The Impact of Parental Involvement in the Academic Performance of the Selected Grade 8 Students in Mathematics
Mary Anne Domalanta | Janes Dulay | Jaigie Lardizabal
Discipline: Psychology
Abstract:
The threat of public health issues on COVID-19 is one of the problems that need to be addressed in
Education nowadays. The Department of Education mandated that distance learning be implemented in
schools all over the country. The classroom will be their own home, parents or guardians of the students
should be the learning partners in education. In line with this, the researchers would like to find the impact
of this parental involvement on 50 students having difficulty in Mathematics in the new normal. This study
utilized the mixed method research design, the instrument of the study underwent validity through the panel
of experts and it was tested for its reliability via Google Forms. The researchers got the mathematical
performance of the students by computing their average for the two semesters, from 82.13% to 87.17%
with a difference of 5.04%. This was proven by getting the significance using t-test correlation-dependent
samples where the computed T value of 20.90 was greater than the tabular T value of 2.009 at a 0.05 level
of significance. The computed value is outside the acceptance area so that the null hypothesis is rejected,
which means that there is a significant difference after the involvement of parents in terms of assisting,
helping, and guiding their children in lessons or competencies of the subject matter of their child; attending
PTA meeting, communication with the teachers and getting the report card; academic requirements,
assessments or activities needed to submit by their child. Thus, the result was further supported by the
follow-up interview with the students wherein they cited the importance of parental involvement in their
studies in Distance Education.
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