GROUP 2
Perceived Parental Involvement and Social Skills Among grade 12 Students : A
Correlational Study
Submitted by:
Bachelor of Elementary Education
Lopez, Joy D.
Bachelor of Secondary Education
Major in English
Pangcog, Shiena Mae
Bachelor of Secondary Education
Major in Filipino
Solomon, Jeane
Bachelor of Secondary Education
Major in Physical Education
Trillanes, Pia
Submitted to:
Jean C. Dunghit
Professor
Chapter I
The Problem and It’s Background
Rationale
Perceived parental involvement plays a crucial role in shaping the social skills of Grade
12 students, influencing their ability to navigate interpersonal relationships and social contexts.
In 2024, as educational dynamics evolve, understanding this correlation becomes increasingly
important for fostering well-rounded adolescents. Research indicates that students who
perceive higher levels of parental support tend to exhibit stronger social competencies, leading
to better peer interactions and emotional regulation. This study aims to explore the relationship
between perceived parental involvement and social skills among Grade 12 students, shedding
light on how family engagement impacts their social development. Parental involvement has
long been recognized as a key factor in shaping various aspects of student development,
including academic performance, emotional well-being, and social competence.
Research has shown that students who perceive higher levels of parental involvement,
including emotional support, supervision, and engagement in school activities, are more likely
to exhibit positive social behaviors, such as effective communication, empathy, and emotional
regulation. These skills are not only essential for academic success but also critical for
developing and preparing for the challenges of adulthood. However, while numerous studies
have highlighted the importance of parental involvement in academic achievement, fewer
studies have focused specifically on its impact on the social skills of Senior high school
Students, particularly those in their final year. This study aims to address this gap by
investigating the correlation between perceived parental involvement and the social skills of
Grade 12- ABM students.
Moreover, the increasingly digital nature of student-parent interactions has raised new
challenges and opportunities for fostering social competence. As face-to-face interactions
decline, the need for active, quality parental involvement that goes beyond academic support
such as providing guidance on emotional expression, conflict resolution, and peer interactions
becomes more important. Studies compiled in Frontiers in Psychology., (2024), indicate that
positive parenting practices, such as emotional coaching and supportive engagement,
significantly enhance adolescents' ability to develop strong interpersonal relationships and
manage social challenges. This study will examine how different forms of parental
involvement-whether emotional support, monitoring of online activities, or engagement in
extracurricular-impact the social competencies of Grade 12 Students.
The RA 9155, also known as the Governance of Basic Education Act of 2001,
underscores the substantial role of parents in the education of their children. The law affirms
that education is not solely the responsibility of schools and teachers but requires active
involvement from parents and the broader community to achieve holistic development for
learners. This legislation encourages parents to actively support their children's education by
providing guidance at home, such as assisting with assignments, fostering effective study
habits, and cultivating a positive learning environment. Beyond the home, parents are urged to
engage in school activities, participate in meetings, and collaborate with teachers and
administrators to enhance the overall educational experience.
The law further emphasizes that strong partnerships between schools, families, and
communities contribute to the academic, social, and emotional development of students. By
involving parents in decision-making processes and program development, schools create an
inclusive environment that addresses the unique needs of learners of students' social skills.
Given that students' social competence is crucial for their holistic development and future
success, understanding how perceived parental involvement can enhance these skills is vital.
By examining the relationships between parental involvement and social skills, this study will
provide valuable insights into the ways in which parents, educators, and policymakers can
collaborate to foster both academic and social development in senior high school students.
Grade 12 students in the Philippines face increasing pressure from academic
requirements, college entrance exams, and transitioning into adulthood, the need for strong
social skills becomes crucial. Studies such as those by Gamboa et al., (2021), demonstrate
that students with higher levels of perceived parental involvement report better emotional
regulation and conflict resolution skills, key components of social competence. This study
could further investigate how these skills influence students' ability to adjust to new social
contexts, such as university life or entering the workforce, highlighting the importance of
parental support in navigating these transitions.
The socio-economic background of Filipino families plays a significant role in
determining the level and nature of parental involvement in students’ lives. Research by
Punzalan and Quezada., (2020), indicates that in lower-income families, where parents may
be working long hours to support their households, parental involvement in social skill
development may be limited to the supervision of academic work. Conversely, higher-income
families tend to have more resources to engage in extracurricular activities, emotional support,
and peer interactions. Understanding how parental involvement varies according to economic
class in the Philippines can provide insight into potential barriers and opportunities for
enhancing social skills among Grade 12 students.
Theoretical Framework
This study is anchored on the theory of social learning (Bandura, 1977). The Social
Learning Theory by Albert Bandura emphasizes the importance of observational learning in
the growth of social skills. Children learn and adopt new behaviors by watching the behavior of
others, especially their parents. Children learn social behaviors by imitating and modeling the
actions they observe in the family environment.
Parental involvement plays a crucial role in developing children's social skills since
parents are the main influences. For instance, parents who show efficient communication,
understanding, and conflict resolution skills give children a model for handling social
encounters.
Furthermore, Bandura's theory highlights the significance of reinforcement. Children
are prone to repeating behaviors that are rewarded or endorsed by their parents. For example,
if parents commend their children for sharing or working together with others, they strengthen
these positive social actions, increasing the chances of them happening again in the future.
The theories discussed herein offer a comprehensive framework for identifying potential
intervention plan that can enhance social skills and foster positive development, thereby
contributing to improved student outcomes and enriching the overall educational experience of
Grade 12- (ABM,HUMMS,STEM,GAS) students in First City Providential College.
Conceptual Framework
Parental Involvement Social Skills
Intervention Plan
Figure 1. Paradigm of the Study
Figure 1. The figure shows the paradigm of the study in order to examine the relationship
between perceived parental involvement and social skills. As presented, perceived parental
involvement is the independent variable, while social skills are the dependent variable. Upon
completion of data collection, the results will serve as the foundation for the development of
the intervention plan.
Statement of the Problem
The purpose of this study is to examine the relationship between parental involvement
and social skills in students. Results of the study will serve as baseline for developing an
intervention plan that might decrease parental involvement and enhance the social skills in
students.
Specifically, the study aims to address the following research questions:
1. What is the perceived level of parental involvement of the respondents?
2. What is the level of social skill of the respondents?
3. Is there a significant relationship between parental involvement and social skills of the
respondents?
4. Based on the findings of the study, what intervention plan can be proposed to enhance the
social skills of the students?
Hypothesis
(H₀): There is no statistically significant correlation. This suggests that any observed
relationship between perceived parental involvement and social skills is due to chance and
does not represent a meaningful association. Alternative Hypothesis
(H₁): There is a statistically significant positive correlation. This hypothesis posits that
higher levels of perceived parental involvement are associated with stronger social skills
among students, indicating a meaningful relationship between the variables.
Scope and Delimitation
This study will focus on the empirical analysis of the relationship between perceived
parental involvement and social skills, with the aim of utilizing the results to inform the creation
of an intervention plan. The study involves Grade 12 students at First City Providential College
(FCPC), specifically those aged 18 years and above. The students from the strand of
Accountancy, Business, and Management (ABM), Humanities and Social Sciences (HUMSS),
Science, Technology, Engineering, and Mathematics (STEM), and General Academic Strand
(GAS) will be included, By examining how various forms of parental involvement, such as
emotional support, supervision, engagement in school activities, and participation in
extracurricular influence students’ social skills, emotional regulation, peer relationships, and
self-esteem, this study seeks to gain insights into the impact of family engagement on
students' social competence.
The data collection will occur within the academic year 2024-2025, primarily through
surveys administered to Grade 12 students. The research will utilize quantitative methods,
such as surveys or questioners, to assess both Parental Involvement and Social Skills , the
use of Parental Involvement Scale (PIS) and Social Skills Assessment Scale (SSAS) to gather
data on parental involvement and social skills levels.
Significance of the Study
The following will benefit from this study:
1. Students. Grade 12- ABM, HUMSS, STEM, GAS students can benefit from this study
by gaining a deeper understanding of the importance of parental involvement in their
social development. The research can help students recognize the ways in which their
parents' support contributes to their social skills, emotional regulation, and peer
relationships. This awareness may empower students to engage in more open
communication with their parents about social challenges and seek guidance on
improving their social skills, fostering stronger relationships, and adapting better to
social environments.
2. Parents. Parents can use the research to gain valuable insights into how their
involvement can positively impact their child’s social skills. The study can help parents
understand the importance of emotional support, supervision, and engagement in
school activities, and how these aspects of parental involvement influence their child's
social competence. By learning these factors, parents can become more proactive in
fostering their child’s emotional intelligence and social behavior, thereby supporting
their overall development in school and beyond.
3. Teachers. Teachers can utilize the study's findings to improve their teaching strategies
and foster a more inclusive, supportive classroom environment. Understanding the
connection between parental involvement and social skills development can help
educators work collaboratively with parents to promote positive student behavior and
emotional regulation in school. Teachers can integrate parent-teacher communication
strategies and create opportunities for parents to be more involved in their children's
social and emotional learning, enhancing both academic and social success.
4. School Administrators. School administrators can use the findings to design initiatives
that encourage parental involvement in fostering students' social skills. The study
underscores the need for creating platforms where parents are informed and
encouraged to participate in school events, provide emotional support, and engage with
their children’s social development. Administrators can advocate for policies and
programs that promote family-school partnerships, facilitating a supportive school
culture that nurtures both academic and social growth.
5. Future Researchers. Future researchers can build upon this study to explore the
specific pathways through which different types of parental involvement influence social
skills development. Further research could investigate how various forms of parental
engagement such as active supervision, emotional support, and involvement in
extracurricular activities interact to enhance social competencies in adolescents.
Researchers can also explore potential longitudinal studies to examine the long-term
impact of perceived parental involvement on social skills and emotional well-being. By
extending the research in these areas, future scholars can contribute to a deeper
understanding of the role of families in shaping the social development of high school
students.
Definition of Terms
The following terms are operationally defined:
Perceived Parental Involvement - Refers to the extent to which students believe their
parents are actively involved in their lives, specifically in emotional support, supervision, and
engagement in school activities. This perception influences how students develop socially and
emotionally.
Social Skills of Grade 12 Students - refer to the abilities needed for effective
interaction and communication with others. These include essential components like active
listening, empathy, emotional control, and conflict resolution. For Grade 12 students, social
skills are crucial for building positive relationships with peers and teachers, navigating social
situations, and managing personal emotions. Developing these skills contributes significantly
to both academic success and personal growth during this stage of education.
Intervention Plan - is a structured approach designed to address specific needs,
challenges, or goals. In education, it refers to a set of actions and strategies aimed at
supporting students who require additional assistance to improve their academic, behavioral,
or social performance. The plan typically outlines the methods, timelines, resources, and
responsible individuals, with regular monitoring to ensure effectiveness and necessary
adjustments. The goal is to enhance the overall development of the individual based on their
unique needs.
Relationships of Parental Involvement refer to the connections and interactions that
students have with their peers, teachers, and family members. Parental involvement plays a
significant role in shaping students' social skills, such as communication, empathy, and conflict
resolution. Positive parental engagement fosters healthy, supportive relationships, which are
vital for students' social well-being and overall development. These relationships, in turn,
contribute to a student's ability to navigate social environments effectively and build
meaningful connections both in and outside the classroom.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY
Conceptual literature
The association between teacher‐student relationship and academic achievement: The
moderating effect of parental involvement Lihong Ma, Jian Liu, Banban Li Psychology in the
Schools 59 (2), 281-296, 2022 As an important part of adolescents' social capital, teacher‐
student relationship (TSR) and parental involvement (PI) are important for student learning.
However, we know little about how PI works with TSR in relation to adolescents' learning
outcomes. The present study aimed to examine the association between TSR and
adolescents' learning outcomes in China, as well as testing the potential moderating role of PI.
Participants were 332 fourth graders and 321 eleventh graders from Shandong province,
China. Student‐perceived TSR and home‐based PI, and curriculum‐based measures of
academic achievement were collected in October 2019. The major findings of the study
included: (1) TSR and students' academic performance positively correlate with each other; (2)
PI moderates the relationship between TSR and students' academic performance; (3) High PI
in primary school reduces the impacts of lower TSR on student performance; (4) High PI in
secondary school has no compensating effect on low TSR, but it still reduces the influence of
TSR on academic performance. The present research verifies and extends the association
between TSR and academic achievement to parental factors, and holds substantive
theoretical and practical implications for teacher education and family education research.
A multivariate examination of parent involvement and the social and academic competencies
of urban kindergarten children Christine McWayne, Virginia Hampton, John Fantuzzo, Heather
L Cohen, Yumiko Sekino Psychology in the Schools 41 (3), 363-377, 2004 The primary
objective of this study was to obtain a multidimensional picture of parent involvement in
kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their
primary caregivers in a large, urban school district in the Northeast. Results revealed that
kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's
Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with
those established with preschool (Head Start) parents. Multivariate relationships were found
between kindergarten parent involvement dimensions and children's social and academic
competencies. Parents who actively promote learning in the home, have direct and regular
contact with school, and experience fewer barriers to involvement have children who
demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley
Periodicals, Inc. Psychol Schs 41: 363–377, 2004. View at [Link] Cited by
882 Related articles All 6 versions [Link] Effects of parental involvement on
academic achievement: a meta-synthesis Sandra Wilder Mapping the field, 137-157, 2023
The impact of parental involvement on student academic achievement has been recognized
by teachers, administrators, and policy-makers who consider parental involvement to be one
of the integral parts of new educational reforms and initiatives. This study synthesized the
results of nine meta-analyses that examined this impact and it identified generalizable findings
across these studies. The results indicated that 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. However, the impact of parental involvement on student
academic achievement was weakest if parental involvement was defined as homework
assistance. Finally, the relationship between parental involvement and academic achievement
was found to be consistent across different grade levels and ethnic groups. However, the
strength of that relationship varied based on the type of assessment used to measure student
achievement.
Research literature
perceived parental involvement and social skills among Grade 12 students reveals a complex
interplay between parental engagement and the development of social competencies. A
systematic review emphasizes that parental involvement, encompassing behaviors such as
communication, support with homework, and participation in school activities, significantly
contributes to students' social and emotional skills, which are crucial for academic success
and interpersonal relationships. Studies indicate that when parents actively engage in their
children's education, it fosters a sense of security and self-esteem in students, leading to
improved behavioral outcomes and enhanced social skills. Furthermore, research
demonstrates that different forms of parental involvement can yield varying effects; for
instance, supportive practices correlate positively with students' motivation and self-efficacy,
while over-involvement may induce stress and hinder autonomy. The literature consistently
highlights the importance of fostering strong home-school partnerships to enhance student
achievement and social skill development, particularly during the pivotal final year of high
school when academic performance can significantly influence future opportunities. Overall,
the findings underscore the necessity for educators and policymakers to develop strategies
that encourage meaningful parental engagement to support the holistic development of
students as they transition into adulthood.
[1] [PDF] The Role of Parental Involvement and Social/ Emotional Skills in ... - ERIC
[Link]
[2] [PDF] The Impact of Parental Involvement on Grade 12 Students' Academic ...
[Link]
Chapter III
Methodology
Research Method
The study employed a quantitative research method to examine the relationship between
perceived parental involvement and social skills among Grade 12 students. A correlational
research design was used to identify the degree and direction of the relationship between
these two variables. By employing this design, the study aimed to explore how different levels
of perceived parental involvement may influence the development of social skills in students.
The results of this study could serve as a foundation for future research exploring the impact
of parental involvement on various aspects of adolescent development, utilizing different
methodologies or expanding the scope to include other factors.
Locale of the Study
This study was conducted at First City Providential College due to its convenient access and
the availability of participants. The institution's location, coupled with its diverse and accessible
student population, made it an ideal setting for exploring the relationship between perceived
parental involvement and social skills among Grade 12 students. The college's representative
sample of senior high school students provided a practical and suitable environment for
investigating the research problem and its potential implications.
Respondents of the study
The respondents of this study were Grade 12 students, aged 16 to 18 years, currently enrolled
in various academic programs at First City Providential College. A total of 30 students
participated in the survey. These students were selected to provide a representative sample of
the senior high school population, specifically focusing on those who could offer insights into
the perceived levels of parental involvement and its potential influence on their social skills.
The sample was chosen to reflect a diverse range of students, capturing a broad perspective
on the relationship between parental engagement and social development.
Instrumentation
The study will utilize a comprehensive survey to investigate the relationship between
perceived parental involvement and social skills among Grade 12 students at First City
Providential College. The survey is designed to capture the multifaceted nature of parental
involvement and its potential impact on students' social skills development.
Demographic Section
The first part of the survey focuses on characterizing the participants by gathering
demographic data, including age, gender, academic program, and other relevant
background information. This section ensures a clear understanding of the varied
characteristics of the student sample, providing context for interpreting the results.
Parental Involvement Section
The second section of the survey explores the students' perceptions of parental
involvement in their academic and social lives. This section aims to identify the
frequency, type, and perceived effectiveness of parental engagement in their education
and daily activities.
Social Skills Assessment
The third section assesses the students' social skills, including their ability to
communicate effectively, resolve conflicts, and engage in cooperative activities.
Students will be asked to rate their comfort and competence in various social situations,
both within and outside the classroom.
Correlational Analysis
The fourth section examines whether a significant correlation exists between the
perceived level of parental involvement and students' social skill development. The goal
is to identify any patterns or relationships that could inform future interventions or
educational practices.
The instrument will be structured using a moderated Likert scale on a 4-point scale, ranging
from "strongly agree" (SA), "agree" (A), "disagree" (D), to "strongly disagree" (SD).
Participants will be instructed to indicate their degree of agreement with the statements
presented in the survey. This method allows for a nuanced measurement of attitudes and
perceptions related to parental involvement and social skills.
Data Gathering Procedure
The survey questionnaire, consisting of closed-ended questions, serves as the primary
research instrument used in this study. This approach was chosen by the researcher to
provide clear, quantifiable data that could support and strengthen the investigation. The
questionnaire is adapted from established scales, specifically the Parental Involvement Scale
and the Social Skills Inventory, to assess the students' perceptions of parental involvement
and their self-reported social skills. To gather responses, the researcher utilized a rating scale
for each item, allowing participants to indicate their level of agreement or disagreement with
each statement. This structured format facilitates the collection of consistent and reliable data,
which is essential for conducting a correlational analysis of the relationship between parental
involvement and social skills among Grade 12 students.
Statistical Treatment of Data
For this study, which employs a descriptive correlational research design, the following
statistical treatments will be applied to analyze and interpret the data collected on perceived
parental involvement and social skills among Grade 12 students:
Descriptive Statistics
Descriptive statistics will be used to summarize and describe the respondents' perceptions of
parental involvement and their social skills. This will provide an overview of the patterns and
central tendencies in the data.
Frequency Distribution
To determine the frequency and percentage of students reporting various levels of
perceived parental involvement and social skills. This will help identify the distribution of
responses across the sample.
Measures of Central Tendency (Mean, Median, Mode)
To calculate the average scores for perceived parental involvement and social skills
among respondents. The mean, median, and mode will provide a central value for each
variable, offering insight into typical levels of parental engagement and social
competence within the sample.
Measures of Dispersion (Standard Deviation, Range)
To assess the variability or spread of the scores for parental involvement and social
skills in the sample. This will help identify the degree of consensus or diversity in
students' perceptions of their parents' involvement and their social abilities.
Inferential Statistics
To determine whether there is a statistically significant relationship between perceived
parental involvement and social skills, the following inferential statistical techniques will be
applied:
Pearson Correlation Coefficient (r)
This will measure the strength and direction of the linear relationship between
perceived parental involvement and social skills. A Pearson r value ranging from -1 to
+1 will indicate the degree of correlation, where a positive value suggests that higher
parental involvement is associated with better social skills, and a negative value
suggests the opposite.
Multiple Regression Analysis
To examine whether parental involvement is a significant predictor of social skills when
controlling for other demographic variables such as age or gender. This will allow the
researcher to determine if perceived parental involvement has a direct effect on social
skills outcomes.
