Parents' Role in Enhancing The Academic Performance of Students in The Study of Mathematics in Tabuk City, Philippines

International Journal of Advanced Research in
Management and Social Sciences ISSN: 2278-6236
PARENTS’ ROLE IN ENHANCING THE ACADEMIC PERFORMANCE OF STUDENTS

IN THE STUDY OF MATHEMATICS IN TABUK CITY, PHILIPPINES
Loneza G. Carbonel*
Marshal Lou Banggawan*
Imelda Agbisit, Ph.D*
Abstract: Parenting is a very indispensable part of parents and children. The direction of the
lives of the children depends on how the parents discharge their responsibilities to install
their children with the right education. This study described the practices of parents in
enhancing the academic performance and character formation, the academic performance
of Students in Mathematics and the factor affecting the parents at Tabuk, Kalinga for school
year 2012 to 2013. Two sets of questionnaires were used to collect the information from the
180 parents randomly sampled. The respondents composed 180 of parents and their children
who are college, high school and elementary level with Mathematics subjects. The
documents on the performance of the students in Mathematics were also used in this
context of study.
The student-respondents were grouped as to college, high school students, and elementary
level. While the parents were grouped as to occupation such as farming and business,
employed( both parents), and farming and housekeeper.
The results of this study are summarized as follows: The extent of parents’ practices in
enhancing the students’ academic performance in Mathematics and character formation is
found out to be sometimes practiced; the extent of practices of parents in enhancing the
student-respondents’ academic performance and character building in Learning
Mathematics when they were group as to occupations, the following are reflected:
a. Parents who are engaged in farming and business activities claimed that they “rarely
practiced”
b. Parents who are both employed claimed that they” often practiced;”and
c. Those parents who are engaged in farming and with mothers who are housekeepers
claimed that they “always practiced.”
The Academic Performance of the students in Mathematics according to school level is
“average;”The summary of Correlation between the students’ academic performance and
character building and the parents’ extent of practices in enhancing the students’ academic
performance and character building is high positive correlation; and the factors affecting
the parents’ extent of practices in enhancing the academic performance and character
building of the student-respondents are shown as follows: a)the financial problem this was
brought out by119 or 66 % whose problem is financial aspect, b) 88 r 49% said they are
stressed by their undefined priorities, and c) 41 or 74 % of the parents said the “weak
Parents’ leadership in guiding the direction of the child is third factor that affects their
capability in guiding their children.
Keywords: Parents’ Role, Parental Guidance, Values Integration
*Kalinga-Apayao State Collge, Tabuk City, Philippines
Vol. 2 | No. 8 | August 2013 www.garph.co.uk IJARMSS | 302

INTRODUCTION
The first institution of a child where he learns is his home. A child passes most of his time
with his parents and learns from his parents and the environment provided to him by his
parents in home. Parents play a vital role in the education of their child, whatever child’s
age is, (either he read in college or in school). If parents pay attention to their children, they
make more scholastic achievements than those who are ignored. If parents take care of
following things, they can improve the education of their children.
Parental involvement in children’s learning is a key factor in improving children’s academic
attainment and achievements, as well as their overall behavior and attendance. The role of
parents during a child’s earliest years is the single biggest influence on their development.
Good quality home learning contributes more to children’s intellectual and social
development than parental occupation, education or income. A parent’s attitudes,
aspirations and behavior are all important, as is their ability to: understand their child’s day-
to-day progress, undertake family learning together, and talk regularly with their child about
their learning.
Today, the environment is getting complex, social environment is surrounded with “vices”
that can destroy the futures of the young generations. This connotes that the youth should
be pampered with strong moral values so that they will accordingly to the standard of
morality. Educating the young without proper guidance is liability of the parents and
teachers. So, parents and teachers should work mutually to develop the young morality
upright and learned.
Education is not education itself. The acquisition of it is an integrated system of knowledge,
skills and human development (biologically, socially, spiritually, psychologically, and
economically sustained). To become educated is not simply becoming knowledge stocked
individual; one must demonstrate the different attributes that makes him a whole
developed individual.
The best way to achieve wholesome qualities of education is the partnership of parents and
teachers in injecting valuable skills, conduct, and knowledge to the students. With this, this
study attempted to assess what are the contributions of parents through their proper
guidance and involvement in educating to their children from childhood to adulthood.

RATIONALE
What is parental involvement? Most children have two main educators in their lives – their
parents and their teachers. Parents are the prime educators until the child attends an early
years setting or starts school and they remain a major influence on their children’s learning
throughout school and beyond. The school and parents both have crucial roles to play
.There is no universal agreement on what parental involvement is, it can take many forms,
from involvement at the school (as a governor, helping in the classroom or during lunch
breaks) through to reading to the child at home, teaching songs or nursery rhymes and
assisting with homework .This can be categorized into two broad strands: Parents’
involvement in the life of the school. Their involvement in support of the individual child at
home. This document is focused on the second of these, as there is consistent evidence of
the educational benefits of involving parents in their child’s learning. Because of the
complex interaction between a number of factors (and only some of which have been taken
into account in the analysis) it is difficult to prove that one causes the other, the research
instead demonstrates that a relationship exists between parental involvement and
achievement.
This study was an output of the observations and experiences of the teachers, parents, and
the community that should be given attention. That is, to determine how far parents and
teachers have contributed to the education and success of the youths of today.
CONCEPTUAL FRAMEWORK
This study adopted the idea of tri-dimensional system of education which involves the
parents support, the community, and the school. According to Bronfenbrenner’s (1979)
ecological model of human development offers a theoretical rationale for teachers and
parents/whänau working in close collaboration. Children’s most direct day-to-day reality is
within their immediate settings of home, early childhood education service, and
neighbourhood. Children’s interactions with significant others and their experiences within
these settings influence their wellbeing, learning, and development. The quality of children’s
experiences is also influenced by surrounding ecological systems, such as workplace and
community, and the macro system of cultural and ideological beliefs and values. The
interrelationships between these systems influence the child’s learning environment. He
further suggested that the “developmental potential” of a child’s participation in two or

more settings is enhanced when there is consensus about goals, and supportive linkages
between the settings.
Bronfenbrenner’s (1979,In his opening address to the Hui Taumata Matauranga, Mason
Durie (2001) highlighted the importance for Mäori students of integrated action:
The principle of integrated action recognises the multiple players in education. Success
orfailure is the result of many forces acting together—school and community; teachers and
parents; students and their parents. Lives in New Zealand are too closely intertwined to
pretend that action in one sphere does not have actions in another. Unless there is some
platform for integrated action, then development will be piecemeal and progress will be
uneven.
Providing culturally compatible cross-links, including speaking te reo Mäori and upholding
tikanga Mäori, between the child’s micros ystems of home and educational setting is
regarded as away to optimise the language and social development of children in köhanga
reo (Royal Tangaere,1997).
Another study revealed that: The vast majority (92%) of parents surveyed in 2007 reported
that they felt at least ‘fairly involved’ in their child’s school life. Around half felt very
involved, which has increased from 2001, when 29% felt very involved.5 Women, parents
with young children, parents who left full-time education later (i.e. those who left at age 21
or over) those from Black 4 The Impact of Parental Involvement on Children’s Educationor
Black British backgrounds and parents of a child with a statement of Special Educational
Needs are all more likely to feel very involved (compared to men; parents who left
education at a younger age; and parents from White or Asian backgrounds
respectively).Lone parents and non-resident parents are both less likely than average to feel
very involved.Parents are more likely to see a child’s education as mainly or wholly their
responsibility (28%) in 2007 compared to previous years, and nearly half (45%) of parents
believed that they had equal responsibility with the school.Parents also now participate in a
wider range of activities with their children. These include: doing school projects together
(83%) making things (81%), playing sport (80%) and reading (79%).
It further showed that the Levels of fathers’ involvement in their children’s education
Studies suggest that fathers’ involvement has increased since the 1970s, particularly with
children under the age of 5.7 .There is evidence, however, of great variation in levels of

fathers’ involvement, so that even though levels have increased on average, a substantial
proportion of fathers recorded no daily direct interaction time with their children. This is
likely to reflect, in part, changing family structures. When surveyed in 2007, mothers are
more likely than fathers to say that they felt ‘very involved’ in their child’s education (53%
compared to 45%).5Nearly 70% of fathers want to be more involved in their child’s
education and even higher proportions of non resident parents (81%), who are
predominantly male, are also keen for greater involvement. Research suggests fathers are
involved (more often than mothers) in specific types of activities in their children’s out of
school learning: such as building and repairing, hobbies, IT, maths and physical play.A survey
of parents in 2007 found that fathers help less often with homework than mothers,
however amongst parents working full time there was no gender difference. Evidence
suggests that the quality and content of fathers’ involvement matter more for children’s
outcomes than the quantity of time fathers spend with their children.
WHY IS PARENTAL INVOLVEMENT IMPORTANT?
According to the article on parental involvement in children’s Ed. Improvements in cognitive
and social development – early years education Parental involvement with children from an
early age has been found to equate with better outcomes (particularly in terms of cognitive
development). What parents do is more important than who they are for children’s early
development – i.e. home learning activities undertaken by parents is more important for
children’s intellectual and social development than parental occupation, education or
income.
Similar research showed that parental involvement in children’s learning is a key factor in
improving children’s academic attainment and achievements, as well as their overall
behavior and attendance. The role of parents during a child’s earliest years is the single
biggest influence on their development. Good quality home learning contributes more to
children’s intellectual and social development than parental occupation, education or
income. A parent’s attitudes, aspirations and behavior are all important, as is their ability to:
understand their child’s day-to-day progress, undertake family learning together, talk
regularly with their child about their learning. For some parents, developing this confidence
can be difficult - especially if they also need help with their own literacy, language and
numeracy skills.

An article(2000) on “ If you do not give them time you cannot expect that they well do well
in their academics.” It suggests the following tips:
1. Provide them a supportive environment in home.
Home environment affects a student life a lot. Create a loving environment having good
relationships among all family members which has a good impact on the mind of your
children so that they can study well. If the environment of home stresses children, they will
not be able to concentrate on their studies.
Create a supportive and educational environment in home. Don’t do such activities which
can absorb the attention of your children while they study like turn off television when they
study. Provide them a quiet place for study where they can study with more concentration
and interest. Paste some charts or tables (having study material) on the walls of home.
2. Encourage your children.
Appreciate if they do well in exam and if they get less grades encourage them for hard work.
By appreciating them for their achievements in exam, they start to struggle more to get
more appreciation. Encouraging them if they fail or get less marks enables them to stand
again and start with new determination.
3. Make link with the school or college teachers of your children.
Visit their school college once a week and ask the relevant teacher about the studies of your
children. It will give you the idea about the study of your children. You come to know about
the weakness of your children and then try to improve accordingly. If you ask the their
teacher, your children will study whole heartedly
4. Discuss with your children about their problems.
Your children may have some problems which hinder their study. Ask your children if they
have some problems and try to solve their problem. Be friendly while discussing with them
about their problems so that they can discuss openly.
5. Keep watch on the activities of your children.
Have watch on the daily activities of your children and see they may not be utilizing their
energy and time in un-necessary activities. They may not be wasting time in playing game or
watching movies for a lot of time. Never suspect on your children but have watch on their
activities in a way so that they may not feel that you are suspecting on them.

6. Improve the study habits of your children.

Advise your children about how to develop study habits. Make your children sleep in time
and get up early in the morning. Make them sit for study if they do not, so that they develop
the study habit. Show them the tips for good study and preparation for exam. Stop them
from useless activities.
7. Your behavior while advising them
You should have balance in your love and strictness to your children. Have love while
advising your children for studies Have authoritative behavior while prohibiting them from
some things. Never beat them but strictly prohibit them from wasting time or unnecessary
activities or wrong manners etc so that can take it serious and follow it.
The study adopted the paradigm shown below
Parents with their

occupations
Parents’ Role Academic
Students as to school achievements
Figure 1
levels
STATEMENT OF THE PROBLEMS

This study focused on the practices of the parents of the student-respondents in enhancing
their academic performance in Mathematics and character building.
Specifically, it presents answers of the following questions:
1. What are the practices of parents in enhancing the student-respondents’ academic
performance in Learning Mathematics and in the character formation of their children and
to what extent?
2. What is the significant difference on the practices of parents in enhancing the student-
respondents’ academic performance and character building in Learning Mathematics when
they were group as to occupation?

2.1 Is there a significant difference on the practices of parents in enhancing the student-
respondents’ academic performance and character building in Learning Mathematics when
they were group as to occupation?
Hypothesis: There is no significant difference on the practices of parents in enhancing the
student-respondents’ academic performance and character building in Learning
Mathematics when they were group as to occupation.
3. What is the general level of the academic performance of the student-respondents in
Mathematics according to school level?
4. What is the significant relationship of the practices of parents in enhancing the student-
respondents’ academic performance and character formation and Students’ academic
performance in learning mathematics?
4.1. Is there a significant relationship of the practices of parents in enhancing the student-
respondents’ academic performance and character formation in Mathematics and Students’
academic performance in learning mathematics?
Hypothesis: There is no significant there is a significant relationship of the practices of
parents in enhancing the student-respondents’ academic performance and character
formation in Mathematics and Students’ academic performance
5. What are factors affecting the parents in enhancing the academic performance and
character formation of the student-respondents?
METHODOLOGY
This study made a survey to described the practices of parents in enhancing the academic
performance and character formation, the academic performance of Students in
Mathematics and the factor affecting the parents at Tabuk, Kalinga, Philippines for school
year 2012 to 2013. Two sets of questionnaires were used to collect the information from the
180 parents randomly sampled. The respondents composed 180 of parents and their
children who are college, high school and elementary level with Mathematics subjects. The
documents on the performance of the students in Mathematics were also used in this
context of study.
The student-respondents were grouped as to college, high school students, and elementary
level. While the parents were grouped as to occupation such as farming and business ,
employed( both parents), and farming and housekeeper.

The data were presented through tabulations of the respondent’s profile and were
computed statistically using frequency counts, percentage, mean, and correlation. To
interpret the data the responses of the parent-respondents were categorized as : always,
often. Sometimes, and rarely practiced. The documentary analysis of the grades of students
in Mathematics are categorized as: Outstanding, very satisfactory, satisfactory, fair and
poor.
Population:
Table 1- presents the population of the study as to educational attainment
Attainment Frequency Percentage
College level/Graduate 22 23.
High school level/Graduate 32 34
Elementary level/Graduate 29 31
No educational background 11 12
Total 94 100
In table 1, the parent-respondents with high school level background composed 34%,
followed by 31 % who are the parents with elementary level background , the third are
those with College education / background which is 23 % , and only 12% have no
educational at all.
Table 2. Population of the study as to occupation
Occupation Frequency Percentage
Faming 80 44.44
Government Employees 60 33.33
Housekeeping 40 22.22
Total 180 100
The table shows that 68 or 72 % of the parent-respondents are engaged in farming,14 % are
working in the government , and 13 % are housekeepers.
Table 3 presents the frequency and percentage distribution of the students’ population
categories.
Student’s Category Frequency Percentage
College Students 60 33.33
High School Students 60 33.33
Elementary Students 60 33.33
Total 180 100%

The table shows that 60 or 33.33% are college students and 60 or 33.33 are High School
Students and 60 or 33.33% are elementary level.
RESULTS AND DISCUSSIONS
Table 4 shows the extent of parents in enhancing the students’ academic performance in
Mathematics and character formation .
Description
A. Extent of Practices of Parents in Enhancing their
Mean
children’s Academic Performance
1. Remind the child to do home work/school
2.87
assignment often
2. Check child’s notebook to familiarize with the daily
1.50
lessons rarely
3. Encourage the child to read any educational reading
2.41
materials sometimes
4. Motivate the child to attend classes regularly 3.48 always
5. Motivate the child to work independently and have
constant practice in solving math problems to develop their 2.00
study habits. sometimes
6. Encourage the child to have his/her self-confidence
1.70.
in solving Mathematics problems. rarely
7. Appreciate the child when he/she has good
2.98
works/grades often
sometimes
SUBMEAN 2.42
B. Extent of Practices of Parents in Enhancing the

students’ Character Formation
1. Encourage the child to be honest , industrious and
2.46
responsible citizen sometimes
2. Encourage the child to maintain good rapport with 2.28
the community friends and classmates sometimes
3. Encourage the child to practice values like
2.75
obedience, courteousness, politeness, honesty, punctuality,
humility, patience and diligence often
4. Remind the child to always honor and respect their 2.50
parents and elders. often
often
SUBMEAN 2.50
sometimes
Grand Mean 2.46
Table 4 shows that the parents’ practices in enhancing the academic performance of the
student-respondents and character formation obtained a mean of 2.46 which described as

“Sometimes Practiced”. The finding implies that there is a need for the parents to improve
their extent of practices in enhancing the academic performance of the students. While in
character formation, the parent-respondents got a mean of 2.50 which means “sometimes
practiced.”Specifically, they got a mean of 3.48 in the indicator which says “motivate the
child to attend regular classes.” This is ranked 1 and it is described as “always practiced.”
Followed by the indicator which state that Appreciate the child when he/she has good
works/grades which reflects a mean of 2.98 which means that parents often “practiced.”
Third rank is the indicator which is remind the child to do home work/school assignment
had computed mean of 2.59 which is described as “ often practiced.” The fourth rank is the
indicator which states that “encourage the child to read any educational reading materials
“had a mean of 2.41 which means “ sometimes practiced.”
On the other hand, the table also reflected the items where in parents practices are weak in
motivating the children to enhance academic performance like : Check child’s notebook to
familiarize with daily lesson which got a mean of 1.50 , which means that the parents
“rarely practiced.”Followed by the item which states that “encourage the child to have
his/her self-confidence in solving Mathematics problems” had a mean of 1.70 which means
“rarely practiced“. Apito (2011) he stated that there is a need for the parents to improve
their participation in the activities related to their children’s education.
The parents claimed that the sometimes practiced their basic roles in guiding the child’s
character formation which shown by the computed sub mean of 2.50 which means they
“often practiced.”
The present findings confirmed what was searched in the internet
(https://www.education.gov.uk/publications) as cited by Apito (2011) that in a study nearly
all parents (96%) agreed that it was extremely important to make sure that their child
attended school regularly and on time.
Graff (2008) mentioned that love and affection is one of the 10 most effective parenting
practices. You support and accept the child and spend quality one-on-one time together.
Digg (2011) stated that for children, it is the goal of the parent to make study interesting.
Start reading them stories especially during bed time and this will get them interested in
books. The more they love reading, the more they are into studies. Good study habits will

not only give good grades to the children but to help them enjoy learning and learn
efficiently.
Table 5a shows the extent of practices of parents in enhancing the student-respondents’
academic performance and character building in Learning Mathematics when they were
group as to occupation?
Occupation
Mean Description
Faming and business 1.79 Rarely practiced
Employees(both employed) 2.60 often
Farming and Housekeeping(mother) 3.00 always
Total weighted mean 2.46 often
The total area weighted mean of 2.46 indicated that the parents “often practiced” in
enhancing the student’s academic performance and character building. Specifically, the
parents who are farmers and with mothers who are housekeepers claimed that they
“always practiced “ enhancing the academic performance of the their children in learning
mathematics and in enhancing the students’ character development. While the parents who
are both employed claimed that they “often practice “ and those parents whose work is
both farming and business , they said that they “rarely practiced “enhancing their children’s
academic learning and in character formation. This is due reasons that they are both parents
are busy in the farming and business activities.
The finding implies that the parent should constantly practiced and sustain guidance
towards their children’s education and moral development..
Table 5b presents summary of ANOVA on the responses as to there is a significant
difference of the practices of parents in enhancing the student-respondents’ academic
performance and character building of students in Mathematics when they were grouped as
to occupations?
Source of Variation SS df MS F P-value F crit

Between Groups 0.023025 3 0.007675 0.02223 0.99514 4.066181
Within Groups 2.762 8 0.34525
Total 2.785025 11
F.05= 4.06, > F computed = 0.222, Decision: Reject Ho, Interpretation: Significant
In the table, it reveals that the tabular value of F.05 is 4.06 is greater than the value of F
computed which is 0.222. This result gave the decision that the null hypothesis, which states

that there is no significant difference of the practices of parents in enhancing the student-
respondents’ academic performance and character building of students in Mathematics
when they were grouped as to occupation, is rejected. This implies that the parents
manifest a great influence the student life of their children on the aspects like academic
and in character building. It can also be said that the difference lies between the parents
who are engaged in farming and the parents who are housekeepers.
This result can be observed that parents with occupations have little chances to guide their
children than the parents , specifically the mothers, who only manage their homes.
The study of Banasan (2012), she revealed that parents' occupation affect their participation
in the academic performance of the pupils. Parents who are farmers have limited
participation because of their valuable time being spent in the farm.
Table 6 presents the Academic Performance of the students in Mathematics according to
school level
School Level Mean Description

College 2.70 Average
High School 2.93 Average
Elementary 2.88 Average
Area Mean 2.84
The table reflects the general weighted mean of the students respondents of 2.84 which
means average performance. The College students have a mean of 2.70 , the high students
is 2.93 and the elementary students which are both described as average performance in
mathematics.
Table 7. Shows the summary of Correlation between the students’ academic performance
and character building and the parents’ extent of practices in enhancing the students’
academic performance and character building.
Population Variables Pearson
Correlation
A)Parents’ Practices in enhancing the students’
academic and character building achievement r = .0.89
B)students’ General Average Performance
Very High Correlation
The table shows that there is a “high positive correlation” between the Academic
Performance and Character Building and the extent of Parent’s practices in enhancing

academic Performance and Character Building of students as reflected by the computed

value of Pearson, r of 0.89. This is an indication that the academic achievements of the
students are highly influenced by how the parents deal with their children in school and in
outside school. The extent of parents practices in guiding morally and academically the child
has a direct impact to the life of the child’s development. Apito (2011), recommended that
parents’ participation is very much needed not only in the physical development of the child
but even in their academic performance.
Table 8. Shows the frequency distribution of the factors affecting the extent of parents
practices in enhancing the academic performance and character building of the student-
respondents.
Problems encountered by parents in enhancing
the students’ academic performance and Frequency Percent Rank
Character formation
1. Financial aspect problem 119 66 1
2. Undefined Priorities of parents 72 40 4
3. Environment’s atmosphere 88 49 2
4. Location of school 59 33 5
5. Lack of knowledge on the part parents in 7
the child’s lesson in Mathematics. 40 22
6. Weak Parents’ leadership in guiding the
direction of the child 74 41 3
7. Relationship with the child 43 24 6
8.Child’s personality 9 5 9
In this part, asked the parents revealed the factors affecting their extent of practices in
enhancing the academic performance and character building of the student-respondents.
The problems are ranked as follows:
The ranked 1- the financial problem this was brought out by119 or 66 % whose problem is
financial aspect, 88 r 49% said they are stressed by their undefined priorities, 41 or 74 % of
the parents said the “weak Parents’ leadership in guiding the direction of the child is third
factor that affects their capability in guiding their children.
Apito (2011) stated that although all families want their children to succeed in school, not all
families have the same resources or opportunities to participate in their children’s
education. Families in which all parents work full time face significant barriers to participate
in their children’s education.

Apito (2011) cited that working class families and families in which mothers work fulltime
tend to render less time in their children’s education.
CONCLUSION
The findings of this study are summarized as follows:
1. The extent of parents’ practices in enhancing the students’ academic performance
in Mathematics and character formation is found out to be sometimes practiced;
2. the extent of practices of parents in enhancing the student-respondents’ academic
performance and character building in Learning Mathematics when they were group
as to occupation , the following are reflected:
a. Parents who are engaged in farming and business activities claimed that they
“rarely practiced”
b. Parents who are both employed claimed that they” often practiced;”and
c. Those parents who are engaged in farming and with mothers who are house
keepers claimed that they “always practiced.”
3. The Academic Performance of the students in Mathematics according to school level
is “average;”
4. The summary of Correlation between the students’ academic performance and
character building and the parents’ extent of practices in enhancing the students’
academic performance and character building is high positive correlation;
5. The factors affecting the parents’ extent of practices in enhancing the academic
performance and character building of the student-respondents are shown as
follows:
a) the financial problem this was brought out by119 or 66 % whose problem is
financial aspect,
b) 88 r 49% said they are stressed by their undefined priorities, and
c) 41 or 74 % of the parents said the “weak Parents’ leadership in guiding the
direction of the child is third factor that affects their capability in guiding their
children.
RECOMMENDATIONS:
1. Elevate the parents’ partnership in educating their children through student-parent
association programs;

2. Parents’ should budget their for children welfare by extending at least 10 to 20% of
time to the attend to the academic and others physical and spiritual needs of their
children;
3. Find strategic actions to drive students(children to learn seriously while schooling)
through constant follow ups of parents;
4. Parents are the drivers of their children’s success, conduct parenthood seminars to
parents and report the condition of their children ;
5. Pay attention more to the needs of the children than the financial instability of the
parents. The ambition of the children , will help set the priorities of parents.
REFERENCES
1. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA:
Harvard UniversityPress. Broström, S. (2003). Understanding Te Whäriki from a
Danish perspective. In J. Nuttall (Ed.),
2. Weaving Te Whäriki. Aotearoa New Zealand’s early childhood curriculum document
in theory and practice (pp. 215–242). Wellington: New Zealand Councilfor
Educational Research.
3. Carr, M., Cowie, B., Gerrity, R., Jones, C., Lee, W., & Pohio, L. (2001). Democratic
learning andteaching communities in early childhood: Can assessment play a role? In
B. Webber & L.
4. Mitchell (Eds.), Early childhood education for a democratic society. Wellington: New
Zealand Council for Educational Research.
5. Carr, M., May, H., Podmore, V., Cubey, P., Hatherly, A., & Macartney, B. (2000).
Learning and Teaching Stories: Action research on evaluation in early childhood
education. Wellington:
6. New Zealand Council for Educational Research.
7. Carr, W., & Kemmis, S. (1986). Becoming critical. Education, knowledge and action
research.
8. Geelong: Deakin University. Crown. (1996). Revised statement of Desirable
Objectives and Practices (DOPs) for chartered early childhood services in New
Zealand. The New Zealand Gazette, 3 October.

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International Journal of Advanced Research in

Management and Social Sciences ISSN: 2278-6236

PARENTS’ ROLE IN ENHANCING THE ACADEMIC PERFORMANCE OF STUDENTS

*Kalinga-Apayao State Collge, Tabuk City, Philippines

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6. Improve the study habits of your children.

Parents with their

STATEMENT OF THE PROBLEMS

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B. Extent of Practices of Parents in Enhancing the

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Source of Variation SS df MS F P-value F crit

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School Level Mean Description

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academic Performance and Character Building of students as reflected by the computed

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