Thesis for Final Defense(The Level of Influence of Family-Related Factors on the Selected Tangub...

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Chapter 1

Introduction

Background of the Study

Education is essential for the development of society. The more educated the people of a

society are, the more civilized and well discipline the society will be (Chowa, G., Masa, R., &

Tucker, J., 2013). Mainly, family has a responsibility to socialize children for making them

productive members of a society. The more the parents involve in the process of imparting

education to their children, the more the children might excel in their academic career and to

become productive and responsible members of society. The academic achievement of students

may not only depend on the quality of schools and the teacher, rather on the extent of parent

involvement has a vital role to play in it.

According to Adewumiet.al.(2012) that parent has vital roles to play in the life of a child.

Parenting involvement is a catch-all term for many different activities including home, good

parenting, helping homework, talking to teachers, attending school functions, through taking part

in school governance. When schools work together with families to support learning, children

tend to succeed not just in schools but throughout their lives. According to these researchers, the

most accurate prediction of a students’ achievement in school is not the income nor the social

status, but the extent to which the students’ parent is able to create a home environment that

encourages learning and to express high expectations for their children’s achievement and future

careers.

Parental involvement in school has been linked with academic achievement. Previous

researchers stated that parental involvement has a powerful impact on the children’s attainment.

The impact of parental involvement arises from parental values and educational aspirations and

that these are exhibited continuously through parental enthusiasm and positive parenting style. In

this new study, the researchers will determine the level of influence of family-related factors.

This study will also determine if there is a significant difference between the levels of influence

of family-related factors in terms of sex and the curriculum in which the a student belongs.

Tangub City National High School is a school that has a large number of student

population. Each year level consists of Science Curriculum, Regular Curriculum and Sports

Curriculum. This study will investigate the level of influence of family-related factor to the

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fourth year students in Sports section and in Science curriculum. This study will also investigate

if there is a significant difference of the level of influence of family-related factor between male

students and female students, as well as the sports curriculum and Science curriculum.

Theoretical Framework

The level of parental involvement has an important implication for children’s academic

performance. Social Cognitive theory suggests that youth absorb messages about appropriate

behavior in their lives (Bandura, 1977) as cited by Chowa, G. N., Masa, R. D., & Tucker J., in

2013. Based on this assumption, parents have the potential to model positive attitudes and

behaviors toward school, and researches in developed countries such as United States have

shown that parental involvement contributes to youth academic success (Fan & Chen, 2001;

Houltenville& Conway, 2008; Jeynes, 2003, 2007) as cited by Khan, R. M., &Chohan, B. I., in

2010. In fact, children are more likely to perform better in school when their parents show an

interest in their school work. Particularly, when their parents are willing to assist them with their

homework, and are willing to hold their children accountable for completion of school

assignments. Youth who are not working hard at school may begin to perceive as valuable when

parents actively demonstrate that they value school through involvement.

As cited by Berthelsen D. & Walker S. in 2008 (Henderson &Mapp, 2002) added that

when schools and families work together, children have higher achievement in school and stay in

school longer. Engaging families in the education of their children at home and in school is

increasingly viewed as an important means to support better learning outcomes for children.

As cited by Khan, R. M., &Chohan, B. I., in 2010 (Fan, 2001) mentioned that parent’s

educational aspiration for their children proved to be strongly related to students’ growth.

Research studies have found that parental educational level has a significant impact on child’s

learning. (Khan & Malik, 1999). Similarly, Schneider and Lee (1990) linked the academic

success of the East Asian students to the values and aspirations they share with their parents, and

to the home learning activities in which their parents involve with them. In fact, all parents have

desired to do something better for their children according to their available resources.

Gonzalez-Pienda et al. (2002) as cited by Khan, R. M., &Chohan, B. I., in 2010 stated

that parental support criteria were developed according to six dimensions that are strongly

associated to students’ behaviors at school and the attitude towards learning.

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“The six dimensions are (a) parents’ expectations

about their children’s’ achievement, (b) parents’

expectations about their children’s capacity to

achieve important goals, (c) parents’ behaviors that

reveal interest in their children’s school work, (d)

parents’ degree of satisfaction or dissatisfaction

with their children’s level of school achievement,

(e) parents’ level and type of help provided when

their children do homework, and (f) parents’

reinforcement behaviors of their children’s

achievements.”

The influence of parents on children school achievement is well documented in numerous

studies. As cited by Chowa, G. N., Masa, R.D., & Tucker J., in 2013 (Gadsden 2003) said that

greater parental involvement at early stage in children’s learning, positively affects the child’s

school performance including higher academic achievement. Harderves (1998) reviewed that

family whose children are doing well in school exhibit the following characters:

Establish a daily family routine by providing time and a quiet place to study with the

children and assigning responsibility for house hold chores.

Monitor out-of-school activities, for example setting limits on television watching, reduce

time of playing, monitor the groups of friends the pupils walk with.

Encourage children’s development and progress in school; that is maintaining a worm

and supportive home, showing interest in children’s progress at school, helping him or

her with homework, discussing the value of a good education and future career with

children.

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Figure 1. Schematic Diagram

LEVEL OF INFLUENCE OF FAMILY-RELATED

FACTORS

SEX CURRICULUM

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Statement of the Problem

This study aims to determine the level of influence of family related factors on selected

Tangub City National High School students during the school year 2014-2015.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Sex;

b. Curriculum?

2. What are the family related factors that influence the academic performance of

respondents?

3. What is the level of influence of the family related factors?

4. Is there a significant difference on the level of influence family-related factors

between of male and female students?

5. Is there a significant difference on the levels of influence of family-related

factors between Science and Sports curricula?

Hypotheses:

The following will be tested at 0.01 level of significance.

H1: There is no significant difference on the level of influence of Family-related factors

between Sports and Science Curricula (μ1 = μ2).H2: There is no significant difference on the level of influence of family-related factors

between female and male students in both Curricula (μ1 = μ2).Research Methodology

This section discusses the research design, research respondents, research setting,

research instrument, and validation of instrument, data gathering procedure, and statistical

treatment of data to be used in the study.

Research Design. This study will utilize the descriptive design which, specifically, the

descriptive-comparative method. Comparative Method will be used in getting the

difference of the level of influence of family-related factors in terms of their sex

and their curriculum.

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Research Respondents. The respondents of this study will be the students in fourth year

sports section under the Special Program in Sports Curriculum and the fourth year

students under the Science Technology in Engineering and Mathematics.

Research Setting. This study will be conducted in Tangub City National High School.

This is located at Tangub City particularly in Barangay Mantic. This school offers

the following curricula: Regular Curriculum, Science Technology in Engineering

and Mathematics, Open High School Curriculum, and Special Program in Sports

Curriculum. Specifically, this study will focus on the Special Program in Sports

Curriculum and Science Technology in Engineering and Mathematics in fourth

year level.

Research Instrument. The main tool which will be used in this study is a researcher-

made questionnaire with ten statements about the family-related factors.

It will obtain the level of influence family-related factors. Each statement will be

given one set of four boxes. The four boxes will be coded as follows:

Validation of Instrument. The questionnaire will be first presented to the research

adviser for checking. Before the distribution if the questioners, the researchers

will conduct a pilot testing to the non-respondents to test the validity and

reliability of the questionnaire.

Data Gathering Procedure. The questionnaire in this study will aim to draw out

appropriate responses on the objectives on this study. To ensure the validation of

responses, the questionnaire that will be made by the researchers will be

presented, analyzed, and will be checked by the researchers’ adviser.

A letter requesting permission to conduct a research will be secured. This

will be given to the principal of Tangub City National High School.

With the used of Microsoft Excel, the data will be gathered from answered

questionnaires will be checked, classified, tabulated and will be analyzed

4 ------ Most Influential

3 ------Moderately Influential

2 ------Less Influential

1 ----- Not Influential

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according to the research design described in this chapter and will be performed

for final presentation to the experts of different fields specialization.

Statistical Treatment

The gathered data will be presented, analyzed, and interpreted using the following statistical

formulas:

1. Mean

a. Weighted Mean was used to get the average response of the respondents to each

family-related factor.

Weighted mean

Where f = frequency

w = weight

n = number of students

b. Arithmetic Mean was used to get the overall response of the respondents towards the

family-related factors.

Where = is the value of the weighted mean

n = number of statements

Range: The information below will be used in referring to what level does each family-related

factor falls.

1.00 ≤ < 1.75 Not Influential

1.75 ≤ <2.50 Less Influential

2.50 ≤ < 3.25 Moderately Influential

3.25 ≤ ≤ 4.00 Most Influential

2. The z-test was used to determine the significant difference on the level of influence of

family-related factors between Sports and Science Curricula.

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z-test formula

where: is mean of the Sports Curriculum

is the mean of the Science Curriculum

is the variance of the Sports Curriculum

is the variance of the Science Curriculum

is the total number of the students in Sports Curriculum

is the total number of the students in Science Curriculum

3. The t-test was used to determine the significant difference on the level of influence of

family-related factors between female and male students

t- test formula

Where: is mean of the female students

is the mean of the male students

is the variance of the female students

is the variance of the male students

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is the total number of the female students in both Curricula

is the total number of the male students in both Curricula

Scope and Limitation

This study will be limited only to the students in fourth year sports section under the

Special Program in Sports Curriculum and the fourth year students under the Science Curriculum

of Tangub City National High School during the S.Y 2014-2015.

Determining the level of influence of family-related to fourth year sports section under

the Special Program in Sports Curriculum and the fourth year students under the Science

Curriculum of Tangub City National High School will be the focus of this study with an

assumption that Family Related-Factors affect the Academic Performance of the respondents.

The information needed was gathered using the checklist style research-made questionnaire. All

information and conclusion that will be drawn from this study was obtained only to these

particular groups of students.

Significance of the Study

The result of the study will merit the following:

School Administrator. The results of this study could serve as a standard data to

improve programs for school advancement.

Curriculum Planner. The results of this study will help the curriculum planner evaluate

the existing programs in terms of students’ needs and abilities and make changes

as required.

Guidance Counselor. This study will help develops the guidance program in line with

individual needs and abilities of the students.

Students. This study will help the students to develop their interest towards Mathematics

and appreciate the importance of Mathematics in their daily lives.

Parents. The results of this study will help the parents to give a proper guidance, enough

support, and help their children’s school performance in Mathematics.

Definition of terms

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Curriculum – is broadly defined as the totality of student experiences that occur in the

educational process. The term often refers especially to a planned sequence of instruction,

or to a view of the student’s experiences in terms of the educator’s or school instructional

goals.

Factor–is a circumstance, fact, or influence that contributes to a result or outcome.

Family - defined as a specific group of people that may be made up of partners, children,

parents, aunts, uncles, cousins and grandparents.

Influence- is the power to have an important effect on someone or something. If someone

influences someone else, they are changing a person or thing in an indirect but important

way.

Parents - are not only that who give birth for us but they teach us how to live in these

world they also teach us to respect elders and to obey them and they also teach

importance of life these is the not end

Sex- refers to the biological and physiological characteristics that define men and

women

Support - is defined as to provide comfort, encouragement or financial assistance to

someone.

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Chapter 2

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

This chapter presents the respondent’s profile and the computed averages in tabular form.

Every family-related factor that is presented in the questionnaire has its respective computation

in terms of getting the mean response of the respondents. As to what its interpretation on the

level of influence does each factor fall was based on the criteria discussed in the first chapter.

This chapter also presents the test of significant difference on the level of influence of family-

related factors between Sports and Science Curricula and the significant difference on the level

of influence of family-related factors between female and male students.

Table 1. Respondent’s Profile

Curriculum Male Students Female Students Total

Sports Curriculum 13 (39.4%) 20 (60.6%) 33

Science Curriculum 9 (28.13%) 23 (71.87%) 32

Total 22 (33.85%) 43 (66.15%) 65

The above table disclosed that female students are dominant than male students as a

whole. In particular, a number of female students are greater than male students in Sports

curriculum. It shows that more female students are involved in any sports event than those of

male students. Similarly, female students outnumbered male students in Science curriculum.

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Table 2. Level of Influence of Family-related Factors towards the Sports Curriculum

Family-related Factors Sports Curriculum InterpretationWeighted Mean

1.Establishing a daily family routine

3.82 Most Influential

2. Monitoring out of school activities


3. Modelling the value of learning, self -discipline, and hard work


4. Expression of high realistic expectation for your achievement


5. Encouragement in school development of the children


6.Encouraging discussion among family members

3.09 Moderately Influential

7. Monitoring on the learning progress of the children in school




9. Modelling good behaviours and attitudes expected from the children


10. Constant check-up on the homework, activities and events of the children


The data in Table 2 shows that eight (80%) of the family-related factors have the levels of

most influential and only two (20%) are moderately influential. This means that the family-

related factors towards Sports Curriculum are very positive. This is very creditable since enough

level of involvement would be the optimum level of parental involvement. It shows that the

Sports Curriculum students valued family developing good behaviour and attitude; enhancing

values of learning, self-discipline, and hard work; and following a daily family routine. These

qualities are essential for the Sports students to become more active with their respective

individual events and to still have a good academic performance. Those parents who are

reasonably involved seem to provide just the right balance not only to facilitate enjoyment, but

also to challenge the child to continue to grow and develop his/her skill.

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Table 3. Level of Influence of Family-related Factors towards the Science Curriculum

Family-related Factors Science Curriculum InterpretationWeighted Mean

1.Establishing a daily family routine










6.Encouraging discussion among family members










Table 3 displays that most of the levels of influence of the family-related factors of Science Curriculum are moderately influential. It reveals that the Science Curriculum is not perfectly influenced by most of the family-related factors. However, there are 3 (30%) of the family-related factors have perfectly influenced the Science Curriculum students such as modeling the value of learning, self -discipline, and hard work, encouragement in school development of the children, and modeling good behaviors and attitudes expected from the children which levels of influence are most influential. Hence, these students are greatly affected on family molding their children into a person with good values and consistently encourage their progress.

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Table 4. Level of Influence of Family-related Factors towards the Female Students

Family-related Factors Female Students Interpretation

Weighted Mean1. Establishing a daily family routine










6. Encouraging discussion among family members










Among the ten family-related factors, six (60%) are rated most influential and four (40%)

are rated as moderately influential. It indicates that six (60%) of the family-related factors are

very important to the female students. The female students appreciated particularly modelling the

value of learning, self -discipline, and hard work; modelling good behaviours and attitudes

expected from the children; and encouragement in school development of the children done by

parents to them. These potentials are very important for a student to become productive and

responsible student.

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Parent involvement in a child's education is consistently found to be positively

associated with a child's academic performance (Hara & Burke, 1998; Hill & Craft,

2003; Marcon, 1999; Stevenson & Baker, 1987). Specifically, children whose parents are more

involved in their education have higher levels of academic performance than children whose

parents are involved to a lesser degree.

Table 5. Level of Influence of Family-related Factors towards the Male Students

Statements Male Students Interpretation

Weighted Mean1. Establishing a daily family routine










6. Encouraging discussion among family members










As shown in table 4, six (60%) of the family related-factors are most influential and four

(40%) are moderately influential. None of the family-related factors is rated as less influential or

not influential. It reveals that the level of family-related factors toward the male students are in

higher and in highest level. Thus it means that the parents are very significant to the male

students particularly in modeling the value of learning, self -discipline, and hard work of having

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the highest value of weighted among the ten family-related factors. These qualities are very

important for a student to become a good individual and to sustain with interest in their studies.

Table 6. Level of Influence of the Overall Family-related Factors toward the Sports and Science Curricula

Category Mean InterpretationSports Curriculum 3.56 Most Influenced

Science Curriculum 3.15 Moderately Influenced

The table above disclosed that the level of influence of all family-related factors is most

influential towards the Sports Curriculum and moderately influential towards the Science

Curriculum. It implies that on the average, both Curricula are influenced by the family-related

factors. However, the Sports Curriculum is greatly influenced by the family-related factors than

the Science Curriculum. In the Science Curriculum, all students are expected to have a good

academic performance and they are more independent compared to the Sports Curriculum. They

could manage well their academic performance even with less involvement from their family.

While Sports Curriculum, parents should give their full support so that their children could still

have a good academic performance even they have their respective individual events. Full

support from parents to the Sports Curriculum is very important so that the students will be

guided.

Table 7. Level of Influence of the Overall Family-related Factors towards the Female and Male Students

Category Mean InterpretationFemale Students 3.38 Most InfluencedMale Students 3.30 Most Influenced

The data in table 7 shows that both male and female students are greatly influenced by

the family-related factors, however the grand mean of family-related factors of female students is

higher than of the male students. It further implies that there are more female students who are

greatly influenced by the family-related factors than the male students. Moreover, among the ten

family related factors considered, they are most influenced by modelling the value of learning,

self -discipline and hard work; encouragement in school development of the children; and

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modelling good behaviors and attitudes. Hence, both students need most of these family-related

factors.

TESTING OF HYPOTHESES

This section presents the test of significant difference on the level of influence of family-

related factors between Sports and Science Curricula and the significant difference on the levels

of influence of family-related factors between female and male students.

A. Testing significant difference on the level of influence of family related factors

between Sports and Science Curricula at 0.01 level of significance.

Step 1. H0: There is no significant difference on the level of influence of family-related factors

between Sports and Science Curricula or μ1 = μ2.

Step 2. H1: There is a significant difference on the levels of influence of family-related factors

between Sports and Science Curricula or μ1 ≠ μ2.

Step 3: Level of significance (α) = 0.01

Step 4: Critical region: z < -2.58 or Z > 2.58

Step 5: Computation:, , ,

, ,

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Step 6. Decision: Reject the null hypothesis and conclude that there is a significant difference on

the level of influence of family-related factors between Sports and Science Curricula at 0.01

level of significance.

A. Testing significant difference on the levels of influence of family-related factors

between female and male students at 0.01 level of significance.

Step 1: Ho: There is no significant difference on the level of influence of family-related factors

between female and male students in both Curricula or μ1= μ2.

Step 2. There is a significant difference on the levels of influence of family-related factors

between female and male students in either Curricula or μ1 ≠ μ2.Step 3. Level of significance (α) = 0.01

Step 4. Critical region: t < -2.750 or t > 2.750

Step 5. Computation: , , , , ,

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Step 6. Decision: Do not reject the null hypothesis and conclude that there is no significant

difference between the levels of influence of family-related factors of female and male students

at 0.01 level of significance.

B. Discussion

In testing the hypotheses, the researchers used z-test for the first pair of hypothesis and t-test

for the second pair of hypothesis. After the test, the researchers found out that there is a

significant difference between the levels of influence of family-related factors of Sports and

Science Curricula. It indicates that the level of influence of family-related related factors in

Sports Curriculum is not the same with the level of influence of family-related factors in

Science Curriculum. In the second pair of hypotheses, the researchers revealed that there is no

significant difference between the levels of influence of family-related factors of female and

male students. Thus, it implies that the level of influence of family-related factors of female and

male students is just the same.

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Chapter 3

GENERALIZATION

SUMMARY

This study sought to determine the level of influence of family-related factors to the

selected Tangub City National High School Students and to determine the significant difference

on the level of influence of family-related factors between Sports and Science Curricula as well

as of female and male students. The respondents of the study are the thirty-three students of

grade 10 Sports Curriculum and the thirty-two students of grade 10 Science Curriculum.

In gathering the data, the researchers made use of a researcher-made questionnaire with

ten family-related factors. Each family-related factor will be ranked as 4 – most influential, 3 –

moderately influential, 2 – less influential, and 1 – not influential. From the results of the data

gathered, the researchers used statistical instruments such as (1) Weighted Mean – to get the

level of each family-related factor, (2) Arithmetic Mean – to get the level of the overall family-

related factors, (3) z – test – to determine the significant difference between the level of

influence of family-related factors of Sports and Science Curricula, and (4) t – test –to determine

the significant difference between the level of influence of family-related factors of female and

male students.

The following are the findings of the study:

1. Level of Influence of Family-related Factors in Sports Curriculum. Majority of ten

family-related factors are ranked as most influential. The top three family-related factors

that are most influenced to the Sports curriculum are establishing a daily family routine;

modeling the value of learning, self-discipline, and hard work; and modeling good

behaviors and attitudes. In fact, eight (80%) are ranked as most influential while only

two (20%) are ranked as moderately influential.

2. Level of Influence of Family-related Factors in Science Curriculum. Majority of the

family-related factors are ranked as moderately influential. Out of ten family-related

factors, only three (30%) are ranked as most influential and the rest are ranked as

moderately influential. However, Science curriculum have shown that they are most

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influenced by the three family-related factors such as modeling the value of learning,

self-discipline, and hard work; encouragement in school development; and modeling

good behaviors and attitudes.

3. Level of Influence of Family-related Factors of Female students. None of the family-

related factors is ranked as less influential or not influential. Six (60%) of the family-

related factors are ranked as most influential and four (40%) are ranked as moderately

influential. Female students have shown that they are most influenced by the three

family-related factors such as modeling the value of learning, self-discipline, and hard

work; encouragement in school development; and modeling good behaviors and attitudes.

4. Level of Influence of Family-related Factors of Male students. Among the ten family-

related factors, six (60%) are ranked as most influential and four (40%) are ranked as

moderately influential. Additionally, male students are greatly influenced by the family-

related factors such as modeling the value of learning, self-discipline, and hard work;

encouragement in school development; and modeling good behaviors and attitudes.

5. Level of the Overall Family-related Factors toward the Sports and Science

Curricula. Among the two Curricula, Sports curriculum disclosed that the family-related

factors are most influential. The grand mean of the family-related factors of Sports

curriculum is 3.56 which higher than the grand mean of family-related factors of Science

Curriculum which is 3.15. However, both curricula have shown that they are most

influenced by the family-related factors such as modeling the value of learning, self-

discipline, and hard work; and modeling good behaviors and attitudes.

6. Level of the Overall Family-related Factors toward the female and male students.

The grand mean of family-related factors of female and male students are 3.38 and 3.30,

respectively. And both are interpreted as most influential. Thus, it specifies that the

family-related factors are greatly influenced the female and male students.

7. Testing significant difference on the level of influence of family related factors

between Sports and Science Curricula. The computed value of the z – test is 3.726

which satisfy the critical region (z > 1.96.) From this, the researchers’ decision is to

reject the null hypothesis and conclude that there is significant difference between the

level of family-related factors of Sports and Science Curriculum.

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8. Testing significant difference on the level of influence of family related factors

between female and male students. With the critical region t < -2.042 or t > 2.042, the

researchers found out that the computed t value which is 0.286 does not fall to any of the

critical region. That’s why the researchers’ decision is to accept the null hypothesis and

conclude that there is no significant difference between the level of influence family-

related factors of female and male students.

CONCLUSION

Based on the findings of the computations from the data gathered, the following

conclusions are drawn: Sports curriculum students are dependent to their parents. They

really need the parental involvement of their parents.

1. The Sports curriculum are most influenced by the eight considered family-related

factors namely: establishing a daily family routine, monitoring out of school

activities, modeling the value of learning, self -discipline, and hard work, expression

of high realistic expectation for your achievement, encouragement in school

development of the children, monitoring on the learning progress of the children in

school, encouragement in school development of the children, and modeling good

behaviors and attitudes expected from the children. While Science curriculum are

most influenced by only three family-related factors namely: modeling the value of

learning, self -discipline, and hard work, encouragement in school development of the

children, and modeling good behaviors and attitudes.

2. The level of influence of family-related factors of Sports and Science Curricula are

significantly different. The family-related factors greatly influenced the Sports

Curriculum than the Science Curriculum. Thus, the students in sports curriculum need

more attachments with their parents.

3. There is no significant difference on the level of influence of the family-related

factors between the male and female students. Hence, both groups are influenced by

the family-related factors.

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RECOMMENDATIONS

Based on the findings of this study, the researchers come up with the following

recommendations.

1. The parents of the Science Curriculum students should continue supporting their children

since the study found out that the students from this section are greatly influenced by

their parents.

2. The parents of the students in Sports Curriculum should double their effort in sustaining

their children on their studies since the study found out the students in this section are just

moderately influenced by family-related factors. A greater time should be allocated for

them.

3. The School Administration must generate some affairs that would involve the parents of

the students such as calling the attention of the parents for a meeting about the progress

of the students in school. This would update them about their students’ activities in which

they could show more support to their children.

4. The most important of all is the student-parent relationship. They should build a stronger

relationship through constant checking about the updates of students in school and

consistent communication between them. Being open to their parents is a great help for

their improvement in school.

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Appendix A

Request Letter

June 22, 2015

Myrna T. BarbonSchool PrincipalTangub City National High SchoolMantic, Tangub City

Madam:

The undersigned are Fourth Year BSEd students of Gov. Alfonso D. Tan College who are currently conducting a thesis titled, “THE LEVEL OF INFLUENCE OF FAMILY-RELATED FACTORS ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS ON THIER”. This study will investigate the level of influence of family-related factors to the studies of fourth year students under Sports Curriculum and Science Curriculum. In connection to this, we would like to humbly request your permission allowing us conduct this study to the students of Fourth Year Sports Curriculum and Science Curricula in your school.

We are hoping for your positive response on this matter.

Respectfully yours,

VINCENT S. MONTEBON

ELTON JOHN B. EMBODO

JACKIE LOU C. ABISO

NOTED:

ALEMAR C. MAYORDO, BSEDResearch Instructor

LOVE H. FALLORAN, MSCRIMACA for Academics

APPROVED:

MYRNA T. BARBONTCNHS School Principal

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Appendix B

Questionnaire

The Level of Influence of Family-related factors on the Selected Tangub City National High School Students

S.Y. 2014-2015

Sex Curriculum

[ ] Male [ ] Science Curriculum

[ ] Female [ ] Sports Curriculum

Directions: The following statements below are the situations that usually done by the parents in showing supports for their children’s studies. Rank the following statements according to the extent of their influence. Put a check mark on the box that corresponds to your answers. Refer your answers on the scale given below.

1 – Most Influential

2 – Moderately Influential

3 – Less Influential

4 – Not Influential

Family-related factors 4 3 2 1

1. Establishing a daily family routine.2. Monitoring out of school activities.3. Modelling the value of learning, self discipline, and hard work.4. Expression of high but realistic expectation for your achievements.5. Encouragement in school development of the children.6. Encouraging discussion among family members.7. Monitoring on the learning progress of the children in school.8. Encouraging and nurturing the creativity of the children.9. Modelling good behaviours and attitudes expected from the children.10. Constant check up on the homework, classroom activities and events of the children

26

Working Bibliography

Adwuni, G. M., Olojo, J. O., &Falemu, A. F., (2012).Roles of Parent on the Academic

Performance of Pupils in Elementary Schools.International Journal of Academic Research

in Business and social Sciences, 02(01), 001-006. ISSN: 2222-6990

Bandura (1977) as cited by Berthelsen D. & Walker S. (2008) from

http://www.aifs.gov.au/institute/pubs/from2008/fm79/bw.pdf

Berthelsen D. & Walker S. (2008).Parents Involvement in their Chidren’sEducation.Australian

Institute of Family Studies.Retrieved on February 09, 2015 from


Chowa, G. N., Masa, R. D., & Tucker J., (2013). The Effects of Parental Involvement on

Academic Performance of Ghanaian Youth: Testing Measurement and Relationship using

Structural Equation Modeling. Children and Youth Services Review, 35(12), 2020-2030.

doi: 10.1016/j.childyouth.3013.09.009

Fan (2001) as cited by Khan, R. M., &Chohan, B. I., (2010) from http://www.edu.pk/jrre

Gonzalez (2002) as cited by Khan, R. M., &Chohan, B. I., (2010) from http://www.edu.pk/jrre

Herderson&Mapp (2002) as cited by Berthelsen D. & Walkers S. (2008) from


Khan, R. M., &Chohan, B. I., (2010).Impact of Parental Support on the Academic Performance

and Self-Concept of the School.Journal of Research and Reflection in

Education.Retrieved on February 09, 2015 from http://www.edu.pk/jrre

Rafiq, H. M., Khan, A. M., &Sohail, M., (2013). Parent Involvement and Academic

Achievement: A Study on Secondary Shool Students of Lahore, Pakistan. Internal Journal

of Humanities and Social Science.Retrieved on February 09, 2015 from

http://www.ijhssnet.com/journal/Vol_3_No_8_Special_Issue_April_2013/22.pdf

http://www.ijhssnet.com/journal/Vol_3_No_8_Special_Issue_April_2013/22.pdf

http://www.edu.pk/jrre






Thesis for Final Defense(The Level of Influence of Family-Related Factors on the Selected Tangub...

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