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1. Academic Achievement in Grade 11 and 12 in k12 high
school students in Public and Private School Influencing
Parents Educational attainment
Enrique B. Picardal Jr
Naval State University, Naval Biliran
Abstract:
The purpose of this Research is to investigate of grade 11 and 12 in k-12 high school Students
Influence of Parents Educational attainment affect on Academic Achievement. The study
utilized a Qualitative and descriptive survey research design. The target of the study involved
Students, teachers, and parents of Private and Public school in Naval Biliran. The sample size
comprised of 30 parents, 30 students, and 10 Teachers. The study focuses in the following

2. Schools Naval State University, Naval School of Fisheries and Naval National high school, and
Cathedral School of La Naval.
Keywords: Academic achievement, parental, Students, educational level, Teacher.
1. INTRODUCTION
School plays a key role in the intellectual, physical, social and emotional development of a child
and his well-being. But for all too many Filipino children 6.2 million of them, there are barriers
such as geographic location, dilapidated disasters and socio-economic status that make school
attendance difficult. And yet, education is one of the key factors to escaping the cycle of the
family status. The academic background of the parents is such a motivating factor for a student
and influences his/her future. Co ersel , it’s a er i porta t the Parental educational level is
an important predictor of children's educational and behavioral outcomes (Davis-Kean, 2005;
Dearing, McCartney, & Taylor, 2001; Duncan, Brooks-Gunn, & Klebanov, 1994; Haveman &
Wolfe, 1995; Nagin & Tremblay, 2001; Smith, Brooks-Gunn, & Klebanov, 1997). According to
Young & Smith (1997), children of well-educated parents to do, at home; to do better in
academic assessment testing than children of high school educated parents, educated parents;
edu atio has a i porta t role i the atio ’s o stru tio as well as developing a character,
it is a line of life for any nation and society, the education of a child requires great effort,
schools, students, teachers, and parents everyone has a role in the learning process. They add
that attending parent education naught because of the level of education influence the value
set by the parents in education. This can also influence their educational goals for children.
Thompson et al (1988) say other’s le el of edu atio i flue es adoles e t’s edu atio al
outcome. Parental involvement in preschool activities includes a wide range of behaviors but
generally refers to parents' and family members' use and investment of resources in their
children's schooling. These investments can take place in or outside of school, with the
intention of improving children's learning, parents in the home can include activities such as
dis ussio s a out s hool, helpi g ith ho e ork, a d readi g hildre ’s s hool atte da e a
include parents who volunteer in classrooms, attending workshops, or attending school plays
and sporting events (Rain and William, 2011).Jacquelyn, (2005) points out that there is a
relatio ship et ee the pare ts le el of edu atio to their hildre ’s a ade i a hie e e ts.
A other’s edu atio has a higher i flue e tha the fathers, so other’s edu atio is more
important. Karshen (2003) says that students whose parents are well educated get higher
positions than those whose parents are not educated. Educated parents help their children in
school work activities. Dave and Dave (1971) found that high achievers belong to homes with

3. pare t’s higher edu atio le el. The failed stude ts elo g to those ho ha e lo er pare t’s
education level. The importance of participation by parents for the success of children is an
u altera le o lusio , ut the pare t’s ki d of involvement in education or in school, in
general, hundreds of studies showed the abundance of a positive correlation between this
variable and students (Muola, 2010). Children of educated parents are provided with better
learning environment at home. Parent to teach their children themselves. Reach their goals
facility given to children at home, the parents not to go beyond the elementary or secondary
cannot give proper assistance to their children in educational problems.
Most of the research in ways that parental education shapes results performed by the regional
cross-correlational analysis or a short-term longitudinal design in which the parents and the
children spotted by teenage years children.
The main aim of my study is to examine long-ter effe ts o hildre ’s edu atio a d
occupational success in the education level of parents or reach while controlling for the family
so ioe o o i status a d the hildre ’s o u dersta di g a d re ie i g possible mediator of
the effects of parents on the educational and occupational outcomes. Following theory and
research on family process models (e.g., Conger et al., 2002; McLoyd, 1989), we expected that
indices of family SES, including parent education, would predict the quality of family
interactions and child behavior. Next, based on social-cognitive-ecological models (e.g., Guerra
& Huesmann, 2004; Huesmann, 1998; Huesmann, Eron, & Yarmel, 1987), we expected that
parental education, the quality of family interactions, and child behavior would shape, by late
adolescence, educational achievement and aspirations for future educational and occupational
success. Finally, following Eccles's expectancy-value model (Eccles, 1993; Frome & Eccles,
1998), we predicted that late adolescent aspirations for future success would affect actual
educational and occupational success in adulthood. We use data from the Columbia County
Longitudinal Study (CCLS), a 40-year developmental study initiated in 1960 with data collected
most recently in 2000 (Eron, Walder, & Lefkowitz, 1971; Lefkowitz, Eron, Walder, & Huesmann,
1977; Huesmann, Dubow
However several researchers never agreed ith this. The argue that hildre ’s a ade i
achievements in most case do not necessarily depend o pare t’s edu atio al level. For
example, Hawkes (1995) in his research study of parents educational attainments concluded
that it does ot affe t o stude ts’ a ade i a hie e e ts. Thus, it is possi le that lo
socioeconomic status (including low parental educational levels) could affect negative family
interaction patterns, which can influence child behavior problems (measured in our study by
aggression), and in turn affect lowered academic and achievement-oriented attitudes over time
(Dubow, E. F., Boxer, P., & Hussmann, L. R. 2009).

4. 2. LITERATURE REVIEW
The high school principal and parents want their children to be healthy, happy, and successful,
they provide their children with food, clothing, and shelter; feelings and principles; a good
education. Recognize their role as first teachers, parents enroll their young in a school that
shares the same philosophy they adhere to, and that they consider being the best home their
children in learning and skills. Nevertheless, Parent education and family interaction patterns
during childhood also might be linked more directly to the child's developing academic success
and achievement-oriented attitudes. In the general social learning and social cognitive
framework (Bandura, 1986), the behavior is shaped in part by observational and direct learning
experiences. Those experiences lead to the formation of internalized cognitive scripts, values,
and beliefs that guide and maintain behavior over time (Anderson & Huesmann, 2003;
Huesmann, 1998). According to Eccles (e.g., Eccles, 1993; Eccles, Vida, & Barber, 2004; Eccles,
Wigfield, & Schiefele, 1998), this cognitive process accounts for the emergence and persistence
of achievement-related behaviors and ultimately to successful achievement. Eccles's framework
emphasizes, in particular, the importance of children's expectations for success, with parents
assuming the role of "expectancy socializers" (Frome & Eccles, 1998, p. 437).
On the other hand, the study was guided by the family deficit model by June 2017 and the risk
and protective theory by Seifer (2016). According to the theories, the family deficit model views
the nuclear family or a two-parent family's structure. According to this model, single-parents
families have a negative impact on children simply because they do not have a nuclear family
June (2017). The risk protective factor theory was developed early 2017 and does not regard
single parents as irregular (Seifer 2016) because the foundation for the model is that all families
have both strengths and weakness.
Studies suggest that parental involvement in education is dependent on the parental level of
edu atio . The le el of pare t’s edu atio is part of a larger o stellatio of ps hologi al a d
so iologi al aria les i flue i g hildre ’s school. This stems from the fact that parents higher
levels of education may be access to resources, such as income, time, energy, and community
o ta ts, that allo for greater pare tal i ol e e t i a hild’s edu atio . I additio ,
parental level of edu atio i flue es pare ts’ k o ledge, eliefs, alues, a d goals a out

5. hildreari g, so that a ariet of pare tal eha iors are dire tl related to hildre ’s s hool
a hie e e t. For e a ple, higher edu atio , a e ha e pare ts’ fa ilit at e o i g i volved
i their hildre ’s education and also enable parents to acquire and model social skills and
problem-sol i g strategies o du i e to hildre ’s s hool su ess.
The evidence about the beliefs of parents being involved in their children's education in general
and their literacy in activities, in particular, is overwhelming. Research shows that parental
involvement in their children's learning positively affects the child's academic achievement in
both basic and higher education (Fan and Chen 2001). This leads to higher academic
achievement, greater cognitive competence, greater cognitive competence, greater school
enjoyment better school attendance and fewer behavioral problems at school (Feinstein and
Symons 1999). Similar impacts have also been identified with regards to literacy practices. For
instance, early reading experiences with parents prepare children for the benefit of formal
literacy instruction. Indeed pare tal i ol e e t i their hildre ’s readi g has ee fou d to
be the most important determinant in language and emergent literacy. Although parental
i ol e e t has the greatest effe t i the earl ears, its i porta e to hildre ’s edu atio al
and literacy outcomes continues into the teenage and even adult years (Desforges and
Abouchaar, 2003). For example, Feinstein and Symons (1999) found that parental interest in
their hild’s edu atio as the si gle ost po erful predi tor of a hie e e t at age sixteen.
Not surprisi gl , there are positi e relatio s et ee pare ts’ le els of edu atio a d pare ts’
e pe tatio s for their hildre ’s su ess Da is-Kean, 2005), suggesting that more highly
educated parents actively encourage their children to develop high expectations of their own.
In India, in the year 2016, the Ministry of Women and Child Development published Model
Guidelines on Foster Care. The Centre of Excellence in Alternative Care of Children established
in December 2015 has started the work on foster care by creating awareness on foster care, by
providing training to all agencies at all levels reading the foster care and helping NGOs and
other agencies in implementing foster care. In a very short amount of time, they have trained
more than 600 people in the country.
3. METHODOLOGY
The research designs adopted for its study area qualitative and descriptive survey plan; this is
because of the design guides research data collection at various magnitudes from stakeholders
in the public and private school in Grade 11 and Grade 12 in the K-12 high school of Naval

6. Biliran. This research sought to collect information concerning the influence of parental
educational level on academic achievement in Public and Private School, Naval Biliran. Leyte.
The study used Grade 11 and 12 in K-11 high school students in Public and Private School in
Naval Biliran, Leyte. The target population consists of Children, teachers and parents from
Naval State University, Naval School of Fisheries, and Naval National high school, Cathedral
School of La Naval. The target population comprised of 30 high school students, 30 parents, and
4 high school teachers Adviser. The study utilized random sampling procedure to carry out a
study. The instrument used to collect data for this study was a researcher-designed
questionnaire and a documentary analysis. The questionnaire was used to extract in-depth
i for atio o the pare tal edu atio le el i relatio to the stude t’s a hie e e t i Pu lic
and Private k-12 high school. On the other hand, a documentary analysis was used to gather
information concerning the academic achievement of grade 11 and grade 12 k-12 high school
stude ts. The do u e tar a al sis for allo ed the resear her to o tai the hildre ’s
progress records, in Science Activities, Mathematics, Language, Drawing, Physical Education,
Social Studies, and Music.
4. RESULTS AND DISCUSSION
The study results showed that parents who have education related to the academic success of
their students in high school grade 11 and grade 12 to their academic success.
The results of the analysis is showed in table1
Table 1: All parents educational level involve in the study
Level of education Educational Attainment Percentage
Doctorate 1 3%
Master 0 0
College Graduate 21 73%
College Level 1 3%
Vocational 0 0
High school graduate 6 21%
Total 29 100%

7. Table 1 shows that most of the respondents are 73% (p=21) to parents who are in College Graduate
holders and 3% (p= 1) Doctorate. They were followed by 21% (p=6) who have been high school graduate
while having 3% (p= 1) College level. From the findings, the high school students whose parents earned
Doctorate and college graduate in education are the best performers while the students whose parents
attend the college level and high school graduate consuming and are the poorest performers. It comes
fro the fa t that pare t’s le el of edu atio a ecome an access to resources such as a result and
are more involved in school activities, giving them a better parent who is involved in child education. In
addition, the pare t’s edu atio -i flue i g pare ts’ pri iples, knowledge, beliefs, and goals of raising
the child. When all of these are set in the account, the attitudes of children to education improve
positively and better success. It was also noted that the specific genders of the parents played a role in
the academic achievement of the learners. It has also been found that the specific male and female
pare t’s role i a role i the a ade i a hie e e t of the students, it only shows that children are
brought in less favorable circumstances with very good education, despite the great financial returning
to school (Heckman and Masterov (2005). There is a real need to understand the relationship between
the education of parents and their children (Bjork Lund and Salvanes (2011). However, the forwarding
mechanism behind this intergenerational correlation has not been made clear.
The Academic Achievements of K-12 Students from grade 11 and grade 12 high school
Students of the following subjects with their respective school.
1-POOR 2-UNSATISFACTORY 3-SATISFACTORY 4- VERY SATISFACTORY 5- OUTSTANDING
RATINGS 1 2 3 4 5
Science Activities
Mathematics
Language
Drawing
Physical
Education
Social Studies
TOTAL= = 4 = 16 = 50 = 55 = 18

8. Poor 1 UST 2 ST 3 VST 4 OT 5
Science Activities 1 10 14 2
Mathematics 3 12 8 5
Language 3 9 12 4
Drawing 2 5 11 6 2
Physical Educat 1 4 5 8 8
Social Science 1 1 5 15 3
Total 4 17 52 63 24
The Overall equivalent data of the Students on their Academic performance to the following
Public and Private School, The Naval State University, Cathedral School of La-Naval, Naval
School of Fisheries, and Naval National high School. These are the four big schools in Naval
Biliran, Leyte.
The results of studies in Academic performances of students who participated, most of the
students much they enjoy the Social Science got 15 a very satisfactory its followed by Science
Activities of 14 very satisfactory then language 12 satisfactory and mathematics 12 satisfactory,
Drawing 11 satisfactory and only physical education have a rating of 8 which is outstanding. All
the data showed that based on a study of the performance of the students included in the
study. Other data contained in the graphs shown in the figure are shown to be a grade 11 and
grade 12 high schools, the grades that are not all topics they are asking for elite lined subjects.
RATING-EQUIVALENT
Naval State University: There are 10 Respondents are expected to participate in the survey
questionnaires given to the Adviser but only 9 questionnaires will return.
Name of Students Grade 11 Academic
Achievements
Name of Parents Educational
Attainment
1. Mark Vincent s
Carbo
3-1
4-2
5-3
Total=12-6
Levita S. Carbo College Level

9. 2. Rhen M. Ameril 3-2
4-2
5-2
Total=12-6
Noron Ameril College Graduate
3. VictorJohn P.
Abegoria
3-1
4-4
5-1
Total=12-6
Luisa P. Abegoria College Graduate
4. Gilla May Evardone 3-1
4-3
5-2
Total=12-6
Miramar Serrion College Graduate
5. Christine Joy B.
Noquera
3-2
4-1
5-3
Total=12-6
Jedelyn C. Bayo-on College Graduate
Total= 5
Name of Students Grade 12 Academic
Achievements
Name of Parents Educational Attainment
1. Dan Russel C. Madija 3-1
4-4
5-1
Total=12-6
1. Danelo V. Madija College Graduate
2. Monah Rosaupan 2-2
3-2
4-1
5-1
Total=14-6
2.Nanay L. Rosaupan College Graduate
3. Arve S. Capales 3-1
4-3
5-2
Total=12-6
3.Martha Adelina S.
Capales
College Graduate
4.Sheena Carinne C. Moncada 4.Narciso R.
Moncada
College Graduate
Total=4

10. Cathedral School of La Naval: Out of Teen respondents only six questionnaires will return.
Name of Students Grade 11 Academic
Achievement
Name of Parents Educational
Attainment
1. Ramises Bongabong
jr
4-4
5-2
Total=9-6
Ramises V. Bongabong College Graduate
2. Eunice Gecera 2-2
3-2
4-2
Total=9-6
Lilibeth Gecera College graduate
3. Ayessa Joy E. Verdan 3-1
4-4
5-1
Total=12-6
Maribel E. Verdan College Level
Total=3
Name of Students Grade 12 Name of Parents Educational
Attainment
1. Manito Mamz Baco 1-1
3-2
4-3
Total=8-6
Marvel Socuano Baco College Graduate
2. Jay Majait 2-1
3-2
4-3
Total=9-6
Romelia C. Majait College Level
3. Marielle Nierras 1-3
2-1
3-2
Total=6-6
Mario C. Nierras Doctor of Philosophy
4. Almabella A. Gecole 3-3
4-3
Total=7-6
Arlyn A. Gecole College Graduate
5. Anne Gawil C. Dacer 1-1
3-3
4-2
Total=8-6
Gemma C. Dacer College Graduate
Total=5

11. Naval School of Fisheries: Out of te Respo de ts gi e Questio aire’s fi e for grade a d
five for grades 12 the return questionnaires are only 6.
Name of Students Grades 12 Academic
Achievement
Name of Parents Educational
Attainment
1. Sharlyn Yuonne Senining 2-1
3-5
Total=5-6
Mannelyn S. Senining College Graduate
2. Barte Mane Rose A. 3-1
4-5
Total=7-6
Ruthie L. Abenido College Graduate
3.Lynie Ma Cabaltierra 2-2
3-4
Total=5-6
Lydia Caballtierra High School Graduate
4.Dianne Pearl Abeniedo 3-4
4-2
Total=7-6
Teddy M. Abenido College Graduate
5.Shevawn Pearl L. Lorenio 3-3
4-3
Total=7-6
Marvel L. Lorenzo College Graduate
Total=5
Name of Students in Grades 11 Academic
Achievement
Name of Parents Educational
Attainment
1.Lourine Abilar 2-3 Lucy Abilar First-year high school
3-3
Total=5-6
Total=1
Naval National High School: The respondents of Grades 12 are only 3 and 2 for Grades 11
Name of Students in Grades 12 Academic
Achievement
Name of parents Educational
Attainment
1.Medger B. Saul 3-2 Estela B. Saul College Graduate

12. 4-3
5-1
Total=12-6
2.Altoneth P. Cabaniero 2-2
3-3
4-1
Total=9-6
Antonio C. Cabaniero High School Level
3.Christian U. Montes 2-3
3-1
4-1
5-1
Total=14-6
Julian Vaporoso
Montes
High School Level
Total=3 35=
Name of Students in Grades 11 Academic
Achievement
Name of Parents Educational
Attainment
1.Gatele Cathy A. 3-2
4-4
Total=7-6
Ruben Gatela /Evelyn
Aldonza
High school Level
2.Marlon Brando Compasano 3-2
4-2
5-2
Total=12-6
Marlon Roble Leyte/
Juanita Cruz
Compasano
College Graduate
Total=2
From the outcome of the findings, parents are expanding and it is possible for their high school
students to gain and adapt to social skills and problems in solving conductive methods in school
success of children. The evidence if a parent involved in school activities high success earned by
the student. The evidence of parents involved in the education of their children, in general, is a
literacy of school activities found in the academic performance of their children. The result of
pare ts’ attai e t a hie i g a higher education level is more likely to be there in academic
progress of student as the results as can be 57% (p=16) Sometimes and followed by 39% (p=11)
Always and 4% (p=1) is Not At All. These are the result of academic progress and make some
high school students to obtain school success. The findings are displayed in Table 2.
Table 2
Parents Involvement Frequency Percent
Always 11 39%
Sometimes 16 57%

13. Not At All 1 4%
Total 28 100%
When asked whether it is necessary for parents to be involved in school activities for children to
work or perform effectively. The parents have different openings about the matters, but it is a
very high rating of 18 to be involved sometimes in school activities rather than to be involved
always in school activities which got only 9 and follow below not at all which is 1 with the total
frequency of 28 overall data. The outcomes of the study are displayed in Table 3.
Table 3.
Parents Involvement Frequency Percent
Always 9 32%
Sometimes 18 64%
Not At All 1 4%
Total 28 100%
Table 3 shows that most parents believe that their relationship is a necessary thing. This is
shown by the highest score of 64% (p=18) got sometimes are respondents said they
occasionally contain, as said not at all only 4% (p= 1) In general, believe that they should always
include themselves are 32% (p= 9) respondents claimed. This may be due to a positive attitude
towards education since most parents have achieved the College graduate of education to
thank the importa e of isiti g their hildre ’s s hool, or rather ha e a commitment. This
affects the performance of the children since their progress in school is well followed. The
evidence a out the e efits of pare ts i ol i g their hildre ’s edu atio i ge eral, as well as
giving a clear path to their reading and writing activities, in particular, is overwhelming. The
Research has shown that involving parents in learning their children positively affect the
academic achievement of the child in basic and high successes, greater cognition skills, greater
school fun; better school attendance is lesser quality school problem. Kraft, Mathew, and Shaun
(2011) focus on effective parents-teachers leading to more academic. Performance at high
school student.
6. CONCLUSION and RECOMMENDATION
To determine all the influences on the causes of one trial is a complicated and difficult task. It
takes a lot of resources and time for a teacher to recognize all of these things first and
foremost. It also requires to proper training, the planning organization and the skills to conduct
the study for determining the contributions of both inside and outside the school. This process
of recognizing variables should be given full attention and priorities in order for the teachers to

14. be able to develop instructional methods for ensuring that all k-12 grade 11 and grade 12 are
given the opportunity for achieving their full potential learning performance. However
parenting education is something that affects the academic performance of grade 11 and grade
12 in k-12 high school students. Most parents are college graduate holders and below are high
school graduate. This is a relatively high qualification and hence they are capable enough to
guide their children on academic matters. The parents said they sometimes assist their children
with their homework. This is an indication that the parents find it not difficult for them to assist
their high school students with their homework since they themselves are well conversant with
academic matters. The majority of the parents do get involved in with school activities because
they do see the importance of taking a keen interest in their hildre ’s a ade i a hie e e t
since their level of education is very good. Further research is needed to explore the problem
on a large sample from more scattered geographical regions including other student factors,
family factors, school factors and peer factors.
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