THE IMPACT OF PARENTAL EXPECTATIONS ON ACADEMIC PERFORMANCE

OF GRADE 12 STUDENTS IN STA. ELENA HIGH SCHOOL S.Y. 2022-2023

PRESENTED BY:

AARON APAGAR
JANNAH MITCH AUSTRIA
JOHN RAVEN BAGTAS
PRINCESS ANN GABONADA
CHARLES GONZALES
ABIGAIL GUPIT

RESEARCH PAPER PRESENTED TO THE FACULTY OF THE

DEPARTMENT OF EDUCATION STA. ELENA HIGH SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
OF THE COURSE

PRACTICAL RESEARCH II

OCTOBER 2022
 CERTIFICATION-AND-APPROVAL SHEET

This study entitled, THE IMPACT OF PARENTAL EXPECTATIONS ON

ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS IN STA. ELENA
HIGH SCHOOL S.Y. 2022-2023, in partial fulfillment of the requirements for Practical
Research II for Senior High School is hereby recommended for oral examination.

APPROVAL
Approved by the Thesis Committee on Oral Examination with
a grade of on May 2022.

DALIA C. CANTEROS, LPT, M.A. Ed.

Adviser

PANEL OF EXAMINERS

Member Member

Member

Accepted in partial fulfillment of the requirements to the subject Practical Research II.

JEFFREY C. TRINIDAD, ED.D

School Head
 TABLE OF CONTENTS

Page

Title Page ............................................................................................................ i

Approval Sheet .................................................................................................. ii

Acknowledgment ............................................................................................. iii

Dedication .......................................................................................................... v

Abstract ............................................................................................................ vi

List of Tables .................................................................................................... xi

List of Figures ................................................................................................. xii

I. CHAPTER 1: INTRODUCTION

Introduction and Background of the Study...................................................... 1

Conceptual Framework.................................................................................... 5

Statement of the Problem ................................................................................ 5

Research Hypothesis........................................................................................ 6

Scope and Delimitation of the Study ............................................................... 6

Significance of the Study ................................................................................. 7

Definition of Terms ......................................................................................... 8

 1

Chapter 1

BACKGROUND OF THE STUDY

INTRODUCTION

Families in the Philippines place a high value on their children's academic success. Filipino

parents prioritize providing education for their children, and in turn, children view academic

success to fulfill their parental expectations and filial obligation (Alampay & Garcia, 2019).

Parents have many dreams and hopes for their children's futures and one of these is to be an

achiever. These dreams can become expectations for their children and encourage them to thrive

with healthy development and a sense of self-esteem (Seifert, 2018). Setting high expectations can

provide a child with the opportunity to learn and set more ambitious goals for a brighter future.

However, the term "parental expectations" has been described in various ways in the literature.

Studies of parental expectations undertaken in a variety of other contexts (Pinquart & Ebeling,

2020; Smyth, 2020, as cited in Dockery et al., 2022) indicate that parents' own evaluations of their

children's school performance have the greatest influence on shaping their expectations. This is

usually based on the academic grades of the students, which is one of the most cherished values in

all of society. In this sense, it can pose a challenge for students to pursue excellence and continuous

improvement to reach their full potential.

 2

One of the key measures of a student's success in the modern world is their academic

performance. Researchers and psychologists have been interested in how parental expectations

affect children's academic success. According to the research, the majority of parents believed that

keeping their children's expectations high would help them achieve better grades and academic

performance (Tatlah, 2019). These expectations affect the effort and attitude of the child in

performing school activities to meet the expectations of parents concerning his or her academic

performance. Interactions between parents' expectations and students' own perceptions of their

studies enable them to reach their academic targets (Gutierrez, 2019, as cited in Tatlah, 2019) and

academic success by providing more parental involvement (Lindberg et al., 2019). However,

parental expectations may initially be realistic but progressively deteriorate over time. For

instance, some parents are likely to view earlier period performance as a dependable predictor of

future achievements (Haider, 2022). As a result, students may feel pressure to place great value on

their education and put more effort into their academic performance. Constant pressure

accompanied by excessive efforts comes at a cost to some students, who can't handle such pressure

without compromising themselves. This is related to the study where parents' higher expectations

of their children's abilities led to their children developing a false identity in line with their

expectations (Braucher, 2020).

Parental participation has many positive consequences for children beyond academic

accomplishments, such as increased motivation, self-esteem, and self-reliance, which may support

academic success regardless of financial status. Depending on the mindset of the parents, parental

expectations may have either a positive or negative impact on the children. Parents who are

supportive and encouraging, accepting of and dealing firmly and calmly with the difficulties and
 3

obstacles encountered during the study process, will have positive effects on their children, giving

them incentive and motivation for higher achievement (Fall and Roberts, 2020). Higher parental

expectations than children's actual abilities, on the other hand, might degrade and demotivate them

if they fail to meet the standards. Excessive parental expectations have been identified as a source

of stress among students, which has a negative impact on their academic performance. (Jones,

2019). If the parents’ attitude is negative and judgmental, the student feels threatened and loses

confidence, which affects their physical and psychological abilities, which negatively affects

academic performance and cognitive skills. In light of the above, it is clear that children are

affected by parental expectations, whether supportive or frustrating, which have either a positive

or negative influence on the children and their level of academic achievement. Research on

parental involvement is still inaccurate in terms of how involved parents are in their children's

education (Jackson, 2018).

Hence, the primary goal of this research is to explore, examine, and discover the impact of

parental expectations on the academic performance of grade 12 students at Sta. Elena High School.

Participant demographics will help researchers identify their target participants and better analyze

their data. The study will then explore the common experiences of participants who have been

involved in such circumstances and how their achievements have been affected by them. The aim

is to develop a deep understanding of the level of pressure they may have felt because of these

expectations on the part of their parents. The goal is to discover how the factors mentioned above

affect students' academic performance. In this study, researchers would like to comprehend parent-

child relationships based on parental expectations and academic performance. Additionally,

 4

participants' responses will be useful in answering the statement of the problems, which will

greatly assist in working on the entire paper.

CONCEPTUAL FRAMEWORK

Figure 1. Input, Process, Output Diagram

The input from the research will be the demographic profile of the students in terms of

gender, strand, a general weighted average, and other statements of the problems. Furthermore,

the effects of parental expectations on student academic performance with reference to specific

questions derived from the problem statement, as indicated in the questionnaire that will be

distributed online, will provide the researchers with sufficient understanding. The impact of

parental expectations on grade 12 students' academic performance will be a contributing factor in

evaluating and analyzing studies based on their responses. The information acquired from local
 5

and international sources of relevant literature and research will also be added to the input section

since it will provide a sufficient and reasonable appraisal of the subject matter of parents'

expectations for their children's academic achievement.

For the process, the researchers will distribute the created survey questionnaires to the

participants, which will also be collected by the researchers once they finish. They will also

conduct a follow-up interview with the participants regarding their answers. After the researchers

collect the data, they will analyze it and make an interpretation of it.

As for the output of the study, the researchers will interpret the impact of parental

expectations on the academic performance of grade 12 students. They will also provide an overall

evaluation of the research topic at the end of the study.

STATEMENT OF THE PROBLEM

The expectation of the parents towards their children's achievement plays a vital role in the

academic performance of the students. This study aims to determine the impact of parental

expectations on the academic performance of grade 12 students.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the students in terms of:

1.1 gender

1.2 strand

1.3 average grade

 6

2. What are the common academic expectations that Grade 12 students experience

from their parents?

3. What level of pressure do Grade 12 students feel with these expectations from their

parents?

4. What is the relationship between parental expectations and the academic

performance of Grade 12 students?

RESEARCH HYPOTHESIS

Ho: There is no significant relationship between parental expectations and students'

academic performance.

SCOPES AND DELIMITATION OF THE STUDY

The study’s goal is to examine the implications of parents’ expectations on their child’s

academic achievement in Grade 12 at Sta. Elena High School as opposed to those who do not. It

only occurs in Sta. Elena High School’s outcomes and is not relevant to the other institutions.

The study is exclusively open to Grade 12 students from each strand in Sta. Elena High

School S.Y 2022-2023. In terms of participants, 5 students will be chosen for each strand of Grade

12, for a total of 25 students. The primary objective of this research study is to identify parents’

high expectations for their children and to emphasize the negative outcome of high expectations

for learners who are subjected to parental pressure. Other grade levels, both inside and outside the

school, will not be covered by this. A follow-up interview will be held with each respondent after

the initial one using Google Forms. The questionnaire for the previously stated interview will be

provided by the researchers. Only the target population would be affected by the study’s findings.
 7

SIGNIFICANCE OF THE STUDY

The significance of this study was to provide a better understanding of the impact of

parental expectations on the academic performance of grade 12 students at Sta. Elena High School.

In this circumstance, the following groups would benefit from the study's findings:

Students may have a clearer understanding of how the expectations of parents can affect

their academic performance. Students experience difficult times and are under pressure because of

their parents' expectations.

Teachers may acknowledge the consequences that come with having parents' expectations

regarding the academic performance of students. Teachers would be given a better chance to

eliminate learners’ tensions and better cope with their academics by decreasing expectations,

which will greatly help the student's academic performance and their outputs.

The community may increase the knowledge of individuals and raise awareness regarding

the impact of parental expectations on the academic performance of a student.

Parents may be more sensitive to their children's feelings and aware of how their

expectations affect their child's academic performance. They would also be able to adjust their

expectations of their children's performances in school. Consequently, this would make students

better equipped to handle their duties as students.

Future researchers may use the study as a basis for further study on the effects of parental

expectations on the academic performance of learners. In addition to this, they could

 8

also utilize this in understanding and exploring various factors that impact students' achievement,

which will allow them to preserve knowledge and achieve academic excellence.

DEFINITION OF TERMS

The following terms are defined conceptually and operationally for the readers to have a

common understanding of the study.

Academic Performance. Measuring student achievement across various subject areas through

classroom performance, standardized activities, and tests.

Parental expectation. Parental beliefs and judgments about their children's potential

achievements, as expressed in academic. It is also about how far the parents want their children to

go.

Pressure. Pressure may have positive or negative impacts depending on how the child perceives

it.

Stress. It is a personal thought that leads to tension or other unpleasant feelings surrounding a

situation.
 REFERENCES

Alampay, L. P., & Garcia, A. S. (2019, September 18). Education and Parenting in the

Philippines | SpringerLink. https://link.springer.com/chapter/10.1007/978-3-030-28277-6_7

Braucher. (2020, April 8). Parental Expectations: The Helpful and the Harmful | Psychology

Today. Psychology Today. https://www.psychologytoday.com/us/blog/life-

smarts/202004/parental-expectations-the-helpful-and-the-harmful

Dockery, A. M., Koshy, P., & Li, I. W. (2022, April 5). Parental expectations of children’s

higher education participation in Australia. British Educational Research Journal, 48(4), 617–

639. https://doi.org/10.1002/berj.3786

Gutierrez, B. D. (2019). First-Generation College Graduates' Perceptions of Their Parental

Expectations (Doctoral dissertation, St. Thomas University).

Haider, A. (2022, April 7). Parental Expectations & Effect of Perceived Academic Stress on

Students Performance. https://www.longdom.org/open-access/parental-expectations-effect-of-

perceived-academic-stress-on-students-performance-91672.html

LİNDBERG, E., YILDIRIM, E., ELVAN, Z., ÖZTÜRK, D., & RECEPOĞLU, S. (2019,

November 27). Parents’ Educational Expectations: Does It Matter for Academic Success?

https://doi.org/10.33710/sduijes.596569

Pinquart, M., & Ebeling, M. (2019, October 24). Parental Educational Expectations and

Academic Achievement in Children and Adolescents—a Meta-analysis - Educational

Psychology Review. https://link.springer.com/article/10.1007/s10648-019-09506-z

Seifert. (2018, November 28). What Effects Do Parental Expectations Have on Kids? | Hello

Motherhood. Hello Motherhood. https://www.hellomotherhood.com/what-effects-do-parental-

expectations-have-on-kids-9634703.html

Tatlah, Masood, & Amin. (2019, March). Parental Expectations and Its Impact on Academic

Achievement of Students Mediated by Academic Self-concept at Secondary Level.

https://www.researchgate.net/publication/332285430_PARENTAL_EXPECTATIONS_AND_IT

S_IMPACT_ON_ACADEMIC_ACHIEVEMENT_OF_STUDENTS_MEDIATED_BY_ACAD

EMIC_SELF-CONCEPT_AT_SECONDARY_LEVEL