Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 38 no. 2 (2025)

The Extent of Parental Involvement in their Children’s Study Habits and Its Effect in the Academic Achievement in Araling Panlipunan

Teresa Libera | Susan Olana

Discipline: others in psychology

 

Abstract:

The study investigated the extent of parental involvement in their children’s study habits in terms of time management, reading, test preparation and test-taking, and writing, and its effects on academic achievement in the Municipality of Impasugong, Division of Bukidnon during the school year 2020–2021. A descriptive method of research was used in this study. An adapted instrument was utilized to gather data. The mean, standard deviation, frequency count, percentage, r-value, and p-value were the statistical tools employed in the data analysis. There were two hundred sixty-four respondents, all of whom were randomly selected parents of Grade Four pupils. The findings revealed that the extent of parental involvement in their children’s studies—across time management, reading, test preparation, and test-taking, and writing—was to a high extent. The results showed that parents frequently engaged in supporting their children’s study habits. It was concluded that the academic achievement of pupils is influenced by parental involvement in their study habits. Furthermore, a significant relationship was found between the extent of parental involvement and the academic performance of the learners. This implies that parental support plays a crucial role in shaping effective study habits and enhancing academic outcomes.



References:

  1. Abid, H. C. (2006). Effective of guidance services on study attitudes, study habits and academic achievement of secondary school students, Bulletin of Education and Research, 28 (1), 35-45.
  2. Adeyemo, O. (2005). Improving Reading Skills: A Handbook for Students. Akwa: Ikenja Publishing.
  3. Alloway, T.P., Gathercole, S.E. Kirkwood, H.J., & Elliot, J.E (2009).The Cognitive and Behavioral Characteristics of Children with Low Working Memory. Child Development, 80, 606-621
  4. Anwar, E. (2013). A correlational study of academic achievement and study habits: Issues and concerns. Excellence International Journal of Education and Research, 1(2), 46-51
  5. Bates, I., Lane, J. and Lange, E. (2003). Writing Clearly: Responding to ESL Compositions, Boston: Heinle and Heinle.
  6. Britton, B. K. &Abraham, T. (2001) Effects of Time-management Practices on College Grades. Journal of Educational Psychology, 83(3), 40-410). http://dx.doi.org/10.1037/0022-0663.83.3.405
  7. Bronfenbrenner U, Ceci SJ. Nature-nurture Reconceptualized in Developmental Perspective: A Bioecological Model. Psychological Review. 2004; 101 (4) 568-586. [PubMed]
  8. Catsambis S. Expanding Knowledge of Parental Involvement in Children’s Secondary: Connections with High School Seniors’ Academic Success. Social Psychology and Education. 2001; 5:149-177.
  9. Ch, A. H. (2006). Effect of guidance services on study attitudes, study habits and academic achievement of secondary school students. Bulletin of Education & Research, 28(1), 35-45.
  10. Christian K, Morrison FJ. Bryant FB. Predicting Kindergarten Academic Skills:  Interactions Among Child Care, Material Education, Family Literacy Environments. Early Childhood Research Quarterly. 2008; 13:501-521
  11. Crede, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453.
  12. Cromley, J.G., & Azebedo, R. (2007). Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension. Journal of Educational Psychology, 99, 311-235
  13. Crow, L. & Crow, A. (2002). Reading in Guidance: Principles, Practices, Organizations, Administration. New York: David Mckay Company.
  14. Cumming, J. J. (2002). The Quantitative Literacy Performance of Australians: Implications of Low Skill Levels. In Australian Bureau of Statistics. Aspects of Literacy. Assessed Skills. Australia 1996. Canberra: Australia Bureau of Statistics.
  15. Dearing E, Kreider H, Simpkins S, Weiss HB. Family Involvement in School and Low-income Children’s Literacy: Longitudinal Associations Between and Within Families. Journal of Educational Psychology. 2006; 98(4):653-664.
  16. Dehghani GH.A. & Soltanalgharaei Kh (2014). Relationship of Study Skills and Exam Preparation Method in Master Students. Education Strategies in Medical Sciences, 7 (1), 51-56.
  17. Entwisle DR, Hayduk LA. Lasting Effects of Elementary School. Sociology of Education. 2008; 61:147-159.
  18. Epstein, J. L. (1995) School/FamilyCommunity Partnerships: Caring for Children We Share. Phi Delta Kappan, 76(9), 701-712.
  19. Evangelista, A.D. (2008). Academic Involvements of Parents and their Children’s Scholastic Performance. Trinity University of Asia (Thesis).
  20. Fan X, Chen M. Parental Involvement and Students’ Academic Achievement: A Meta-analysis. Educational Psychology Review. 2009;13: 1-2
  21. Ferries, D. (2004). The Case for Grammar Correction in L2 Writing Classes: A Respond to Truscott (1996). Journal of Second Language Writing, 8, 1-11. http://dx.doi.org/10.1016/S1060-3743 (99) 80110-6
  22. Gbore, A. (2006). Factor Wondering Effective Study Habits Among Students: A Handbook for Students in Colleges and Universities. Nakuru: Egerton Publishing.
  23. Hills, C & Ballow, A. (2000). The Impact of school library. Australia: Australian Educational Research.
  24. Gloe, D. (2009). Study Habits and Test Taking Tips. Dermatology Nursing, 11(6)349-449)
  25. Hamzah, A. R., Lucky, E.O., Joarder, M.H. (2014). Time Management, External Motivation, and Students’ Academic Performance: Evidence from a Malaysian Public University. Asian Social Science Journal, Vol. 10, No. 13. http://dx.doi.org/10.5539/ass.v.10n13p55
  26. Hashemian, M & Hashemian, A (2014), Investigating study Habits of Library and Information Sciences Students of Isfahan University and Isfahan University of Medical Sciences. Iranian Journal of Medical Education, 14(9). 751-757
  27. Hill NE, Craft SA. Parent-school Involvement and School Performance:Mediated Pathways Among Socioeconomically Comparable African American and Euro-American Families. Journal of Educational Pschology, 2003;96:74-83.
  28. Holzer, M. L., Madaus, J. W., Bray, M. A., & Kehle, T. J. (2009). The test-taking strategy intervention for college students with learning disabilities. Learning Disabilities Research & Practice, 24 (1), 44–56.
  29. Hong, E., Sas, M., & Sas, J. (2006). Test-taking strategies of high and low mathematics achievers. The Journal of Educational Research, 99 (3), 144-155.
  30. Hughes, C. A., & Schumaker, J. B. (1991a). Reflections on “test takingstrategy instruction for adolescents with learning disabilities.” Exceptionality, 2, 237–242.
  31. Hughes, C. A., & Schumaker, J. B. (1991b). The test-taking strategy instruction for adolescents with learning disabilities.Exceptionality, 2, 205–221.
  32. Hughes, C. A., Deshter, D, D., Ruht, K. L., & Schumaker, J. B. (1993). Test-taking strategy instruction for adolescents with emotional and behavior disorders. Journal of Emotional and Behavioral Disorders, I, 189-198.
  33. Hughes, C. A., Ruhl, K. L., & Peterson, S. K. (1988). Teaching self-management skills. Teaching Exceptional Children, 20 (2), 70-72.
  34. Jonopolous, M. (2002). The Relationship of Pleasure Reading and Second Language Writing Proficiency. TESOL Quarterly, 20, 763-768.
  35. Kausher, M. (2013). Study of Impact of Time Management on Academic Performance of College Students. Journal of Business and Management, 9(6), 59-60.
  36. Kelly, William E. (2004) As Achievements Sails the River of Time: The Role of Time Use Efficiency in Grade-Point-Average. Educational Research Quarterly, 27(4), 3-8.
  37. Kintsch, & Rawson, K.A. (2005) Comprehension. In M.J. Snowling and C. Hulme (Eds.), The Science of Reading: A Handbook (pp.209-226). Malden, MA: Blackwell.
  38. Kitsantas, A. (2002). Test preparation and performance: A self-regulatoryanalysis. The Journal of Experimental Education, 70,101–113.
  39. Krebs, S., & Roebers, C. (2010). Children’s strategic regulation, metacognitive monitoring, and control processes during test taking. British Journal of Educational Psychology, 80, 325-340.
  40. McGrew, KS. & Wendling, B.J (2010). Cattell-Horn-Carroll Cognitive-Achievement Relations: What we have Learned from the Past 20 Years of Research. Psychology in Schools, 47(7): 651-675
  41. Millman, J., Bishop, H., & Ebel, R. (1965). An analysis of test Wiseness.Educational and Psychological Measurement, 25, 707–726.
  42. Miyasaka, J. R. (2000, April). A framework for evaluating the validity of test preparation practices. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  43. Okon, U. (2005). The Factors that Influence Students Understanding of Mathematics.Calabar: Rapid Educational Publishers.
  44. Olatoye, R. A. (2009). Study Habit, Self-Concept and Science Achievement of Public and Private Junior Secondary School Students in Ogun State, Nigeria. An International Multi-Disciplinary Journal, Ethiopia, 3(4), 492-506.
  45. Onwuegbuzie, A. J. (2001). Library anxiety and characteristic strengths and weakness of graduate students’ study habits.Library Review, 50(2), 73-80.
  46. Palani, K.K. (2012) Promising Reading Habits and Creating Literature Social. International Reference Research Journal Vol. III Issue 2(1) pp 91
  47. Riaz, A, K. Asma & Niaz, H. N. (2002). Relationship of study habits with Educational achievements. International Journal of Agriculture and Biology, 4(3), 369-37
  48. Richards, J.C. And W.A. Renandya. (eds.). 2002. Methodology in LanguageTeaching: An Anthology of Current Practice. Cambridge University Press.
  49. Robles, Felicidad. (2008). Developing English Proficiency in College. Book 1Goodwill Trading Co., Inc. Manila
  50. Samson, G. E. (1985). Effects of training in test-taking skills on achievement test performance: A quantitative synthesis. Journal of Educational Research, 78 (5), 261–266.
  51. Smith, L. (2002). The effects of confidence and perception of test-taking skills on performance. North American Journal of Psychology, 4 (1), 37-50.
  52. Soares, A. P., Guisande, A. M., Almeida, L. S., & Paramo, F. M. (2009). Academic achievement in first‐year Portuguese college students: The role of academic preparation and learning strategies. International Journal of Psychology, 44 (3), 204-212. DOI: 10.1080/00207590701700545
  53. Sorenson H. P., (1991). Psychology in Education. New York:McGraw Hill Book Co. Inc.
  54. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York:Cambridge University Press.
  55. Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127–140.
  56. Stricker, L. J., & Wilder, G. Z. (2002). Why don’t test takers prepare for the “Pre-professional Skills Tests?” Educational Assessment, 8 (3), 259-277.
  57. Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1987). LASSI:Learning and study strategies inventory. Clearwater, FL: H&H Publishing.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic