PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the result of the survey conducted in the study of the relationship of parent's involvement in homework making to academic performance of pupils. The tables presented are in accordance with the order being stated in the Statement of the Problem. The result of this study is given below.
Table 1: Respondents' Profile
Table 1.1 Frequency and Percentage Distribution of Respondents According to Age
Age
Frequency
Percentage
28-32
3
10%
33-37
8
26.67%
38-42
13
43.33%
43-47
4
13.33%
48 and above
2
6.67%
Total
30
100%
Table 1.1 shows the frequency and percentage distribution of the respondents according to age. Among the 30 respondents, 13 of them are 38-42 years old that represents 43.33%. Followed by respondents who are 33-37, 43-47, and 28-32 years old representing 26.67%, 13.33%, and 10% respectively. 6.67% of the respondents is 48 years old and above.
Table 1.2 Frequency and Percentage Distribution of Respondents According to Sex
Sex
Frequency
Percentage
Male
11
36.67%
Female
19
63.33%
Total
30
100%
Table 1.2 shows that 63.33% of our respondents are female and 36.67% of them are male. The table clearly shows that of the 30 respondents, majority of them are female with nineteen respondents.
Table 1.3 Frequency and Percentage Distribution of Respondents According to Highest Educational Attainment
Highest Educational Attainment
Frequency
Percentage
Elementary Level
3
10%
Elementary Graduate
3
10%
High School Level
6
20%
High School Graduate
12
40%
College Level
3
10%
College Graduate
2
6.67%
Vocational
1
3.33%
Total
30
100%
Table 1.3 shows the distribution of respondents according to the highest level of schooling attended. Of the 30 respondents, 12 or 40% of them are high school graduates. There are 6 or 20% high school level. Elementary graduate, elementary level and college level have the same distribution wherein 3 or 10% of the total respondents are in each level. There are also 2 or 6.67% who are college graduate, and the lowest of which, 1 or 3.33% is vocational.
Table 1.4 Frequency and Percentage Distribution of Respondents According to Civil Status
Civil Status
Frequency
Percentage
Single
2
6.67%
Married
19
63.33%
Separated
4
13.33%
Widowed
5
16.67
Total
30
100%
Table 1.4 shows the civil status of the respondents. 19 or 63.33% of the total respondents, which is the dominated response, are married. 5 or 16.67% f the total respondents are widowed, 4 or 13.33% are separated and 2 or 6.67% are single.
Table 1.5 Frequency and Percentage Distribution of Respondents According to Occupation
Occupation
Frequency
Percentage
Government Employee
4
13.33%
Private Organization Employee
3
10%
Self-Employed
15
50%
Unemployed
8
26.67%
Total
30
100%
Table 1.5 shows the frequency and percentage distribution of respondents according to occupation. Self-employed dominated the response. Of the 30 respondents, 50% are self-employed, followed by unemployed, government employee and private organization employee which are 8 or 26.67%, 4 or 13.33% and 3 or 10%, respectively.
Table 1.6 Frequency and Percentage Distribution of Respondents According to Monthly Income
Monthly Income
Frequency
Percentage
Php 5,000 & below
8
26.67%
Php 5,001 – 10,000
4
13.33%
Php 10,001 – 20,000
15
50%
Php 20,001 & above
3
10%
Total
30
100%
During the time of the survey, majority of the respondents (15 or 50%) have monthly income ranging from Php 10,001.00-20,000.00. Of the total respondents, 8 or 26.67% earn a monthly income of Php 5,000.00 and below and 4 or 13.33% have a monthly income of Php 5001.00-10,000.00. Only 3 or 10% earn Php 20,001.00 and above
Table 1.7 Frequency and Percentage Distribution of Respondents According to Ethnicity
Ethnicity
Frequency
Percentage
Ilocano
20
66.67%
Isneg
2
6.67%
Ibanag
4
13.33%
Tagalog
3
10%
Bisaya
1
3.33%
Total
30
100%
The data on frequency and percentage distribution of the ethnicity of the respondents are presented on Table 1.7. It can be noted that majority are Ilocanos which are 20 or 66.67% of the total respondents. This is followed by the Ibanag, Tagalog, Isneg and Bisaya which are 4 or 13.33%, 3 or 10%, 2 or 6.67% and 1 or 3.33%, respectively.
Table 1.8 Frequency and Percentage Distribution of Respondents According to Religion
Religion
Frequency
Percentage
Catholic
15
50%
Iglesia Ni Cristo
8
26.67%
Jehovah's Witnesses
3
10%
Baptist
4
13.33%
Total
30
100%
The religious inclinations of the 30 respondents are presented in Table 1.8. It shows that majority are Catholic which is 15 or 50% of the total respondents followed by the Iglesia Ni Cristo which is 8 or 26.67%, Baptist which is 4 or 13.33% and the lowest of which, the Jehovah's Witnesses which is 3 or 10%.
Table 1.9 Frequency and Percentage Distribution of Respondents According to Family Size
Family Size
Frequency
Percentage
4 members and below
2
6.67%
5-6 members
19
63.33%
7-8 members
4
13.33%
9 members and above
5
16.67
Total
30
100%
Table 1.9 shows the frequency and percentage distribution of respondents according to family size.. 19 or 63.33% of the total respondents is the dominated response showing that most of the respondents have 5-6 family members. Of the 30, 5 or 16.67% f the total respondents have 9 members and above, 4 or 13.33% have 7-8 members and 2 or 6.67% have only 4 members and below.
Table 2. Level of Involvement
Indicator
Weighted Mean
Descriptive Value
1. I set regular time everyday for my child's homework/s
3.93
Often
2. I structure a convenient place for my child to do his homework/s.
3.80
Often
*3. I help my child in doing his homework if I have time only.
2.63
Sometimes
4. I encourage my child to develop a good study habit by cutting short his TV viewing to prioritize his homework/s.
3.57
Often
5. I help my child in his homework/s by reading and explaining.
3.63
Often
6. I see to it that my child's homework/s are done before going to bed.
4.23
Always
7. I give priority to the needs of my child in doing his homework/s (i.e. papers, pencils, book, etc.)
3.87
Often
*8. I don't care about my child's homework because he is more knowledgeable about it
2.13
Often
9. I stay in touch to my child/s teacher to monitor the progress of his performance.
3.77
Often
10. I talk to my child after school about his homework/s.
3.70
Often
TOTAL
3.53
Often
*Scoring is reversed for negative statements.
Table 3. Academic Performance of Pupils
Academic Performance
Frequency
Percentage
Level
71-75
1
3.33%
Poor
76-80
8
26.67%
Fair
81-85
17
56.67%
Satisfactory
86-90
3
10.00%
Very Satisfactory
91-95
1
3.33%
Outstanding
Table 4. Relationship between Profile and Level of Involvement
Profile
Involvement
Critical Value
Remarks
Age
0.522
0.355
S
Sex
0.280
0.355
NS
Highest Educational Attainment
-0.184
0.355
NS
Civil Status
0.490
0.355
S
Occupation
0.429
0.355
S
Monthly Income
-0.369
0.355
S
Ethnicity
0.267
0.355
NS
Religion
0.659
0.355
S
Family Size
0.472
0.355
S
Table 4 shows the relationship between profile of parents and their level of involvement in the homework of their children. The age of parents is significant to their level of involvement at 0.05. This implies that the older the parents, the higher their involvement in making homework of their children. Older parents tend to have high aspirations for their children in the pursuit of their education. (Gutman and Akerman, 2008)
The civil status of parents is significant at 0.05 to their level of involvement in the homework of the pupils. This means that married respondents are more involved in the homework of their children. Several studies indicate that married or two-parent household spend more time with children in homework activities. Astone and McLanahan (1991) analyzed data from the High School and Beyond study and found that, compared to children who live with both biological parents, those who live with single parents or stepparents report less monitoring of schoolwork by both mothers and fathers. Similarly, Furstenberg and Nord (1985) reported that married parents were much more likely to help with homework than parents in step-families or single-parent families.
Another variable considered in this study is the occupation of parents. It was found out that at 0.05 significance, unemployed parents are more likely involved in the homework of their children than those parents who are employed. This is consistent with the results from a 2005 Ipsos-Reid survey conducted on behalf of High Road Communications and Microsoft Canada: employed parents lack time to help with their children's homework.
In this research, it was found out that at 0.05 significance parents with lower income has higher involvement in making the homework of their children. This was supported by Domina's (2005) study on U.S. elementary school children where she stated that involvement of parents of lower socioeconomic status (SES) is more effective in promoting children's achievement than that of parents of high SES. A literature review by Gutman and Akerman (2008) also states that most parents who have lower income have high aspirations for their children.
The religion of the parents is likewise significant to their involvement in the homework of their children at 0.05. Protestants are more involved in the homework of their children.
Significant at 0.05, this study likewise implies that the smaller the family size, the higher their involvement in making homework of their children. This is supported by Revicki (1981), who found that the greater the number of children in a family the less likely parents were to be involved in each child's education. Likewise, Blake (1989) argued that larger family size tends to dilute resources among many children and that children who have lesser siblings generally do better in school than children who have more siblings.
Table 5. Relationship between Academic Performance and Level of Involvement
Academic Performance
Involvement
Critical Value
Remarks
Average
0.578
0.456
S
The level of parental involvement has important implications for children's academic performance. The result shows that the level of involvement of parents is significant to the academic performance of pupils at 0.01. Parental involvement in children's homework appears to influence student outcomes because it offers modeling, reinforcement, and instruction that supports the development of attitudes, knowledge, and behaviors associated with successful school performance (Hoover-Dempsey & Sandler, 1995). Parents' homework involvement activities give children multiple opportunities to observe and learn from their parents' modeling (of attitudes, knowledge, and skills pertinent to learning), to receive reinforcement and feedback on personal performance and capability, and to engage in instructional interactions related to homework content and learning processes.
Social cognitive theory suggests that youth absorb messages about appropriate behavior and socially accepted goals by observing and talking with important people in their lives (Bandura, 1977). Based on this assumption, parents have the potential to model positive attitudes and behaviors toward school, and research in developed countries such as the United States has shown that parental involvement contributes to youth academic success (Fan & Chen, 2001; Houtenville & Conway, 2008; Jeynes, 2003, 2007). In fact, children are more likely to apply themselves and perform better in school when their parents show an interest in their school work, are willing to assist them with 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 school as valuable when parents actively demonstrate that they value school through involvement.
PART I. PROFILE
Direction: Please fill up necessary information below.
Name (Optional):____________________________________
1. Age: ____
2. Sex ____ Male ____ Female
3. Highest Educational Attainment:
____ Elementary Level
____ Elementary Graduate
____ High School Level
____ High School Graduate
____ College Level
____ College Graduate
____ Vocational
____ Master's Degree
____ Doctorate Degree
4. Civil Status:
____ Single ____ Married
____ Separated ____ Widow/er
5. Occupation: _________________
6. Monthly Income:
____ Php 5,000.00 and below
____ Php 5,001.00 - 10,000.00
____ Php 10,001.00 - 20,000.00
____ Php 20,001 and above
7. Ethnicity: ___________________
8. Religion: ___________________
9. Family Size:
____ 4 members and below
____ 5 - 6 members
____ 7 - 8 members
____ 9 members and above
PART II.
Direction: Please check the column that corresponds to your answer.
Indicators
Always
5
Often
4
Sometimes
3
Seldom
3
Never
1
1. I set regular time everyday for my child's homework/s
2. I structure a convenient place for my child to do his homework/s.
3. I help my child in doing his homework if I have time only.
4. I encourage my child to develop a good study habit by cutting short his TV viewing to prioritize his homework/s.
5. I help my child in his homework/s by reading and explaining.
6. I see to it that my child's homework/s are done before going to bed.
7. I give priority to the needs of my child in doing his homework/s (i.e. papers, pencils, book, etc.)
8. . I don't care about my child's homework because he is more knowledgeable about it
9. I stay in touch to my child/s teacher to monitor the progress of his performance.
10. I talk to my child after school abut his homework/s.
STATEMENT OF THE PROBLEM
Generally, this study aims to determine the level of parents' involvement in making the homework of their children.
Specifically, it aims to answer the following questions:
1. What is the profile of the parents in terms of:
a. Age
b. Sex
c. Highest Educational Attainment
d. Civil Status
e. Occupation
f. Monthly Income
g. Ethnicity
h. Religion
i. Family Size
2. What is the level of involvement of the parents in making the homework of their children?
3. Is there a relationship between the profile of the parents and the level of their involvement in making the homework of their children?
4. What is the academic performance of the pupils?
5. Is there a relationship between the level of involvement of parents in doing the homework and the academic performance of the pupils?
Output
in
Educational Research and Statistics
Raquelito B. Cenal
Venilyn April A. Barrientos
Renante Cabalang
Florida C. Mina
Remalyn Siloran
Maryque Molina
Novelyn Agustin
