Influence of parental involvement to the academic performance of grade 7 students in English from non-traditional household [manuscript] / Rowena B. Campos.

Thesis (MALED) - BPSU, 2022.

This study is focused on the influence of parental involvement on the academic performance of Grade 7 students in English from non-traditional household in the Third District of Bataan. The study used the Hoover-Dempsey and Sandler model. A Likert Scale questionnaire was adopted to determine the influence of the parents on the academic performance of Grade 7 students in English. This study utilized the mixed method approach using quantitative and qualitative data and non-probability sampling technique to determine the number of respondents. There were eighty-seven (87) parent-respondents and 87 student-respondents from the three biggest schools in the Third District of Bataan during School Year 2019-2020 namely; Limay National High School, Cabcaben National High School and Mariveles National High School- Poblacion. The general weighted average of the respondents in English subject was determined and classified into two high and low-performing respondents. On the other hand, a semi- structured interview for the student respondents was conducted and transcribed for an in-depth understanding of the study. Kruskal Wallis Test and Friedman Test were utilized in order to determine the significant difference of the variables and if a particular factor has an effect with respect to academic performance in English. The profile of the parent-respondents was considered and correlated with the level of parental involvement in terms of age, sex and type of family household. In terms of age, majority of the parent-respondents were from the age bracket of 26-35 years old. In terms of sex 73.56% of the population lends greatly on female. With respect to the type of family household 42.53 % of the population is under cohabitation. The overall mean assessment of the parental involvement of the respondents from non-traditional household lends greatly to the parent's role construction in the child's general learning with a descriptive equivalent of agree and majority of the parent-respondents have slight positive role construction into the child's general learning. The findings of the study showed that there is a significant difference between the parental involvement of high-performing and low-performing students in English subject. The majority of the academic performance of Grade 7 students in English were fairly satisfactory which showed that parents with high parental involvement have high academic performance while parents with low parental involvement have low academic performance. This study showed that there is no significant difference between the age of the parents however, sex and family household type are evident that they are significant in the influence of parental involvement.