having a mean of 3.57 and extent occasionally (Oc). This was assisted by Elasbree and Macnally (2005) as cited by Bien (2002) that parent support in the learning activities is a strategy in increasing the educational effectiveness of the time those parents and children spend with one another at home. Encouraging children to develop their talents and skills by participating any school curricular activities and guiding children’s assignments and homework has the same mean of 3.46 and extent occasionally (Oc). This was supported by Klefer (2010) when he stated that one way for parents to support their children is by helping them with homework. He further explained that parents need to talk to their children each day about their homework. They should check their student’s homework to be sure it is complete and ask their child about the homework. Making informal teaching at home to follow up school works was having the mean of 3.33 and extent occasionally (Oc). Supporting children in any literary, musical programs was having the mean of 3.32 with an extent occasionally (Oc). While assisting children review classes during NAT and other forms of examination was having the mean of 3.30 and extent Occasionally (Oc). Assisting children in preparation for their periodical test and quiz was having a mean of 3.24 and extent occasionally (Oc).
Table 4
Academic Support of Parents
________________________________________________________________________
Indicator Mean Rank QD
________________________________________________________________________
1. Guiding children’s assignments and homework 3.46 3.5 Oc
2. Visiting their class to follow up student’s performance 3.03 9 Oc
3. Guiding children developing their study habits. 3.57 2 Oc
4. Supporting children in any literary, musical programs 3.32 6 Oc
5. Encouraging children to develop their talents and skills by 3.46 3.5 Oc participating in any school curricular activities..
6. Making informal teaching at home to follow up school works. 3.33 5 Oc
7. Assisting children review classes during NAT /NCAE and other 3.30 7 Oc forms of examination.
8. Helping children in deciding where school to enroll after 3.58 1 Oc graduating high school.
9. Discussing with teachers regarding children’s difficulties and 2.94 10 Oc problems in their lessons.
10. Assisting children in preparation for the periodical test and quiz.3.24 8 Oc
________________________________________________________________________
Grand Mean 3.32 Oc
________________________________________________________________________
Scale Interval Extent of support Qualitative Description
4 3.70 – 4.00 Always (A) Supported in all pertinent situation
3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation
2 1.90 –2.79 Least (L) Supported in a few situation
1 1.00 – 1.89 Never (N) Not supported at all Visiting class to follow-up students performance and discuss with teachers regarding children’s difficulties and problems in their lessons was in the lowest mean. This implies that parents visit the school occasionally. The cooperative efforts of teachers and parents are necessary in establishing an effective educational program where children can grow optimally in knowledge, skills, attitudes and values. Discussing with teachers regarding children’s difficulties and problems in their lessons got lowest mean 2.94 and with extent occasionally (Oc).Mill’s study as cited by Benger (2002) stated that once the parents are ready to seek advice for the special behavior problems to ensure their children’s psychological well-being, parents looked for their children’s teachers for advice. The general mean showing the parental support in terms of academic support was extent occasionally (Oc) which garnered a garnered a grand mean of 3.32. This indicates that the parents support in some pertinent situation. According to Jeup (2009) that parental education was most strongly correlated with academic achievement of children. Table 5 informing the non-academic support of parents. It is shown on the table that of all the indicators, assisting my children during enrolment period got the highest mean of 3.74 and with extent of always (A). Participating in Brigada Eskwela and pahina in school was next, with the mean of 3.58 and extent occasionally (Oc). The indicator attending parent-teachers conferences related to children’s progress, the parents support were extent occasionally with the mean of 3.48.

Table 5
Non-Academic Support of Parents
______________________________________________________________________________
Indicator Mean Rank QD
________________________________________________________________________
1. Assisting my children during enrolment period. 3.74 1 A
2. Attending Parent-Teachers conferences related to children’s 3.48 3 Oc progress.
3. Participating in Brigada Eskwela and pahina in school. 3.58 2 Oc
4. Attending in any school activities. 3.15 8 Oc
5. Attending and participating in the recognition day of my 3.35 6 Oc children.
6. Attending homeroom and general PTA meetings. 3.40 4.5 Oc
7. Participating and attending PTA induction and other PTA social 3.14 9 Oc activities.
8. Participating in School Christmas and Family and Day Program. 3.26 7 Oc
9. Supporting and participating in School Health and Nutrition 3.40 4.5 Oc Program.
10. Supervising children during Linggo ng Wika and other monthly 2.87 10 Oc celebration.
________________________________________________________________________
Grand Mean 3.34 Oc
________________________________________________________________________
Scale Interval Extent of support Qualitative Description
4 3.70 – 4.00 Always (A) Supported in all pertinent situation
3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation.
2 1.90 – 2.79 Least (L) Supported in a few situation
1 1.00 – 1.89 Never (N) Not Supported at all

This indicates that parent support as far as their support is concerned in school activities. The indicators attending homeroom and general PTA meetings and supporting and participating in school health and nutrition program have the same mean of 3.40 and with an extent occasionally (Oc). This was supported by Menil (2007) when he stated that it is important that parents should actively support all school activities. Getting parents involved in school related activities might inspire their children. The indicator attending in the recognition day of my children is having the mean of 3.35 and with an extent occasionally (Oc). Participating in school Christmas and Family Day programs were having a mean of 3.26 and extent occasionally (Oc). Attending and participating in any school activities was having the mean of 3.15,participating and attending PTA inductions and other PTA social activities were having the mean of 3.14 and supervising children during Linggo ng Wika and other monthly celebrations were having the mean of 2.87 and with the extent occasionally(Oc) and these were their least priorities. These may evident that parents are maybe busy earning a living. Generally, the non-academic support of parents is having a mean of 3.34 and with the extent occasionally (Oc). This denotes that non-academic support of parents to their children was supported in some pertinent situation. Parents are lack of support in school activities and programs. Others feel that it is no longer important and not their primary obligation. The results confirmed that even in PTA meetings parents were occasionally supportive, taking for granted their responsibilities and this may lead to affect their children’s interest.

Table 6
Extent of Parent Support in terms of Material Support as perceived by Children
________________________________________________________________________
Indicator Mean Rank QD
________________________________________________________________________
1. Providing the needed materials for school activities such as 2.00 10 L paper, pencil and others.
2. Preparing the foods and snacks of my children. 3.62 1 Oc
3. Buying new clothes especially during opening and closing of 3.16 6 Oc the year.
4. Giving school contributions and other school fees. 3.19 4 Oc
5. Giving financial supports to any school athletic activities that 3.15 7 Oc my children wish to attend.
6. Giving them baon in form of cash or foods every day. 3.18 5 Oc
7. Supporting the school by giving donation in cash. 3.34 3 Oc
8. Providing bags, umbrellas, slippers and others that they can 2.91 9 Oc use in school
9. Providing the needed and appropriate requirements in class 3.12 8 Oc such as writing notebooks, formal and informal themes and others.
10. Buying school uniform and PE uniform. 3.44 2 Oc
________________________________________________________________________
Grand Mean 3.11 Oc
________________________________________________________________________
Scale Interval Extent of Support Qualitative Description

4 3.70 – 4.00 Always (A) Supported in all pertinent situation.
3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation
2 1.90 – 2.79 Least (L) Supported in a few situation
1 1.00 – 1.89 Never (N) Not supported at all
Problem No. 2 How do children perceive the extent of support given by their parents in terms of: a) Material support; b) Non-Material Support; c) Academic Support; and d) Non-Academic Support? Table 6 reveals material support of parents as perceived by children. It is very clear that preparing the foods and snacks of my children is the indicator with the highest rank with the mean of 3.62. This means that parents support was extent occasionally. It further implies that parents have sometimes done the preparation of food and snacks of their children. They don’t totally care and see to it that their children are eating the right and nutritious food they need in their body. Buying school uniform and PE is the next higher rank indicator. It has a mean of 3.44 and extent occasionally by the parents toward their children. It really means that parents do support sometime in buying the school PE uniform of their children. They don’t know how this thing being valued by their children as a sign or symbol of a student in a particular school. Letting their children wear a school uniform and PE uniform feel them proud and confident that they belong to the group of students. Another indicator with the highest mean of 3.34 the indicator on supporting the school by giving donation in cash. It was extent occasionally by the parents to their children. It means that parents supported sometimes in giving donations in cash to the school. They don’t believe that giving cash donation helps in sustaining the school needs on time. There are indicators which weregathered the last three means on the table. The indicator of providing the needed and appropriate requirements in class such as writing notebook, formal and informal themes and other has a mean of 3.12 and it is extended occasionally by the parents as perceived by their children. It means that parents do sometimes support their children’s need in school. They don’t really know the importance of these materials as the pre-requisite in that particular grade/year level. How can children appreciate the important of such activity if they don’t have the material they can use for it? So, it is better to have it to facilitate the development of the writing skills of their children. The next indicator is on providing bag,umbrellas,slippers and others that they can use in school has a mean of 2.91.This indicator was extent occasionally by the parents to their children. They give this least priority in their education budget of their children. And the last indicator is providing the needed material for school activities. They don’t appreciate the great value of having those needed material to facilitate the school activities. In general, the material support of parent as perceived by children is having a mean of 3.11 and with the extent occasionally (Oc) by parents. This means that material support of the parents as perceived by children is supported in some pertinent situation by their parents. And this simply entails that parents really don’t know the school needs and priorities of their children.
Table 7
Extent of Parent Support in terms of Non-Material Support as perceived by Children
________________________________________________________________________
Indicator Mean Rank QD
________________________________________________________________________
1. Showing interest and taking pride in children’s academic 3.44 4 Oc accomplishments. 2. Encouraging children to attend classes promptly and regularly. 3.26 6 Oc
3. Showing by example desirable habits and attitudes. 3.63 1 Oc
4. Developing children to have good character through spiritual 3.16 8 Oc education.
5. Giving much attention to the health of children. 3.50 2 Oc
6. Encouraging children not only during examination. 3.43 5 Oc
7. Guiding children to understand and have a proper attitude 3.21 7 Oc toward work.
8. Talking children regarding personal and school problems. 3.46 3 Oc
9. Never utilize their time for my own business 2.91 9 Oc
10. Recognizing children good works and accomplishments 2.82 10 Oc especially when it regards to school activities.
________________________________________________________________________
Grand Mean 3.28 Oc
________________________________________________________________________
Scale Interval Extent of Support Qualitative Description

4 3.70 – 4.00 Always (A) Supported in all pertinent situation.
3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation
2 1.90 – 2.79 Least (L) Supported in a few situation
1 1.00 – 1.89 Never (N) Not supported at all

Table 7 reveals the non-material support of parents as perceived by children. It is evident on the table that indicators showing by example desirable habits and attitude have a total mean of 3.63 and are extent occasionally by the parents. It means that parents sometimes don’t show by example desirable habits and attitudes. This means that parents don’t always show desirable habits and attitudes they possess the children are imitating them. The next indicator is on giving much attention to the health of children with the mean of 3.50 and it is extent occasionally (Oc) by parents to their children. It means that parents have done sometimes in giving much attention to the health of children. They imply that parents need to give much attention to the health of children considering that health is wealth. The children can’t perform well their task and responsibility in school if they don’t have good health. Another indicator is on talking to children regarding personal and school problems with a total mean of 3.46 and it is extent occasionally by the parents to their children. This means that parents have sometimes done this kind of support towards their children. This requires that parents don’t regularly monitor and follow-up their children regarding their schooling by simply talking children regarding personal and school problems. On the other hand, there were indicators obtained from the parent non-material support as perceived by children. It indicates on developing children to have good character through spiritual education is having a mean of 3.16 and it is extent occasionally (Oc) by the parents. This means that parents have sometimes done on developing children to have good character and to have spiritual education. It denotes that parents have the total trust and confidence of the school to nurture their children on good character but they don’t trust, they have also big role of doing this things. Children’s have more time at home and so parents can really observe every now and then the characteristics of their children towards all aspects in life. So by guiding thei children to do the right thing helps them develop good character. The next indicator is on never utilizing their time for my own business. This indicator is having a mean of 2.91 and is extent occasionally (Oc) by the parents. This means that parents sometimes done in utilizing their children’s time need to be used for their studies and other important activities they need to do. Lastly, the indicator on recognizing children’s good works and accomplishments especially when it regards to school activities is having the lowest mean of 2.82 and it is extent occasionally(Oc) by the parents. This means that parents have sometimes done their part in recognizing the good works and accomplishments of their children in school. This indicates that they totally don’t mind if their children have perform well or not in school. In general, the non-material support of parents as perceived by children is having a mean of 3.28 and it was extent occasionally (Oc) by the parents. This means that non-material support of parents towards their children was done in some pertinent situation. This further explained that parents don’t think that this non-material helps a lot in the education of their children.

Table 8
Extent of Parent Support in terms of Academic Support as perceived by Children
________________________________________________________________________Indicator Mean Rank QD
________________________________________________________________________
1. Guiding children’s assignments and home works. 3.16 7 Oc
2. Visiting children’s class to follow-up their performance 3.18 6 Oc
3. Guiding children developing their study habits. 2.77 9 L
4. Supporting children in any literary, musical programs. 3.30 3 Oc
5. Encouraging children to develop their talents and skills by 3.04 8 Oc participating in any school curricular activities.
6. Making informal teaching at home to follow up school works. 3.35 1 Oc
7. Assisting children review classes during NAT and other forms 3.22 4.5 Oc of examination.
8. Helping children in deciding where school to enroll after 3.22 4.5 Oc graduating in high school.
9. Discussing with teachers regarding children’s difficulties and 3.33 2 Oc problems in their lessons.
10. Assisting children in preparation for the periodical test and 2.47 10 L and quiz.
________________________________________________________________________
Grand Mean 3.10 Oc
________________________________________________________________________
Scale Interval Extent of Support Qualitative Description
4 3.70 – 4.00 Always (A) Supported in all pertinent situation.
3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation
2 1.90 – 2.79 Least (L) Supported in a few situation
1 1.00 – 1.89 Never (N) Not supported at all

Table 8 shows the extent of parent support in terms of academic support as perceived by the children. The indicator making informal teaching at home to follow-up school works has the highest mean of 3.35 and extent occasionally(Oc). This entails that the parent support as perceived by their children is occasionally. The indicator discussing with teachers regarding children’s difficulties and problems in their lesson is the next, having the mean 3.33 and with an extent occasionally(Oc) followed by supporting children in any literary, musical programs having the mean of 3.30 which is also extent occasionally(Oc).The indicators assisting children review classes during NAT and other forms of examination and the indicator helping children in deciding where school to enroll after graduating in high school have the same mean of 3.22 and with the extent occasionally(Oc). Visiting children’s class to follow-up their performance was having the mean of 3.18 and extent occasionally (Oc). Guiding children’s assignments and home works was having the mean of 3.16 and with an extent occasionally (Oc). The lowest support given by the parents in the academic support perceived by the children are encouraging children to develop their talents and skills by participating any school curricular activities, guiding children developing their study habits and assisting children in preparation for the periodical test and quiz have the mean of 2.47 and with Least(L) extent. These three indicators were very important for the children for their academic performance to become higher but then this is how they perceived it from their parents. Generally, the academic support of parent as perceived by their children is having a mean of 3.10 and extent Occasionally (Oc). This signifies that the academic support of parent as perceived by their children was supported in some pertinent situation given to them. This result negates that academic achievement was negatively related to parental support, Leung et al. (2003). This depends on the time given by their parents to their children in their studies. Some of the parents their academic support given to their children is not their priorities, they prefer to prioritize their material support. In terms of their educational qualification only few of them have a degree most of them are until elementary and high school level only. Maybe this is one of the factors why some of them are not really supportive in terms of their academic support. Galyne et al (2004) pointed out that parental support in academic is considered an important determinant of several aspects of children’s outcome. Thus parental support also plays an important role in children’s education. Table 9 presents the extent of parents support in terms of non-academic support as perceived by children. It is very clear that the indicator on attending parent-teacher association conferences related to children’s progress is having the top rank of all indicators with a mean of 3.67 and with an extent occasionally (Oc). This means that parents sometimes have done this kind of support to their children. It is evident that parents give high regards on attending PTA conferences related to their process.

Table 9
Extent of Parent Support in terms of Non-Academic Support as perceived by Children.
________________________________________________________________________
Indicator Mean Rank QD
________________________________________________________________________
1. Assisting my children during enrolment period. 3.18 2 Oc
2. Attending Parent-Teachers Association Conferences 3.67 1 Oc related to children’s progress.
3. Participating in Brigada Eskwela and pahina in school. 3.08 6 Oc
4. Attending and participating in any school activities. 3.15 3 Oc
5. Attending in the recognition day of my children. 2.91 10 Oc
6. Attending homeroom and general PTA meetings. 3.11 4 Oc
7. Participating and attending PTA induction and other PTA 3.10 5 Oc social activities.
8. Participating in School Christmas and Family Day program 3.01 8.5 Oc
9. Supporting and participating in School Health and Nutrition 3.01 8.5 Oc Program.
10. Supervising children during Linggo ng Wika and other 3.02 7 Oc monthly celebration.
________________________________________________________________________
Grand Mean 3.12 Oc
________________________________________________________________________
Scale Interval Extent of Support Qualitative Description

4 3.70 – 4.00 Always (A) Supported in all pertinent situation.
3 2.80 – 3.69 Occasionally (Oc) Supported in some pertinent situation
2 1.90 – 2.79 Least (L) Supported in a few situation
1 1.00 – 1.89 Never (N) Not supported at all

The next indicator is on assisting my children during enrollment period with a mean of 3.18 and extent occasionally by parents as perceived by the children. This means that parents have sometimes done assisting their children during enrollment period. It shows that parents are just letting their children in enrolling themselves in school. They don’t always accompany their children during enrollment period. Another indicator is on attending and participating in any school activities with a mean of 3.15 and extent occasionally by parents to their children. This simply means that parents sometimes done their part responsibility in attending and participating in any school activities. Though this indicator belongs to the top three highest mean in the table, but still it is occasionally performed by the parents. It further signifies that not all the parents extent their non-academic support towards their children’s education. On the other side, there are also indicators that obtained the lowest three mean. The indicator on participating in school Christmas and Family day program has the mean of 3.01 and it is equally the same in the indicator on supporting and participating in School Health and Nutrition Program of the school. These indicators are perceived by children as extent occasionally by parents. This means that parents have sometimes done their role in participating school Christmas and Family Day and school Health and Nutrition Program. This implies that parents not totally give support in the different school programs of the school. The next indicator is on attending the recognition day of my children with a mean of 2.91 and it is with extent occasionally (Oc) by the parents. This informs that parents have done sometimes or not regularly attending the recognition day of their children. It entails that parents need to give more value on the achievement and performance of their children in school. They should give more importance on the best performances and achievement by supporting their children by presently attending during recognition day. In totality, the non-academic support of parents as perceived by the children is obtained the general mean of 3.12 and it is extent occasionally (Oc). This means that parents have done sometimes in all indicators supporting the non-academic aspects of the children’s education. This indicates that parents did not totally support the non-academic activities of their children. This further explained that they don’t really have the idea on what are the non-academic supports.They needs to extend the support to their children in school. So it is best to have regular conversation with the children to facilitate and give the highest priority by the parents to the welfare of their children’s education. Boreja (2003) emphasized that those students who perceived their parents to be supportive and actively engaged in school leads to more effective children’s learning and studying strategies.

Table 10
The Academic Performance of the Respondents
________________________________________________________________________
Grade Frequency Percentage Mastery Level
75 –79 50 40 Needs Improvement
80 -84 51 40.8 Satisfactory
85-89 21 16.8 Very Satisfactory
90-94 3 2.4 Outstanding
95 above 0 0 Excellent__________
Total 125 100 Satisfactory
_______________________________________________________________________
Problem No. 3: what are the academic performances of the student-respondents? The academic performance of the children is shown in table 9. It is revealed on the table that most of the children’s academic performance is within the range of 80-84 with the highest frequency of 51 with percentage of 40.8 %. This is an indicator that the children are satisfactorily performing in school. It is followed by the grade ranging 75-79 having a frequency of 50 which is 40% of the sample. This signifies that students were on needs improvement performances. There are only 3 students who got a grade of 90-94 which is only 2.4% of the sample respondents and are within the highest grade. This means that children are becoming more indulged in data computer resulting to a few academically performing children.
Problem No.4: Is there a significant relationship between parental support and the academic performance of the children? Table 11 shows the test of significant relationship between parental support and academic performance of the children. It is revealed in the table that the Material Support =0.05.p=0.60), Non-Material Support(r=0.16, p=0.08), Academic Support (r=0.09, p=0.32) and Non-Academic Support (r=0.05, p=0.58) are not significantly related to the academic performance of the children.
Table 11
Test of Relationship between Parental support and Academic Performance of the Children
________________________________________________________________________
Variable r-value Sig Remarks
________________________________________________________________________
Material Support 0.05 0.60 NS
Non-Material Support 0.16 0.08 NS
Academic Support 0.09 0.32 NS
Non-Academic Support 0.05 0.58 NS
________________________________________________________________________*Correlation is significant at the 0.05 level (2-tailed)

It is therefore concluded that the null hypothesis of there is no significant relationship between parental support and academic performance of the children is accepted.

Chapter 5

Summary, Findings, Conclusions and Recommendations This chapter presents the summary, findings, conclusions and recommendations of the study.
Summary
The study ascertained the extent of parental support in relation to children’s academic performance as assessed by the parents and as perceived by their children. The study was done in Kilikili National High School, District of Wao II,Division of Lanao Sur I-A, for school year 2013-2014. The study tried to find out answers to the following problems:
1. The extent of parents support in relation to children’s academic performance, as assessed by the parents themselves.
2. The children’s perception on the extent of their parents support in terms of; a.) material support, b.) non-material support, c.) academic support, d.) non-academic support.
3. The academic performance of the student-respondents in all learning areas.
4. Test of significant relationship between the parental support and the academic performance of the children. The study used the descriptive survey method. A questionnaire was used to ascertain the extent of parental support in relation to children’s academic performance in Kilikili National High School .A total of 125 parents and 125 students were utilized as the subject-respondents of the study. The statistical tools applied to analyze the mean, rank, frequency counts and correlation Pearson r.
Findings
The following are the findings of the study:
1. The parents occasionally extend their support to their children on the four aspects, namely; material support, non-material support, academic support and non-academic support as assessed by them.
2. The students’ perception revealed that they were occasionallysupported by their parents in the following aspects; material support, non-material support, academic support and non-academic support as perceived by their children.
3. For the academic performance of the students in all learning areas the average grade obtained by most of the students was satisfactory level, followed by the needs improvement, next was on very satisfactorylevel, and lastly outstanding level.
4. Statistically, there was no significant relationship between the parental support and the academic performance of the students in Kilikili National High School.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. Since the parents occasionally extended their parental support to their children. Therefore, the pupils believed that their parents performed these responsibilities in some pertinent situations and were not fully aware of these needed supports.
2. Generally, the students occasionally perceived the parental support coming from their parents; therefore, the students were absolutely correct in their perception based on the assessment made from their parents.
3. The children’s academic performance was mostly satisfactory and therefore needs improvement in all learning areas.
4. Since, parental support has no significant relationship with the academic performance of the students; therefore, there is a need to fully extend the level of support of parents to their children.
Recommendations
Based on the findings and conclusions of the study, the following recommendations are presented:
1. There must be communication between parents and children. Parents should always extend their support in all pertinent situations as possible. They must also be aware of the indicators stated in the four aspects of parental support. If these supports were extended well, then these will motivate the students’ interest to study and work hard to achieve higher performance in all learning areas. The parents should also strengthen the extent of support to their children to make them feel they are loved and wanted this will greatly help their children to be more focused and properly guided in their studies. They should have always time in attending and participating the school meetings,conferences,assembly and “pahina” as a from of continuous support they can extend to their children as they serve as the first teacher of their children and take full responsibility as partners of the teachers, in nurturing the children to become functionally literate with lifelong skills.
2. The students should always inform their parents regarding their school needs, concerns, problems, priorities, activities, programs, performances and most especially their achievements so that their parents may know ahead of time and can provide the required needed supports they can extend to the education of their children.
3. Students should perform their best in their studies in order to have high grades in class. They should improve their attitudes and values towards learning,their study habits and actively participate in all school activities in order to develop their self-confidence.
4. Parents should extend full support to their children in school so that they will be highly motivated to improve their academic performance. If parents always support them in all pertinent situations, then the parents can expect that their children will perform best in their studies.
5. The local government in East Kilikili, Wao, Lanao del Sur through the cooperatives should initiate programs that will orient fathers and mothers on responsible parenthood. By attending this activity the parents will know that it is by providing the basic needs of children that they become healthy, loving, caring, self-confident and responsible individuals. When children feel the warm embrace and hug of parents, which are non-material, the emotional happiness reflects reflects their behavior towards family members the feeling of satisfaction not to do something that will hurt but to od something that will make the parents happy, hence children who grew up from a happy home learn to achieve.

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Valencia Colleges, (Bukidnon) Incorporated
Valencia City

July 06, 2013

The Schools Division Superintendent
Division of Lanao del Sur I-A
Marawi City

Madam:

The bearer, Mr. Alfredo V. Ayco from your Division is a graduate student at Valencia Colleges, Incorporated who is finishing his Master of Arts in Teaching with specialization in social studies. At present, he would like to conduct a study on the “Parental Support: It’s Effect on the Academic Performance of Students in Kilikili National High School as a master’s thesis in fulfillment of the requirements for the degree. The thesis committee of the college, after his thesis proposal believes that he will be able to come up with findings that will bring valuable contributions to the Division of Lanao sur I-A.

The School of graduate studies requests your permission, on his behalf, to conduct his research in your division. This will enable the researcher to administer the instrument in gathering the data.

Your favorable action on this request will be appreciated.

With my thanks and very best wishes.

Very truly yours,

MENILO L. PECHORA, ED.D Dean of the Graduate School/ OIC-School Director

PARENTS’ QUESTIONNAIRE

Parental Support: Its Effects on the Academic Performance of the Students of Kilikili National High School

Part I:

Name:____________________________________________ Age _____________

Address: _________________________________________

Educational Attainment: ________________________________________________

Occupation: _____________________________________

Purpose:

This questionnaire is designed for the purpose of gathering data on the Parental

Support: Its Effects on the Academic Performance of Students in Kilikili National High

School, East Kilikili, Wao, Lanao del Sur.

Please feel free to give your answer. Your honest response will benefit you, and

your children, because it will provide information on the effects of your support in the

academic performance of your children.

It is hoped that the information to be drawn from the study will contribute to the

improvement of parent-child relationship and the improvement of your children’s

academic performance in school.

Thank you so much.

Alfredo Vergabera Ayco Researcher

II. Directions:

Read each item statement carefully. There are four choices after each item

number 4, 3, 2, and 1, which describe the extent of support of parents to the academic

performance of the Children. Encircle one of the numbers at the right part of the

Questionnaire that best reflect your answer.

4 Always (Kanunay)

3 Occasionally (Usahay)

2 Least (Talagsa)

1 Never (Wala)

BEGIN HERE:

1. To what extent do parents support their school children in their studies in terms of:

a) material support; b) non-material support) academic support, d) non-

academic support?

Support 1. Material Support

As parent, 1… Extent of Support
(Isip ginikanan, ako…) 4 3 2 1

1. Providing the needed materials for school activities 4 3 2 1 such as paper, pencil and others. (Naghatag ug mga gikinahanglan mga gamit para sa Eskwela sama sa; papel, lapis ug uban pa.)

2. Preparing the foods and snacks of my children. 4 3 2 1 (Pag-andam ug mga pagkain ug snacks para sa akong mga anak.)

3. Buying new clothes especially during opening and 4 3 2 1 closing of the year. (Pagpili ug bag-ong sanina ilabi na sa pagsugod ug pagsira sa klase.)

4. Giving school contributions and other school fees... 4 3 2 1 (Paghatag ug mga amoton ug mga bayrunon.)

5. Giving financial supports to any school athletic activities that my children wish to attend. 4 3 2 1 (Paghatag ug kwarta isip suporta suporta sa bisan unsang athletic activity nga gusting apilan sa akong anak.)
.
6. Giving them baon in form of cash or foods every day. 4 3 2 1 (Paghatag ug balon, kwarta man o pagkain matag adlaw.)

7. Supporting the school by giving donation in cash. 4 3 2 1 (Pagtabang sa eskwelahan sa paghatag ug donasyon nga kwarta.)

8. Providing bags, umbrellas, slippers and others that they 4 3 2 1 can use in school. (Paghatag ug bag, paying, tsenilas ug uban pang mga gamit sa pag eskwela.)

9. Providing the needed and appropriate requirements in class such as writing notebook, formal and in-formal themes and others. 4 3 2 1 (Paghatag ug mga gikinahanglan sa klase sama sa; writing notebook, formal ug in-formal theme ug uban pa.)

10. Buying school uniform and PE uniform. 4 3 2 1 (Pagpalit ug uniform sa eskwelahan ug PE uniform.)

Support 2.Non-Material Support
As parent, 1… Extent of Support
(Isip ginikanan, ako…) 4 3 2 1

1. Showing interest and take pride in children’s academic accomplishments. 4 3 2 1 (Nagpakita ug interes ug garbo sa nakab-ot sa akong mga anak.)

2. Encouraging children to attend classes promptly and 4 3 2 1 and regularly. (Pag-aghat sa akong anak nga moeskwela kanunay)

3. Showing by example desirable habits and attitudes. 4 3 2 1 (Nagpakita ug maayong sumbanan sa maayong gawi ug kinaiya.)

4. Developing children to have good character through spiritual education. 4 3 2 1 (Pagpalambo sa esperituhanon nga pagtulon-an ug mga maayong kinaiya.)

5. Giving much attention to the health of children. 4 3 2 1 (Paghatag ug importansys mahitungod sa maayong nut- trisyon ug maayong panglawas sa akong mga anak.)

6. Encouraging children to study not only during 4 3 2 1 examination. (Pag- awhag sa akong mga anak sa pagtuon kanunay dili lamang sa panahon sa ting exam.)

7. Guiding children to understand and have a proper 4 3 2 1 attitude toward work. (Pag-giya sa mga bata sa pagsabot ug dunay insaktong kinaiya sa pagtrabaho.)

8. Talking children regarding personal and school 4 3 2 1 problems. ( Pakig estorya mahitungod sa mga personal ug problema sa akong mga anak sa pagtuon.)

9. Never utilize their time for my own business. 4 3 2 1 (Dili nako gamiton ang ilang panahon para sa pagtrabaho.)

10. Recognizing children good works and accomplishments. 4 3 2 1 especially when it regards to school activities.)

Support 3. Academic Support

As parent, I… Extent of support
(Isip ginikanan, ako… 4 3 2 1

1. Guiding children’s assignments and homework. 4 3 2 1 (Paggiya sa akong mga anak sa pagtubag ug pag- himo sa mga assignment ug homework.)

2. Visiting classroom once in a while. 4 3 2 1 (Pagbisita usahay sa ilang tulunghaan.)

3. Guiding children developing their study habits. 4 3 2 1 (Paggiya sa akong mga anak sa paglambo sa ilang pagtuon.)

4. Supporting children in any literary, musical programs 4 3 2 1 (Pagsuporta sa akong mga anak sa bisan unsang mga programa, literal man o musical.)

5. Encouraging children to develop their talents and skills 4 3 2 1 by participate any school curricular activities. (Pag-aghat sa akong mga bata nga mapalambo ang ilang mga talent ug kahibalo sa pag-apil sa bisag unsang kalihukan sa eskwelahan.)

6. Making informal teaching at home to follow up school works. 4 3 2 1 (Pagbuhat ug inpormal na pagpanudlo sa akong mga anak.)

7. Assisting children review classes during NAT and other forms of examination. 4 3 2 1 (Pag-abag kanila sa panahon sa NAT review ug uban pang esksaminasyon.)

8. Helping children in deciding where school to enroll after graduating in high school. 4 3 2 1 ( Pagtabang sa pagdisisyon sa akong mga bata sa pagpili kung asa sila gusto moeskwela pagkahuman sa high school.)

9. Discussing with teachers regarding children’s difficulties and problems in their lessons. 4 3 2 1 (Pagpakighisgot sa maestro/maestro mahitungod sa ilang problema ug nalisdan nga mga leksyon.)

10. Assisting children in preparation for the periodical 4 3 2 1 test and quiz. (Pagtabang sa akong mga anak sa pagtuon ug pag andam alang sa ilang exams.)

Support 4. Non-Academic Support
As a parent, I … Extent of Support
(Isip ginikanan, ako…

1. Assisting my children during enrolment period. 4 3 2 1 (Nag-abag sa akong mga anak sa panahon sa ting enroll.)

2. Attending Parent-Teachers conferences related to children’s progress. 4 3 2 1 (Nagtambong sa miting mahitungod sa kalambuan sa akong mga anak.)

3. Participating in Brigada Eskwela and pahina in school 4 3 2 1 (Nag-apil sa Brigada Eskwela ug pagpahina sa eskwelahan.)

4. Attending in any school activities. 4 3 2 1 (Nagtambong ug nag-apil sa bisan unsang kalihukan sa eskwelahan.)

5. Attending and participating in the recognition day of my children. 4 3 2 1 (Nagtambong ug nag-apil sa recognition day sa akong mga anak.)

6. Attending homeroom and general PTA meetings. 4 3 2 1 (Nag-apil sa mga homeroom ug mga general meeting.)

7. Participate and attend PTA induction and other PTA social activities.) 4 3 2 1 Nag-apil o magtambong sa PTA induction and other PTA social activities
.

8. Participating in school Christmas and Family Day 4 3 2 1 program. (Nag-apil sa mga Christmas Party ug mga Family Day program.)

9. Supporting and participating in school health and nutrition program. 4 3 2 1 (nagsuporta ug nag-apil sa mga programa sa maayong panglawas ug nutrisyon.)

10. Supervising children during Linggo ng Wika and other 4 3 2 1 monthly celebration. (Nag supervise sa Linggo ng Wika ug uban pang silib- rasyon nga pagabuhaton sa matag bulan.
________________________________________________________________________
Daghan kaayong salamat sa inyong participasyon.

Very truly yours,

MR. ALFREDO V. AYCO Researcher

STUDENTS’ QUESTIONNAIRE
Parental Support: Its Effects on the Academic Performance of the Students in Kilikili National High School
Part I:
Name: _________________________________________ Age: _________
Grade/Year: ______________________ Section: _______________
Purpose:
The questionnaire is designed for the purpose of gathering data on the Parental Support: Its Effects on the Academic Performance of the Students in Kilikili National High School, East Kilikili, Wao, Lanao del Sur. Please feel free to give your answer. Your honest response will benefit you as a student, because it will provide information on the extent of your parent’s support in your academic performance in school. It is hoped that the information to drawn from the study will contribute to the untiring and full support of all the parents in the total development of the parent-child relationship and for the improvement of children’s academic performance. Thank you so much. Alfredo Vergabera Ayco Researcher

II. Directions: Read each item statement carefully. There are four choices after each item number 4, 3, 2 and 1, which describe the extent of support of parents to the academic performance of their children. Encircle one of the numbers at the right part of the questionnaire that best reflect your answer. 4 Always 3 Occasionally 2 Least 1 Never

BEGIN HERE
1. To what extent do parents support their school children in their studies in terms of: a) material support; b) non-material support’ c) academic support; d) non-academic support? A. Support1: Material Support
My parents……. Extent of Support 4 3 2 1
1. Providing the needed materials for school activities 4 3 2 1 such as paper, pencil and others.

2. Preparing the foods and snacks of my children. 4 3 2 1

3. Buying new clothes especially during opening and closing of the year.

4. Giving school contributions and other school fees. 4 3 2 1

5. Giving financial supports to any school athletic activities that my children wish to attend. 4 3 2 1

6. Giving them baon in form of cash or foods every day. 4 3 2 1
7. Supporting the school by giving donation in cash. 4 3 2 1

8. Providing bags, umbrellas, slippers and others that they can use in school. 4 3 2 1

9. Providing the needed and appropriate requirements in class such as writing notebook, formal and in-formal 4 3 2 1 themes and others.

10. Buying school uniform and PE uniform. 4 3 2 1

Support 2. Non-Material Support
My parents…. Extent of Support 4 3 2 1
1. Showing interest and take pride in children’s academic accomplishments. 4 3 2 1

2. Encouraging children to attend classes promptly and regularly. 4 3 2 1

3. Showing by example desirable habits and attitudes. 4 3 2 1

4. Developing children to have good character through spiritual education. 4 3 2 1

5. Giving much attention to the health of children. 4 3 2 1

6. Encouraging children to study not only during examination. 4 3 2 1

7. Guiding children to understand and have a proper attitude toward work. 4 3 2 1

8. Talking children regarding personal and school problems 4 3 2 1

9. Never utilize their time for my own business. 4 3 2 1

10. Recognizing children good works and accomplishments especially when it regards to school activities. 4 3 2 1

Support 3. Academic Support My parents… Extent of Support 4 3 2 1
1. Guiding children’s assignments and homework. 4 3 2 1
2. Visiting classroom once in a while. 4 3 2 1
3. Guiding children developing their study habits. 4 3 2 1
4. Supporting children in any literary, musical programs 4 3 2 1 5. Encouraging children to develop their talents and skills by participate any school curricular activities. 4 3 2 1

6. Making informal teaching at home to follow up school works. 4 3 2 1
7. Assisting children review classes during NAT and other forms of examination. 4 3 2 1

8. Helping children in deciding where school to enroll after graduating in high school. 4 3 2 1

9. Discussing with teachers regarding children’s difficulties and problems in their lessons. 4 3 2 1

10. Assisting children in preparation for periodical test and quiz. 4 3 2 1

Support 4. Non-Academic Support
My parent… Extent of Support 4 3 2 1

1. Assisting my children during enrolment period. 4 3 2 1

2. Attending Parent-Teachers conferences related to children’s progress. 4 3 2 1

3. Participating in Brigada Eskwela and pahina in school. 4 3 2 1

4. Attending in any school activities. 4 3 2 1

5. Attending and participating in the recognition day of my children. 4 3 2 1

6. Attending homeroom and general PTA meetings. 4 3 2 1

7. Participating and attending PTA induction and other PTA social activities. 4 3 2 1

8. Participating in school Christmas and Family Day program. 4 3 2 1

9. Supporting and participating in school health and nutrition. program. 4 3 2 1

10. Supervising children during Linggo ng Wika and other monthly celebration. 4 3 2 1
________________________________________________________________________
Thank you very much for your cooperation.

Very truly yours,

ALFREDO V. AYCO Researcher

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