The Relationship Between Parental Expectations and Academic

Performance Among Senior High School Students at Parayao

National High School

A Research Proposal
Presented to
Parayao National High School
Senior High School Department
Binmaley, Pangasinan

In Partial Fulfillment of the

Requirements for the Subject
Inquiries, Investigations and
Immersion

Haine Marie S. De Vera

Amanda Bernadhett D. Soriano
Rhea Mea G. Domalanta
Nicole Ann D. Valerio
Jamilla C. Paragas
Jonalyn S. Gigante
John Paul A. De
Vera Jasmin A.
Solomon Lynvel T.
Nopies
Jenny Lou G.

Sanchez

June 2024
 Chapter 1

THE PROBLEM

Introduction

This chapter of the paper presents the problem and its setting. It includes the

background of the study, statement of the problem, research hypotheses, significance of

the study, scope and delimitations of the study, and definition of terms.

Background of the Study

Parental expectations are parents’ goals that have for their children's academic

performance. Many parents believe that setting high expectations for their children's

education is the right path for their future success. The study conducted by Okeke (2020)

discovered that there was a positive relationship between parental expectations and

student’s academic achievement.

According to the report of the National Center for Education Statistics (2008), a

sample of 6 to 12-year-old kids was representative of the 28,182,000 pupils in grades 6

through 12 in the US at the beginning of 2003. According to the data, approximately

twothirds (65%) of kids in grades 6 through 12 had parents who expected them to

complete college, and nine out of ten (91%) of these students had parents who wanted

them to continue their education after high school.

According to the study on Opportunity Canada (2022), sociologists have been

attentively observing how parental expectations affect academic attainment over the past

fifty years. It has been shown that parents' expectations have a big impact on how well
1
their kids do academically. In comparison to students whose parents have low

expectations, those whose parents have high expectations achieve better grades, perform

better in school, and remain in school longer. Students who experience little to no

parental expectations begin to lose their sense of direction and significance in life. Kids

need goals that inspire purpose and accomplishment to develop a positive sense of

self-worth. A child who has low expectations could be easily tempted to make excuses

and feel unmotivated to accomplish anything. They might respond, "I don't want to," and

a parent is unlikely to confront them about it.

Additionally, according to the study of Maurin (2002), parental academic

expectations are a source of stress for middle and high school students. This stress may

stem from a fear of not meeting their parents' expectations. Additionally, Agliata and

Renk (2007) found that children with overly demanding parents may experience lower

levels of self-worth due to constant pressure to meet unrealistic academic standards set by

their parents. Moreover, Shumox and Lomax (2001) discovered that parental pressure can

lead to behavior problems among students.

In general, The Relationship Between Parental Expectation and the Academic

Performance Among Senior High School Students of Parayao National High School aims

to examine the connection between academic achievement and parental expectations,

which focuses on Grade 12 students at Parayao National High School (PNHS). The

researchers also sought to determine whether these expectations had a positive or negative

effect on the student's academic achievement.

2
Statement of the Problem

This study aims to examine the relationship between parental expectations and the

academic performance of senior high school students at Parayao National High School.

Specifically, it seeks to answer the following question:

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

1.1 Age

1.2 Sex

1.3 Average

1.4 Academic Strand

2. What is the level of parental expectations among senior high students at Parayao

National High School?

3. What is the academic performance of the respondents?

4. Is there a significant relationship between parental expectations and the academic

performance of senior high school students at Parayao National High School?

5. What possible interventions, advancements, or adjustments can be proposed?

Research Hypotheses

From the problem stated above, this research hypothesis was formulated. The researchers

will be guided by this research hypothesis:

1. The research hypotheses below will be tested at a 0.05 level of

significance. There is no significant relationship between parental expectations

and academic performance among senior high school students at Parayao National High
School.
3
Significance of the Study

The significance of the study lies in understanding how parental expectations impact

the academic achievement of Grade 11 students in Parayao National High School.

Investigating this relationship can provide insights into factors influencing student

performance, guide educational interventions, and foster collaboration between parents

and educators to support students effectively.

The study's findings may specifically help the following people:

Students- The study aims to help students benefit by giving light on how parental

expectations affect academic achievement. With such details, students can enhance their

academic achievement and general well-being by establishing achievable standards,

managing expectations, and acquiring the appropriate sort of assistance.

Parents- This study is essential for parents to take an active part in their child's academic

development. With this knowledge, parents can modify their support mechanisms and

provide exactly the required direction and motivation. Their involvement can positively

influence both their children's attitude toward learning and the whole outcome of their

education.

Researchers- This study helps researchers contribute to the body of knowledge regarding

education and parental involvement. It relates to the existing topic of effective

educational techniques, particularly when considering the relationship between academic

achievement and parental expectations.

Teachers- This study provides educators with the necessary tools to adapt their

instructional methods, monitor students who might be experiencing difficulties in light of

4
their parents' different expectations, and build productive collaboration between teachers

and parents—all of which enhance the standard of educational instruction.

Future Researchers- This study may serve as a model for future researchers who wish to

undertake similar studies into the relationship between parental expectations and

academic achievement. They would become better analysts as a result, and it would be

useful as a future source of information for more research.

Scope and Delimitation

This study primarily focused on determining the relationship between parental

expectations and the academic performance of senior high school students. This study

involves collecting and analyzing numerical data. This study aimed to offer insightful

information that will help students’ parents learn practical methods for creating a

supportive learning environment. This study limits its respondents; it will only focus on

senior high school students who are currently enrolled in Parayao National High School

in the school year 2023-2024, removing the factors that are not included in the scope of

the study.

Definition of Terms

Parental Expectation: Refers to the goals and aspirations that parents have for their

children's academic achievements.

Academic Performance: Refers to the goals and aspirations that parents have for their

children's academic achievements, such as grades, test scores, and other academic
5
indicators.

Chapter II

REVIEW OF RELATED LITERATURE AND

STUDIES

Parental Expectations

Parental Expectations have many definitions in the literature, but most scholars

define them as reasonable assumptions or assessments that parents have about their

children’s future success as demonstrated by their course grades, the highest degree of

education they have attained, or their attendance in college (Haider, A. 2022).

According to Wilder, S. (2013) & Francis, J. (2022) & Malik, P. (2021), parents

are the most important in a child’s life. They have a big influence on his personality and

behavior, and the same is true of his accomplishments. The fulfillment of parent’s

expectations for their child is a necessary condition for parental happiness. Seginer, R.

(1983) book says that academic accomplishment appears to be both a cause and an effect

of parents’ expectations. Parent’s expectations have a big impact on student’s education,

which affects their academic performance. The more expectations parents have for their

kids, the more of an impact on their studies.

In line with Koshy et al. (2019), Australian students are struggling to meet their

parent’s expectations in terms of their academic achievement. As reported by Ilyas et. al.
6
(2019), in their study, they found that there is a stronger correlation between parental

expectations and academic success. Specifically, parent’s expectations have a greater

influence on students’ academic performance, which serves as a more reliable indication

of students’ academic progress.

According to Alampay, L. P., & Garcia, A. S. (2019), Filipino families place

great importance on their kids' academic success. Filipino parents place a high priority on

their children's education, and children in turn view academic achievement as a way to

fulfill parental expectations and fulfill their filial responsibilities. The interdependence of

Filipino families means that decisions and actions about education have an impact on the

well-being of the family rather than just the individual.

Furthermore, it is abundantly clear that parents respect education. The only legacy

parents in lower- and middle-class backgrounds can leave their children is an education.

Parents think that education will give them better possibilities later in life. Parents see

their kids as mirror images of themselves. The accomplishments and prosperity of their

kids serve as the foundation for their contentment, (Guarino et. al. 2021).

Student’s Class Participation

According to Ken Petress (2006), engaged students are those who participate in

class. The best potential class management and effectiveness will result from their

interactions being courteous and helpful to one another. Active class participation has a

positive correlation with academic accomplishment. It is also said that a student is more
7
likely to do well on examinations and receive higher grades if they actively participate in

class. She recommended that educators foster an environment that recognizes and

promotes active participation and that teachers should provide clear guidance on how to

actively engage in the classroom.

Also, according to the Perlman Center for Learning and Teaching (2020),

engaged students are more likely to learn and succeed in class. Certain personality traits

(e.g., “I'm shy so I don’t participate”) are among the elements that influence students’

involvement in class. For this reason, should consider engaging as a practicable and

honed skill. Furthermore, it indicated certain aspects of involvement, namely: timeliness

and attendance; attending small group discussions; preparing for class; taking part in in-

depth conversations in class; and additional Participation.

According to Uğur Akpur (2021), involvement in class is crucial for fostering

drive, self-assurance, and academic success. He discovered that class participation and

academic achievement were strongly correlated, with a statistically significant level of

significance (p<0.01). This implies that class academic achievement is mostly determined

by performance. Kim et al. (2020) discovered that involvement and attendance can have a

similar major effect on academic performance. It has been shown that pupils who

participate in higher grades than those who attend class more frequently and engage in

class activities who fail to do so. Furthermore, they illustrated how students' performance

on a final cumulative exam is impacted by their involvement level and attendance in the

group. It has been stated that pupils ought to understand the implications of actively

participating in actions in the classroom as opposed to merely being there in person.

8
 Learning Behaviors and Attitudes

Attitudes and behaviors are thought to be related to social psychology. However,

it's crucial to keep in mind that attitudes and actions are two different things. Predisposed

sentiments toward persons, places, or objects are known as attitudes. Though attitudes

can be influenced by views, they are not the same as beliefs. Behaviors are the responses

to external stimuli. This comprises non-conscious activities, observable behaviors, and

unobservable mental processes.

Although numerous significant behavioral variables affect how students behave,

one of the primary components for students' academic performance (Areepattamannil,

2014), and several studies focused on the relationships between parental expectations and

academic successes through students’ motivational resources, conduct, and aspiration

(Hill and Wang, 2015; Jung and Zhang, 2016; Nez et al., 2015). One of the methods

parents often use to help their children maintain or improve their academic performance

is monitoring and communication (McNeal, 2014; Sui-Chi and Willms, 1996).

Furthermore, Hill and Wang (2015) also discovered that monitoring, which is described

as giving accurate and very reliable instructions and keeping up with youth activities, is

positively correlated with a desire to improve one's education.

Some studies have shown that the connection between parental expectations and

children's engagement and motivation to perform well in the classroom, both of which

support their academic performance (Viljaranta, Lazarides, Aunola, Pesu, & Nurmi,

9
2016), there's a difference in how they change their behavior. According to Wang

Xiaoyu's (2013) study, parental expectations are heavily influenced by cultural and

socioeconomic factors. The cultural variations change the behavior of students in ways

such as good performances, aspirations, pushing themselves to study, powerful parental

encouragement, and obeying parents. Furthermore, studies have shown the connection

between parental expectations and children's engagement and motivation to perform well

in the classroom, both of which support their academic performance (Viljaranta,

Lazarides, Aunola, Pesu, & Nurmi, 2016). However, in some cases, the perception of

parental expectations will likely lead to teens' adopted judgment of themselves and

worries about their mistakes, which may hence, depression (Madjar et al., 2015).

Additionally, studies have demonstrated the connection between parental

expectations and kids' motivation to succeed academically and involvement, which

improves kids' academic performance (Lazarides, Viljaranta, Aunola, Pesu, & Nurmi,

2016; Long & Pang, 2016). Not only did the students improve in their academic

performance but also in their behavior. Numerous studies indicate that attitudinal and

motivational variables can be aided by parental expectations, such as enjoyment (García

et al., 2016), attitude toward a subject (Lipnevich et al., 2016), aspirations for education,

domain-specific values, and intrinsic motivation (et al., 2016; Villavicencio and

Bernardo, 2013). According to Jung and Zhang (2016), grades have a positive influence

on academic success. Also, parents' academic expectations contribute to children's

behavior and enhance their success not only in school but also in life (Wang, 2015). It

demonstrates how academic performance is influenced by the family environment and

issues, which lowers the chance of high school dropout (Ray & Giraldo-Garcia, 2018).

10
 Academic Performance

Based on Ballotpedia (2019) states that the evaluation of a student's performance in

a variety of academic areas is called academic performance. Typically, classroom

performance, graduation rates, and test scores are used by educators to measure student

achievement.

Amponsah et. al, (2018) stated that the academic performance of students improved

because they didn't want to disappoint their parents. The students do all tasks to improve

their performance to exceed the expectations that came from their parents.

However, Fajoju et al. Al (2016) says that parental expectations have an impact on

students' academic achievement. The pressure of their parents' expectations is causing a

decline in students' academic performance. Students struggle academically because they

are unable to concentrate and are unable to perform higher than what their parents expect

of them.

Ying Ma et al. (2018) suggest that students must not think about the expectations of

their parents; instead, they should think about them and make them motivated to improve,

which will never affect their educational performance. Students should not think about

the expectation of parents to not be a pressure belt; they must enjoy their educational

performance.

11
 Overall, the review and related studies suggest that parental expectations have a

significant impact on students' academic performance. Parents who have higher

expectations for their children tend to see greater academic success in their children. This

correlation is particularly strong in cultures where education is highly valued, such as

Filipino families. However, there is a delicate balance between parental expectations

motivating students to excel and creating undue pressure that negatively affects their

performance. Students need to find intrinsic motivation and focus on their own goals

rather than solely meeting their parents' expectations. Additionally, students who actively

participate in class and exhibit positive learning behaviors and attitudes are more likely to

succeed academically.

THEORETICAL FRAMEWORK

The theoretical framework used in this study is social learning theory. Introduced

by psychologist Albert Bandura, learning happens through modeling, imitation, and

observation and is impacted by a variety of elements including motivation, attention,

attitudes, and emotions. According to Lawrence G. (2019) some theorists, guidance from

parents as well as encouragement contribute to the development of culturally traditional

behavioral patterns and roles based on the gender of children. The social learning theory

is based on three main ideas. The first is the view that observation is a useful tool for

learning. The idea that internal mental states are a crucial component of this process

comes next. Last but not least, this approach recognizes that just because something has

been learned, it does not mean that it will result in a behavior change.

12
 According to the theory of ecological systems, children's interactions and

relationships with the people and things in their immediate environment, as well as the

learning, reading, and group research activities parents do with their kids, are important

for their socioemotional, cognitive, and academic growth (Bronfenbrenner, 1999).

Following social cognitive theory, a person's environment, especially their

parents' expectations, shapes their actions and performance in school. Parents who have

high aspirations for their children's academic achievement can bring about some

beneficial effects that support academic success. Learners' motivation and effort may be

increased by high parental expectations. High standards set by parents for their children's

school performance can inspire students to strive harder and persevere in the face of

adversity. Higher effort and academic success may result from this improved desire

(Bandura, 1977).

13
 CONCEPTUAL FRAMEWORK

Input Process Output

Demograpic profile of the

 Relationship
respondens according to:
• Collection and between parental
• Age survey expectations and
academic
• Sex • Likert scale performance
• Average
• Academic Strand was determined.

Level of parental expectations:

Academic Performan ce of the

respondents:

The researchers adopted the Input Process Output (IPO) model. A structured

approach for understanding the connection between parental expectations and academic

performance is provided by the conceptual framework for the research on "Parental

Expectations and Academic Performance." It describes the main characteristics and

14
variables that will be examined as well as the study's planned outcomes. The concept

model, as illustrated in Figure 1. It demonstrates how the demographic profile of the

students is determined.

The profile of the respondent and information associated with the dependent and

independent variables of the research are included in the input. Typically, all the

information listed in the problem statement is provided here.

For the process, the Likert scale is the instrument that the researchers will use to

gather the data analysis from senior high school students, the data will be collected using

surveys.

This will involve identifying a sample of students and gathering information on their

demographic characteristics, level of parental expectations, and

Academic Performance of the respondent

Furthermore, it will be analyzed using statistical techniques, such as Pearson's rho, to

identify the significant relationships between Parental expectations and academic

performance.

For output, this includes the action taken after interpreting the results of the study. The

study investigated the demographic profile of respondents that resulted in the High

Parental expectations of the academic performance of senior high school students at

Parayao National High School. Also, the study determined the Relationships between

Parental expectations and academic performance.

15
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, the procedures, the data-gathering

instruments to be used by the researcher, and the methods and statistical tools employed

in the analysis and treatment of the data.

RESEARCH DESIGN

Quantitative research is the approach that will be used in this study. According to

Leonard Yuh Chaur Tan (2014), a correlational study seeks to ascertain relationships

between two or more variables. Simply put, it examines whether an increase or decrease

in one variable corresponds to an increase or decrease in another variable. A correlational

study could investigate whether there is a link between parental expectations and

academic success in senior high school pupils. Collect information on parental

expectations through questionnaires and academic performance through student grades.

SUBJECTS AND RESPONDENTS OF THE STUDY

The respondents in this study will be senior high school students at Parayao

National High School. The sample size will be determined using Purposive sampling,

wherein there are respondents who will be qualified based on their general average in the

first quarter. This method improved the quality of the research's data by ensuring that the

respondents could make significant contributions to the research topics.

LOCALE OF THE STUDY

This study will be conducted in all Senior High School students at Parayao
National High School in Papagueyan, Binmaley, Pangasinan.
16
 DATA GATHERING INSTRUMENT

A Likert scale will be the primary tool employed in this study. American social

scientist Rensis Likert established the Likert scale, a prominent method in survey research

that assesses people's feelings and levels of agreement. Likert scales are a type of rating

scale that is frequently encountered on survey forms or questionnaires. It measures the

opinions or feelings of respondents using a 5- or 7-point response range. Respondents can

choose a negative, neutral, or positive response to a statement.

VALIDATION OF INSTRUMENT

The instrument will be validated by education specialists, particularly teachers

from Parayao National High School. Their knowledge will help guarantee that the

instrument is valid and reliable and that it measures what it is supposed to measure,

particularly parental expectations and academic performance.

DATA GATHERING PROCEDURE

Before employing the study instrument, the supervising teachers must grant their

consent before giving the questionnaire to our respondents. Students from various

divisions of Parayao National High School who took part in the study will receive the

questions from the researchers and they will answer it through messenger or via Gmail.

The researcher will also collect the same questionnaires. The researcher will keep the

data she collects and her responses confidential in order to preserve the highest degree of

objectivity in the responses.

17
 STATISTICAL TREATMENT OF DATA

The data to be gathered will be analyzed using statistical tools and different

inferential techniques. The demographic profile of the senior high school students at

Parayao National High School, such as sex and age will be summarized using frequency

counts and percentages. The level of the student's parental expectation will be using

weighted mean and the academic performance using mean and standard deviation.

Spearman rho will be used to determine the relationship between the profile and the

parental expectations of the students to their academic performance.

18
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March 12, 2024

Sir/Madam:

Greetings!

We, the grade 12 senior high students of Parayao National High School are currently

working on our research entitled “The Relationship Between Parental Expectations

and Academic Performance Among Senior High School Students at Parayao

National High School". The instrument for this study is a checklist questionnaire. Given

this, the researchers would appreciate your help validating the adopted research

questionnaire that has been attached to ensure its quality for conducting the study. Given

your background in research and teaching, we would want to enlist your assistance in

validating the aforementioned instrument before distributing it to study participants.

We have attached here the validation sheet, a questionnaire with a table of specifications,

and a statement of the problem of the study.

We look forward to hearing your thoughts and recommendations on how to make the

instrument better. We hope that our request will receive a favorable reaction from you.

Your enthusiastic reply is appreciated.

God bless you and thank you.

26
Very truly yours.

Haine Socia Devera

Amanda Bernadhett D. Soriano

Jonalyn Gigante

Nicole Ann Valerio

Lynvel Nopies

Jasmin A. Solomon

Jamilla C. Paragas

Jenny Lou Sanchez

Rhea Mae Domalanta

John Paul De Vera

Noted:

Research Adviser

27
 THE CONTENT VALIDITY INSTRUMENT FOR THE CHECKLIST-
QUESTIONNAIRE

Directions: Please rate the questionnaire by placing a check mark (✓) in the column that
corresponds to your rating.

Legend:
5 Very Highly Valid
4 Highly Valid
3 Valid
2 Moderately Valid
1 Low Valid
INDICATORS 1 2 3 4 5

1. The instructions are clear in all sections of the data-

gathering instrument.

2. Each item has a distinct description.

3. Each item is readable, which means it can be read

clearly.

4. Each item is appealing to read, and there is enough

space between them to avoid crowding.

5. The data-gathering instrument is comprehensive, which

means that it covered all of the study’s important areas.

6. Each item focuses on a single thought or idea.

7. The items are objective, which means that the

responses to be elicited are not biased or reactive.

8. The items are written in accordance with the study’s

explicit and implicit objectives.

9. The items are arranged in the desired sequences in a

systematic manner.

10. There is no overlap between the items, and no item

duplication is observed.

Thank you so much!

28
 APPENDIX C
LETTER TO THE SCHOOL PRINCIPAL

Mr. Rolando C. Diaz School

Principal
Parayao National High
School Binmaley,
Pangasinan

Dear Sir:

Greetings of peace!
We are senior high school students of Parayao National High
School Binmaley, Pangasinan who are conducting a research entitled,
"Relationship Parental Expectations and Academic Performance Among
Senior High School Students at Parayao National High School". This
study serves as an in partial fulfillment of the Requirements for the
Subject Practical Research . The respondents of the study are selected
from senior high school students.

In view hereof, it is our deepest desire to appeal for your

benevolence to allow us to administer the questionnaires to the selected
senior high school students because this would give a great impact to
instructional designing and educational classroom curriculum
development. Likewise, your permission would allow a revolutionary
approach to have clearer view and wider knowledge and understanding of
the teachers along problems and needs of their students that would shed
light on the instructional strategies/practices that are suited to their
students.

Fervently hoping for your approval thereof. Thank you and God bless!
29
Very truly yours.
Haine Socia Devera
Amanda Bernadhett D. Soriano
Jonalyn Gigante
Nicole Ann Valerio
Lynvel Nopies
Jasmin A. Solomon
Jamilla C. Paragas
Jenny Lou Sanchez
Rhea Mae Domalanta
John Paul De Vera

30
 APPENDIX D

LETTER TO THE RESPONDENTS

Sir/Ma’am:

Greetings!

We are the grade 12 researchers of senior high school students at Parayao

National High School.We are conducting a research proposal entitled" The Relationship

Between Parental Expectations and Academic Performance Among Senior High

School

Students at Parayao National High School".

In this regard, we kindly request that you take the time and make the effort to

respond to every question on the survey that is essential to the study's conclusion. You

can be sure that every piece of information we collect about you will be treated with the

greatest of confidentiality. Your enthusiastic acceptance of this request will be much

appreciated and will make a significant contribution to the study's success.

Very truly yours.

Haine Socia Devera

Amanda Bernadhett D. Soriano

Jonalyn Gigante

Nicole Ann Valerio Lynvel

Nopies

Jasmin A. Solomon

31
Jamilla C. Paragas

32
Jenny Lou Sanchez

Rhea Mae Domalanta

John Paul De Vera

33