Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Parents are the first to support and guide their child’s development. Their involvement

plays a vital role in students' academic outcomes. There are variety of parenting styles among

students. Some students thrived under strict parental supervision, while others seemed

overwhelmed and stressed by excessive control Despite that there were also those students who,

despite receiving little to no parental guidance, struggled with academic motivation and

performance. These observations stimulate curiosity about the complex relationship between

parental involvement and academic outcomes.

Studies show that parental support, including financial emotional, and social aspects, plays a

crucial role in students’ academic achievement and learning motivation. Discussions and articles

often discuss the pressure that students face. with some parents adopting a more authoritarian

role, setting unrealistic expectations for their children's academic success, children may feel that

they can never meet their parents' expectations, it can lead to a lack of motivation and a decrease

in self-esteem. While others take a more permissive or hands-off approach. children raised by

parents with this style tend to grow up without a strong sense of self-discipline. They may be

more unruly in school due to the lack of boundaries in the home and may be less academically

motivated than many of their peers. This variation in parental. involvement has raised questions

about the role parents should really play in supporting their children's education. Many parents
want to support their children but they don't know how to do it without being too controlling or

too uninvolved.

According Xitao Fan, and Michael Chen (2001), there is a small to moderate, and practically

meaningful, relationship between parental involvement and academic achievement. Through

moderator analysis, it was revealed that parental aspiration/expectation for children's education

achievement has the strongest relationship, whereas parental home supervision has the weakest

relationship, with students' academic achievement.

According to Sandra Wilder (2023), the relationship between parental involvement and academic

achievement was positive, regardless of a definition of parental involvement or measure of

achievement. Furthermore, the findings revealed that this relationship was strongest if parental

involvement was defined as parental expectations for academic achievement of their children.

As cited with D., Keung Wong, X., Zhuang, T., Ng (2010), parental control indeed had a

significant positive influence on academic achievement among Chinese junior primary school

students in Hong Kong. Nevertheless, parental behavioral control at the same time decreased

academic self-efficacy and induced social anxiety feelings, which in turn led to a lower level of

academic achievement.

When the parents provide too little support, the students may struggle with poor motivation, and

low self-confidence, leading to lower grades. Conversely, too much support that may seem like

an overly strict control can lead to students to feel anxiety and stress that may cause them to

rebel, leading to low academic performance.

Parental support and control play an important role in students, specifically in their academic

performance. When parents offer encouragement, help with their children's school works, and set
clear rules, students often feel more motivated and focused. This kind of guidance and discipline

helps students develop good study habits, stay on track, and achieve better results in school.

The role of parental support and control plays a vital role in shaping the student's academic

journey. Appropriate parental involvement can create long-lasting effects on a child’s academic

and emotional development. This study aims to evaluate the effects of parental support and

control on students’ academic performance. It seeks to understand how balance in these factors

impacts student's academic success and well-being.

Statement of the Problem

This study aims to determine the Effectiveness of parents supports in terms of student's

academic performance. The study will be conducted among the Grade 12 students of Masarawag

National High School during the school year 2024-2025. The results of the study may provide

insights into how parental support affects the students' academic performance leading to effective

parental involvement in the field of education, academic success, and good well-being.

1. What is the profile of respondents in terms of the following?

a. age

b. gender

c. grade level

2. How does parental support influence students' academic performance?

3. What is the effects on the student's performance the constant support of their parent's in their

studies?
Scope and Delimitation

The study evaluates the impact of parental support on the academic performance of Senior High

School students at Masarawag National High School. It aims to assess the effectiveness of

parental support in enhancing students' academic performance. The research will explore various

aspects of involvement, including emotional support, assistance with schoolwork, and setting

academic expectations.

The study is limited to Grade 12 students of Masarawag National High School. It will not

include students from primary or college levels, nor Senior High School students from other

schools. The research will focus solely on academic progress, excluding other areas such as

behavior. Additionally, the study examines general concepts

of support without delving into specific parenting styles.

Significance of the Study

 This study seeks to evaluate the effwctiveness of parent support to academic performance

of Grade 12 students of Masarawag National High School. This study is significant because the

following sectors can benefit from the results;

Students. The main beneficiary of this study are the students. The research aims to improve their

academic progress and overall well-being. This study may help to ensure that parents provide the

right level of support which can improve their academic performance and reduce stress.

Parents. The research benefits the parents of the students. Making them understand the valuable

insights into how their involvement can positively impact their children's education without

causing undue stress

Teachers. This research helps teachers understand how parental support affect student

performance. It allows them to better support students, improve communication with parents,

and tailor their teaching strategies to meet individual needs.

Curriculum Planner. This research helps the curriculum planner design programs that consider

the impact of parental involvement on student performance. It can guide them in creating

curricula that encourage positive parent-teacher partnerships and support students' diverse needs,

leading to improved academic outcomes.

Future Researchers. This study can provide direction to researchers who intend to conduct a

similar study. It may inspire new studies that examine different variables, offering deeper

insights and expanding knowledge.

 Chapter 2

Review of Related Literature and Studies

Related Literature

Education starts at home, and parental involvement is crucial for a child's academic

success. Parents must actively participate in their children's education, as this shared

responsibility between schools and parents greatly influences students' development Cole (2017).

The students acknowledged different forms of parental involvement as a major

explanation for their success in school. Five themes were identified by the analysis: social

psychological support, supervision of schoolwork, practical support, high expectations and

aspirations, and obligation and gratitude towards parents. The students’ narratives reveal

different kinds of parental involvement practices that are not restricted to parents who hold
higher levels of education or who are familiar with the educational system. In addition, their

narratives also reflected their need for encouragement and motivation, their need for practical

support in everyday school life, and their appreciation of clearly expressed expectations

regarding education Schmid et al., (2021).

Kumar (2024) states that active parental involvement is essential for children's

educational achievements and greater parental engagement leads to better academic results, good

behavior, and higher future goals, while also improving communication skills, friendships, and

self-esteem. Utami (2022) study shows that students with engaged parents tend to perform better

academically and develop socially and emotionally. Increased parental support correlates with

improved school attitudes, motivation, and emotional well-being, acting as a buffer against

socioeconomic challenges. Llego (2022) reinforces this, emphasizing that engaged parents

contribute to better academic and social outcomes. However, excessive involvement can have

negative effects. “Helicopter parents” may unintentionally hinder their children's development.

The Annie E. Casey Foundation (2022) points out that overprotective behavior can stifle coping

skills and problem-solving abilities, leading to increased anxiety and lower self-esteem.

While no parent is perfect, many can still raise appreciative and successful children by

finding this balance. Parental involvement is important for a student’s success in school and in

life. When parents are involved, students tend to perform much better and develop amazing

social skills. Even so, it's important for parents to balance their involvement, being too involved

can limit a student's independence and cause stress, while being too distant may make them feel

that education isn’t important. As children's grow, parents should let them make choices and

learn from their mistakes Holland (2024).

 A study by Pandey and Thapa (2017) revealed that the influence of family, school,

parents, and teachers can significantly contribute to students' academic performance. Students

who receive support and encouragement from their parents tend to have higher levels of self-

confidence and self-concept, which can help them succeed in school. Parents can lay the

groundwork for their children's academic success by building their self-reliance and providing

guidance and counseling when necessary. In short, parental involvement is crucial in shaping

students' academic performance and overall development.

Bay Atlantic University (2022) warns that constant parental pressure can create

defensive attitudes, unhealthy habits, and mental health issues, as children seek validation from

their parents. On the other hand, a lack of parental involvement can teach children that education

is unimportant. Children learn social cues and respect for authority from their parents; without

this guidance, they may struggle to value their education. As children transition into their teenage

years, parents should adjust their involvement. Instead of reminding teens about every

assignment, parents should encourage independence and allow them to make their own choices

Fioriello (2020) This fosters resilience and motivation, essential for future success. Overall,

parental involvement is vital for children’s success in school and life. However, parents must

find a balance between being supportive and overly controlling. Good parenting involves

learning effective strategies, listening to teachers, and being kind to oneself.

Related Studies

Educational involvement of parents influences their children's school success, more

specifically in terms of pupils' academic achievement. Parents' engagement can be seen as a

logical consequence of their participation in the overall development of their children, referring

to the extent of parental involvement in education. Generally speaking, parental involvement can
be considered as the active participation of parents in all aspects of their children's social,

emotional and academic development (Castro et al. 2015).

Several studies analyze the effectiveness of parents support in terms of student's

academic performance. The study of Prudence et al. (2024) explored how parental support

affects students' academic performance in secondary schools in Isingiro District, Uganda. They

noted that parental involvement is important for academic success, especially during

adolescence, but its specifics in this area were unclear. Using a mixed-methods approach, the

researchers surveyed 63 students from four randomly selected schools about their parental

support and their end-of-term grades. They also interviewed 10 teachers and 4 administrators to

gain more insight into parental involvement. The results showed a moderate positive link

between parental support—like helping with homework, providing school materials, and

communicating with teachers—and students' overall academic performance. Ali et al. (2024)

examined students' perceptions of how parental involvement influences their academic

performance. The data were analyzed using descriptive analysis. The findings revealed that

students believe parents should actively monitor their children's studies and that effective

communication between parents and teachers, as well as between parents and children, is

essential for supporting academic performance.

John Olusegun (2024) explored the relationship between parental support and academic

success among Grade 12 students. The study utilized a mixed-methods approach, collecting data

from student surveys, academic records, and qualitative interviews with students, parents, and

educators. The results highlighted a strong correlation between consistent parental support and

academic achievement, with emotional support identified as the most influential factor

contributing to higher academic performance.

 Hussein and Farea (2024) conducted a study in Mogadishu, Somalia, they examined the

impact of parental involvement on the academic performance of secondary school students.

Using a descriptive design with both qualitative and quantitative methods, data were collected

from 20 private and public schools, involving 50 teachers, 25 students, and 25 parents. Semi-

structured questionnaires distributed via Google Forms served as the primary data collection

tool. Data were analyzed using SPSS for quantitative data and content analysis for qualitative

data. The results showed a strong relationship between parental involvement and academic

success. Students with parents who always participates had better academic outcomes, fewer

behavioral issues, and higher chances of graduating from high school.

The study by Ying Su et al, (2015) investigated the validity of the relationship between

parental control behavior and children's academic achievement, independent of intelligence and

parental education. The research assessed the associations between two indicators of parental

control and children's school achievement. The findings revealed a correlation of 0.67 between

parents' and children's perceptions of parental control behavior, which was significantly linked to

negatively impacting academic achievement. However, the study found that children's

perceptions of parental control did not predict their academic performance.

A study conducted by Candel and Escote(2024) at Dao Elementary School, Sta. Josefa

District, examined the correlation between parental support and students’ academic performance.

Specifically, it explored the level of parental engagement in school activities, their attitude

toward such activities, and students' academic performance in Math, English, and Science. The

study involved 130 parents and 148 students, employing a descriptive survey method with a

modified questionnaire. Statistical tools used included descriptive statistics, analysis of variance,

and Pearson coefficient correlation. Findings revealed that parental attitude toward school
activities had a high mean rating (3.92, SD=0.85) but parental engagement was not significant

overall. Parental support showed a significant relationship with students’ performance in English

and Science, but not in Math. Other factors, such as students’ motivation, peer influence, and

learning environment, were noted to affect academic outcomes. It was observed that elementary

learners are not yet fully goal-oriented and can perform academically even without complete

parental support.

Tus (2021) investigates the relationship between parental involvement and the academic

performance of the participants in private schools in the Philippines. The study's statistical

analysis resulted in a significant relationship between parental involvement and students'

academic performance. The parents were still in the process of developing their involvement in

school, specifically, in this challenging time. Also, the level of academic performance showed

that the mean score of the respondents' academic performance was very satisfactory. This

revealed that the students performed well in class during online learning modalities

In the Philippines, Pinatil et al. (2022) conducted a study to examine the relationship

between parental involvement and the academic performance of Education students in a state

university in the Philippines. Using an online questionnaire, the researchers focused on students

at Cebu Technological University – Naga Extension Campus. The results showed that students

felt their parents were somewhat involved in their education, and those in state universities

performed well academically. The study concluded that higher levels of parental involvement led

to better academic outcomes. Based on these findings, the authors recommended that schools

create programs to increase parental participation in their children's education.

Lupig (2023) examined the connection between parental involvement and expectations

with students' academic performance, behavior, and aspirations in Technology and Livelihood
Education (TLE). Using a survey, the study gathered data and analyzed it statistically. The

findings revealed that the most involved parents were predominantly women with a high school

education, typically having one to two children and earning minimum wage. Parental

involvement was lower in areas like volunteering, decision-making, and community activities,

but stronger in parenting and communication. Students demonstrated excellent performance,

positive behavior, and high aspirations. The study identified a significant correlation between

parental involvement and students' academic performance, behavior, and aspirations,

emphasizing the critical role of parental engagement in student development.

Cancino (2022) explored how parental involvement, specifically through encouragement,

modeling, reinforcement, and instruction, influences student achievement at Diliman Preparatory

School during SY 2021-2022. Data was gathered using a modified questionnaire from 128

parents of intermediate-grade students. The findings revealed that parents strongly agreed on the

importance of encouraging their children to believe in their ability to succeed academically. They

also modeled perseverance by emphasizing the importance of not giving up in the face of

challenges. Furthermore, parents reinforced their children's eagerness to learn new skills, which

positively impacted their academic performance.

Parental involvement in education is crucial, as perceived by the informants: Parents'

awareness of their children's academic performance and provision of support is vital. This

involvement inspires and motivates students to excel academically. Moreover, students rely on

their parents for guidance during challenges. It aids students to navigate the ups and downs of

education and cope with academic stress. However, it is essential to strike a balance, as excessive

pressure can have negative effects on a student's well-being and the parent-child relationship.
Achieving a healthy and balanced approach to involvement is the key to fostering a positive

educational environment for students' growth and well-being Garces et al., (2024).

SYNTHESIS OF THE STATE-OF-THE-ART

The following studies consistently shows a positive relationship between students'

academic performance, and parental involvement across different settings. Shahzad et al. (2020)

found that students whose parents were supportive and engaged in academic activities exhibited

higher academic progress, emphasizing the importance of parental support. Ali et al. (2024)

highlighted that students believe parents should monitor their studies and maintain effective

communication with teachers to enhance academic performance. Olusegun (2024) identified

emotional support as the most significant factor contributing to academic success among Grade

12 students.

Prudence et al. (2024) demonstrated a moderate positive link between parental support,

such as helping with homework and communicating with teachers, and students' academic

performance in Uganda. In the Philippines, Tus (2021) reported a strong relationship between

parental involvement and academic performance, particularly during online learning, while

Pinatil et al. (2022) found that higher levels of parental involvement led to better academic

outcomes for students at Cebu Technological University. Lupig (2023) revealed that parental

involvement in areas like parenting and communication was associated with better academic

performance, behavior, and aspirations among students in Technology and Livelihood Education.

However, some studies like the study of Ying Su et al. (2015) found that while parental

control negatively impacted academic achievement, students' perceptions of control did not

predict their performance. Additionally, Gordon & Cui (2014) observed that community poverty
weakened the positive effect of parental involvement on academic achievement in adolescents

from impoverished communities.

These findings recommends that parental involvement, such as monitoring, emotional

support, and communication, positively influences students' academic outcomes, but factors like

excessive control or socioeconomic conditions may moderate these effects.

Gap Bridged by the Study

The following studies shows important information about the relationship between

parental involvement and academic performance. Despite it, there is scarcity of studies

specifically investigating the effectiveness of parental support on the academic performance of

Grade 12 students in the Philippine, particularly at Masarawag National High School.

While reviewed studies often focus on broader populations, the study will specifically

target Grade 12 students of Masarawag National High School. This focus will help the

researchers to explore how parental support and control during this critical educational stage

affects academic outcomes, specifically for adolescents who are transitioning to adulthood.

By addressing these gaps, this study will provide a more detailed understanding of the

effectiveness of parents support in terms of academic performance of Grade 12 students. This

research will contribute to a more meaningful view of the impacts of parental support according

on whether the Grade 12 students do better with their parents supporting them in their studies.

Theoretical Framework

Epstein’s Parental Involvement Model (2001) outlines six types of parental involvement

that contribute to academic success: parenting, communicating, volunteering, learning at home,

 decision-making, and collaborating with the community. Epstein suggests that the structure

within the home, particularly in terms of consistent parental involvement and communication,

plays a key role in shaping students' academic achievement.

Parental Involvement Model (Epstein, 2001) highlights the importance of balanced

parental control and support. Parents who are involved in their child’s academic life—by helping

with homework, communicating with teachers, and encouraging academic goals—can

significantly enhance academic performance. The key is to balance involvement without being

overly controlling, allowing students to develop their own academic responsibility.

The Theory of Parental Control (Grolnick & Pomerantz, 2009) differentiates between

behavioral control (e.g., setting rules for academic tasks) and psychological control (e.g.,

manipulating a child’s emotions). Behavioral control, when paired with support, positively

impacts academic performance because it provides structure and guidance. Psychological

control, however, undermines a child’s autonomy and can lead to poorer academic outcomes.

Epstein’s Parental Parental Involvement Theory of Parental

Involvement Model Model Control
 Figure 1: Theoretical Paradigm

Conceptual Framework

This study will explore the role of parental support and control in relation to the academic

performance of senior high school students of Masarawag National High School. It will also

investigate the impact of parental structure, whether students have single parents or two-parent

households, on their academic success. The framework also aims to explore how different levels

of parental involvement (support and control) and family structure affect students' grades,

motivation, and engagement in their studies.

To gather relevant data, the study will measure students' academic performance through

their grades and self-reported engagement in school activities. Parental involvement will be

categorized into support (emotional, practical) and control (behavioral, psychological).

Furthermore, the parental structure (solo parents vs. two-parent households) will be considered to

determine its role in shaping student academic outcomes.

The study will explore mediating factors such as the student's self-efficacy and

motivation. This will help determine whether a balance between parental control and support

enhances academic performance, or whether certain family structures and extreme parental

behaviors negatively impact

STUDENTS ACADEMIC PERFORMANCE

 INPUT PROCESS OUTPUT

1. Profile of Analysis of data a. Improved

Students through academic
a. age performance and
a. questionnaires
overall well-
b. gender b. interviews being.
c. parental figure or c. measure students'
structure academic performance
b. Provides
through their grades
insights into
and self-reported
2. Different levels of how parents
engagement in school
parental involvement can
activities.
involvement positively
impact their
children's
education.

Figure 2: Conceptual Framework

Definition of Terms

Involvement. The act or an instance of involving someone or something; the state, act, or fact of

being involved. In our study, Involvement is the participation of parents to the activities of the

school.

Role. A function or part performed especially in a particular operation or process; a

character assigned or assumed; a socially expected behavior pattern usually determined by an

individual's status in a particular society. In our study, Role is the act performed by the parents in

terms of education.

Supervision. The action, process, or occupation of supervising; a critical watching and

directing. In our study, Supervision is the act of watching the children with their school works.

Control. Power or authority to guide or manage; to exercise restraining or directing influence

over; to have power over. In our study, Control is how the parents manage the behavior of their

children in school.

Guidance. The act or process of guiding; the direction provided by a guide; the process of

controlling the course of a projectile by a built-in mechanism. In our study, Guidance is the

parents guiding process to their children of how they are in school.

Permissive. Granting or tending to grant permission. In our study, Permissive is the way parents

grant their children's request.

Unruly. Not readily ruled, disciplined, or managed; granted on sufferance; deficient in firmness

or control. In our study, Unruly is the parents act of wrong way of discipline to their children

because of their school performance.

Influence. The power or capacity of causing an effect in indirect or intangible ways; the act or

power of producing an effect without apparent exertion of force or direct exercise of command.

In our study, Influence is how the parent affects their children in school.

Anxiety. A state of being anxious; apprehensive uneasiness or nervousness usually over an

impending or anticipated ill; a strong desire sometimes mixed with doubt, fear, or uneasiness. In

our study, Anxiety is the students feeling from the actions of their parents.

Struggle. An act of strongly motivated striving, a violent effort or exertion; an act of strongly

motivated striving. In our study, Struggle is the hard situation that students are facing.

Motivation. The act or process of motivating; the condition of being motivated; a motivating

force, stimulus, or influence. In our study, Motivation is the reason why students are facing their

own challenges.

Support. The act or process of supporting; the condition of being supported; assistance provided

by a company to users of its products. In our study, Support is what the parents give to their

children.

Encouragement. The act of encouraging; the state of being encouraged; something that

encourages. In our study, Encouragement is when the parents are encouraging their children to

achieve something.
Discipline. Control gained by enforcing obedience or order; orderly or prescribed conduct or

pattern of behavior. In our study, Discipline is the behavior shown by the students.

Enhance. As in to improve to make better. In our study, Enhance is when the parents are

improving their children’s skills.

Assistance. As in assist, the act of helping or assisting someone or the help supplied. In our

study, Assistance is given by the parents to their children to support them.

Behavior. The way or manner in which one conducts oneself; the manner of conducting oneself.

In our study, Behavior is the attitude showed by the students towards school factors.

Education. The act or process of imparting knowledge or skills to another; the action or process

of educating or of being educated. In our study, Education is the parents wish for their children.

Responsibility. The state of being held as the cause of something that needs to be set right; the

quality or state of being responsible. In our study, Responsibility is the things that parents are

responsible for.

Development. The act or process of going from the simple or basic to the complex or advanced;

the act, process, or result of developing. In our study, Development is the ongoing improvement

of the students with the support of their parents.

Aspiration. Something that one hopes or intends to accomplish; a strong desire to achieve

something high or great. In our study, Aspiration is the expected situation of the students by their

parents.

Restricted. Not intended for general circulation or release; subject or subjected to restriction. In

our study, Restricted is being more controlled by their parents.

Correlate. Either of two things so related that one directly implies or is complementary to the

other; a phenomenon that accompanies another phenomenon, is usually parallel to it, and is

related in some way to it. In our study, Correlate is the combining process of something like

support and control.

Buffer. Something that serves as a protective barrier; a person who shields another especially

from annoying routine matters. In our study, Buffer is the parents being the protective barriers for

their children.

Socioeconomic. Of, relating to, or involving a combination of social and economic factors.

In our study, Socioeconomic is being able to connect or communicate with others.

Excessive. Exceeding what is usual, proper, necessary, or normal. In our study, Excessive is the

over use of power being the parent.

Stifle. To withhold from circulation or expression; the joint next above the hock in the hind leg

of a quadruped. In our study, Stifle is the parents who are still holding to the promises of their

children.

Extent. The range over which something extends; the amount of space or surface that something

occupies or the distance over which it extends. In our study, Extent is the extension of something

like patience of parents.

Foster. Having, relating to, or being the relationship between a foster parent and the child who

the foster parent cares for; to provide temporary care to in a household or similar setting. In our

study, Foster is the adaptation of learnings of the students.

Reinforcement. The action of strengthening or encouraging something; something that

strengthens or encourages something. In our study, Reinforcement is the strengthening of

someone's hope for the achievement of their children.

Perseverance. Continued effort to do or achieve something despite difficulties, failure, or

opposition; the action or condition or an instance of persevering. In our study, Perseverance is

the way students continue hoping and giving effort on something.

Eagerness. Marked by enthusiastic or impatient desire or interest. In our study, Eagerness is the

way students being not impatient for something they want.

Chapter 3

Research Design and Methodologies

This chapter presents the design of research employed in this study, focusing on the

processes used and conducted to achieve the desired objective of the study. The sources of data

respondents of the study and the data gathering procedure are also explained. The

instrumentation and the statistical treatment that will be used for data analysis and interpretation

are also elaborated.

Research Design

This study will be a descriptive-correlational research design. Descriptive research

describes systematically a situation, showing how things occur; for instance, students more

perceive their parents' level of support and control to perform well academically. On the other

hand, correlational research examines an existing relationship between two variables. Students’

Academic Success & Parental Control/Support (McCombes, 2019).

The description the study provides can give us some insights into what kind of parental

supervision and involvement students are actually getting. Data on these factors recorded by the

researchers will help them understand what those variables are like in the academic setting of the

students. This dimension of the study is useful to understanding sets of trends, behaviors, and

levels that empower or inhibit academic success.

The correlational portion investigates whether these parental traits relate to student

academic success. This approach allows researchers to determine that parent involvement/control

is significantly correlated with children's academic success. According to Creswell (2014), a

correlational study is appropriate for this potential link between variables to help inform policy

and educational choices.

This is an applicable study design, which explains about parental control and support on

academic performance of students as well as the system status plus the reason for high or low

achievement. It gives a base for future interventions aimed at improving academic performance

through using parental involvement practices.

Sources of Data
 Technology has brought about a change in many of the domains in our daily lives, driving

a revolution in the way we communicate, work, play, etc. Smartphones and social media mean

that we can more easily keep up appearances even in spite of distance. In addition, remote

working and virtual meetings are standard; then, in terms of flexibility and collaboration, there is

a whole new world of opportunities. Technology is not a step process but a growth direction that

keeps coming on a furrowed field of society, overcoming the ups-and-downs of each new cycle,

uplifted to its new level.

Respondents

The respondents of this study will be composed of 40 students (5 students from 8

sections) the said number of respondents are Senior High students of Masarawag National High

School. School Year 2023-2024 who are also affected in terms of parental support and control.

The participants will answer a questionnaire aligned to the effects of parent support and control

to their academic performance. Moreover, all the mentioned respondents of the current study will

be randomly selected by the researchers. The researchers will use a simple random sampling to

gather a total of Forty (40) respondents.

Instrument

The instrument that will be use by the researchers in gathering the data for this study is a

questionnaire on the Effects of Parental Support and Control in Academic Performance and an

Observation Guide. Questionnaire on the Role of Parental Support and Control in Academic

Performance. With the use of this adapted and modified instrument the role of Parental Support

and Control on Senior High students will be evaluated based on their experience and general

knowledge. Additionally, the questionnaire provides the support. of Parental Support and Control
to the academic performance will be evaluated and assessed. section where Observation Guide.

With the use of this adapted and modified instrument the effects of Parental Support and Control

to the Academic Performance will be evaluated based on the observations of the researchers.

Data Gathering Procedure

The data gathering procedure will immediately start to carry on the table of the study

after the proposal and its instruments have been prepared and approved by the advisor. The

researcher will seek first the approval of the panel to conduct the study after the approval, the

researcher will approach the headmaster of the school to ask for his approval to conduct the

study. The data gathering procedure will immediately start to carry on the table of the study after

the proposal and its instruments have been prepared and approved by the advisor

The researchers will seek first the approval of the panel to conduct the study. After the

approval, the researcher will approach the headmaster of the school to ask for his approval to

conduct the study. The researchers used simple random. in which the sampling units were

selected randomly. The researchers will explain to the respondents the importance of their

response to the study. The researchers clarified some technical terms to the respondents so that

the respondents can answer the questionnaire with full knowledge. The researchers requested the

respondents to answer with all honesty. After the respondents answered the questionnaire, the

researchers collected and tallied the data for interpretation and analysis. The results will be used as the

basis for the conclusions and recommendations for this study.

Statistical Treatment
 The data to be collected will then be processed and interpreted using different statistical

tools. The statistical tools applied were frequency, percentage, mean, and Pearson correlation

coefficient.

In every item of the questionnaire, frequency and percentage will be used accordingly to

count responses. These statistical tools would then be used to segregate these scores beneath

similar classes under the hands of a researcher and so forth. A simple average will be used to

compute the mean of all candidate scores on each item.

Pearson’s correlation coefficient will be used to establish the relationship between

variables in this study. It will get the direction and strength of correlation between a variable,

which will be of interest in analysis. The formula is shown below.

r=n(∑xy) −(∑x) (∑y)/√[n∑x²−(∑x) ²] [n∑y²−(∑y) ²]

Where:

r = Pearson’s correlation coefficient

n = number of paired scores

∑xy = sum of the products of paired scores

∑x = sum of x scores

∑y = sum of y scores

∑x = sum of squared x scores

∑y² = sum of squared y scores

Below is the formula for computing the mean and percentage:

Mean: Used to compute the average scores of the respondents for each variable:

X=∑x/N

Where:

X = Mean

∑x = sum of all the scores

N = Total number of respondents

Percentage: Used to compute the percentage of the data.

Percentage=Frequency/Total Number of Respondents×100