Thesis for Final Defense(The Level of Influence of Family-Related Factors on the Selected Tangub City National High School Students

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Chapter 1
Introduction
Background of the Study
Education is essential for the development of society. The more educated the people of a
society are, the more civilized and well discipline the society will be (Chowa, G., Masa, R., &
Tucker, J., 2013). Mainly, family has a responsibility to socialize children for making them
productive members of a society. The more the parents involve in the process of imparting
education to their children, the more the children might excel in their academic career and to
become productive and responsible members of society. The academic achievement of students
may not only depend on the quality of schools and the teacher, rather on the extent of parent
involvement has a vital role to play in it.
According to Adewumiet.al.(2012) that parent has vital roles to play in the life of a child.
Parenting involvement is a catch-all term for many different activities including home, good
parenting, helping homework, talking to teachers, attending school functions, through taking part
in school governance. When schools work together with families to support learning, children
tend to succeed not just in schools but throughout their lives. According to these researchers, the
most accurate prediction of a students’ achievement in school is not the income nor the social
status, but the extent to which the students’ parent is able to create a home environment that
encourages learning and to express high expectations for their children’s achievement and future
careers.
Parental involvement in school has been linked with academic achievement. Previous
researchers stated that parental involvement has a powerful impact on the children’s attainment.
The impact of parental involvement arises from parental values and educational aspirations and
that these are exhibited continuously through parental enthusiasm and positive parenting style. In
this new study, the researchers will determine the level of influence of family-related factors.
This study will also determine if there is a significant difference between the levels of influence
of family-related factors in terms of sex and the curriculum in which the a student belongs.
Tangub City National High School is a school that has a large number of student
population. Each year level consists of Science Curriculum, Regular Curriculum and Sports
Curriculum. This study will investigate the level of influence of family-related factor to the

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fourth year students in Sports section and in Science curriculum. This study will also investigate
if there is a significant difference of the level of influence of family-related factor between male
students and female students, as well as the sports curriculum and Science curriculum.
Theoretical Framework
The level of parental involvement has an important implication for children’s academic
performance. Social Cognitive theory suggests that youth absorb messages about appropriate
behavior in their lives (Bandura, 1977) as cited by Chowa, G. N., Masa, R. D., & Tucker J., in
2013. Based on this assumption, parents have the potential to model positive attitudes and
behaviors toward school, and researches in developed countries such as United States have
shown that parental involvement contributes to youth academic success (Fan & Chen, 2001;
Houltenville& Conway, 2008; Jeynes, 2003, 2007) as cited by Khan, R. M., &Chohan, B. I., in
2010. In fact, children are more likely to perform better in school when their parents show an
interest in their school work. Particularly, when their parents are willing to assist them with their
homework, and are willing to hold their children accountable for completion of school
assignments. Youth who are not working hard at school may begin to perceive as valuable when
parents actively demonstrate that they value school through involvement.
As cited by Berthelsen D. & Walker S. in 2008 (Henderson &Mapp, 2002) added that
when schools and families work together, children have higher achievement in school and stay in
school longer. Engaging families in the education of their children at home and in school is
increasingly viewed as an important means to support better learning outcomes for children.
As cited by Khan, R. M., &Chohan, B. I., in 2010 (Fan, 2001) mentioned that parent’s
educational aspiration for their children proved to be strongly related to students’ growth.
Research studies have found that parental educational level has a significant impact on child’s
learning. (Khan & Malik, 1999). Similarly, Schneider and Lee (1990) linked the academic
success of the East Asian students to the values and aspirations they share with their parents, and
to the home learning activities in which their parents involve with them. In fact, all parents have
desired to do something better for their children according to their available resources.
Gonzalez-Pienda et al. (2002) as cited by Khan, R. M., &Chohan, B. I., in 2010 stated
that parental support criteria were developed according to six dimensions that are strongly
associated to students’ behaviors at school and the attitude towards learning.

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“The six dimensions are (a) parents’ expectations
about their children’s’ achievement, (b) parents’
expectations about their children’s capacity to
achieve important goals, (c) parents’ behaviors that
reveal interest in their children’s school work, (d)
parents’ degree of satisfaction or dissatisfaction
with their children’s level of school achievement,
(e) parents’ level and type of help provided when
their children do homework, and (f) parents’
reinforcement behaviors of their children’s
achievements.”
The influence of parents on children school achievement is well documented in numerous
studies. As cited by Chowa, G. N., Masa, R.D., & Tucker J., in 2013 (Gadsden 2003) said that
greater parental involvement at early stage in children’s learning, positively affects the child’s
school performance including higher academic achievement. Harderves (1998) reviewed that
family whose children are doing well in school exhibit the following characters:
 Establish a daily family routine by providing time and a quiet place to study with the
children and assigning responsibility for house hold chores.
 Monitor out-of-school activities, for example setting limits on television watching, reduce
time of playing, monitor the groups of friends the pupils walk with.
 Encourage children’s development and progress in school; that is maintaining a worm
and supportive home, showing interest in children’s progress at school, helping him or
her with homework, discussing the value of a good education and future career with
children.

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Figure 1. Schematic Diagram
LEVEL OF INFLUENCE
OF FAMILY-RELATED
FACTORS
 SEX
 CURRICULUM

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Statement of the Problem
This study aims to determine the level of influence of family related factors on selected
Tangub City National High School students during the school year 2014-2015.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Sex;
b. Curriculum?
2. What are the family related factors that influence the academic performance of
respondents?
3. What is the level of influence of the family related factors?
4. Is there a significant difference on the level of influence family-related factors
between of male and female students?
5. Is there a significant difference on the levels of influence of family-related
factors between Science and Sports curricula?
Hypotheses:
The following will be tested at 0.01 level of significance.
H1: There is no significant difference on the level of influence of Family-related factors
between Sports and Science Curricula (μ1 = μ2).
H2: There is no significant difference on the level of influence of family-related factors
between female and male students in both Curricula (μ1 = μ2).
Research Methodology
This section discusses the research design, research respondents, research setting,
research instrument, and validation of instrument, data gathering procedure, and statistical
treatment of data to be used in the study.
Research Design. This study will utilize the descriptive design which, specifically, the
descriptive-comparative method. Comparative Method will be used in getting the
difference of the level of influence of family-related factors in terms of their sex
and their curriculum.

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Research Respondents. The respondents of this study will be the students in fourth year
sports section under the Special Program in Sports Curriculum and the fourth year
students under the Science Technology in Engineering and Mathematics.
Research Setting. This study will be conducted in Tangub City National High School.
This is located at Tangub City particularly in Barangay Mantic. This school offers
the following curricula: Regular Curriculum, Science Technology in Engineering
and Mathematics, Open High School Curriculum, and Special Program in Sports
Curriculum. Specifically, this study will focus on the Special Program in Sports
Curriculum and Science Technology in Engineering and Mathematics in fourth
year level.
Research Instrument. The main tool which will be used in this study is a researcher-
made questionnaire with ten statements about the family-related factors.
It will obtain the level of influence family-related factors. Each statement will be
given one set of four boxes. The four boxes will be coded as follows:
Validation of Instrument. The questionnaire will be first presented to the research
adviser for checking. Before the distribution if the questioners, the researchers
will conduct a pilot testing to the non-respondents to test the validity and
reliability of the questionnaire.
Data Gathering Procedure. The questionnaire in this study will aim to draw out
appropriate responses on the objectives on this study. To ensure the validation of
responses, the questionnaire that will be made by the researchers will be
presented, analyzed, and will be checked by the researchers’ adviser.
A letter requesting permission to conduct a research will be secured. This
will be given to the principal of Tangub City National High School.
With the used of Microsoft Excel, the data will be gathered from answered
questionnaires will be checked, classified, tabulated and will be analyzed
4 ------ Most Influential
3 ------Moderately Influential
2 ------Less Influential
1 ----- Not Influential

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according to the research design described in this chapter and will be performed
for final presentation to the experts of different fields specialization.
Statistical Treatment
The gathered data will be presented, analyzed, and interpreted using the following statistical
formulas:
1. Mean
a. Weighted Mean was used to get the average response of the respondents to each
family-related factor.
Weighted mean
x
fw
n


Where f = frequency
w = weight
n = number of students
b. Arithmetic Mean was used to get the overall response of the respondents towards the
family-related factors.
x
x
n


Where x = is the value of the weighted mean
n = number of statements
Range: The information below will be used in referring to what level does each family-related
factor falls.
1.00 ≤ x < 1.75 Not Influential
1.75 ≤ x <2.50 Less Influential
2.50 ≤ x < 3.25 Moderately Influential
3.25 ≤ x ≤ 4.00 Most Influential
2. The z-test was used to determine the significant difference on the level of influence of
family-related factors between Sports and Science Curricula.

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z-test formula
1 2 0
2 2
1 2
1 2
( ) ( )x x
z
s s
n n
 


where: 1x is mean of the Sports Curriculum
2x is the mean of the Science Curriculum
2
1s is the variance of the Sports Curriculum
2
2s is the variance of the Science Curriculum
1n is the total number of the students in Sports Curriculum
2n is the total number of the students in Science Curriculum
3. The t-test was used to determine the significant difference on the level of influence of
family-related factors between female and male students
t- test formula
1 2 0
2 2
1 2
1 2
( ) ( )x x
t
s s
n n
 


Where: 1x is mean of the female students
2x is the mean of the male students
2
1s is the variance of the female students
2
2s is the variance of the male students
1n is the total number of the female students in both Curricula

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2n is the total number of the male students in both Curricula
Scope and Limitation
This study will be limited only to the students in fourth year sports section under the
Special Program in Sports Curriculum and the fourth year students under the Science Curriculum
of Tangub City National High School during the S.Y 2014-2015.
Determining the level of influence of family-related to fourth year sports section under
the Special Program in Sports Curriculum and the fourth year students under the Science
Curriculum of Tangub City National High School will be the focus of this study with an
assumption that Family Related-Factors affect the Academic Performance of the respondents.
The information needed was gathered using the checklist style research-made questionnaire. All
information and conclusion that will be drawn from this study was obtained only to these
particular groups of students.
Significance of the Study
The result of the study will merit the following:
School Administrator. The results of this study could serve as a standard data to
improve programs for school advancement.
Curriculum Planner. The results of this study will help the curriculum planner evaluate
the existing programs in terms of students’ needs and abilities and make changes
as required.
Guidance Counselor. This study will help develops the guidance program in line with
individual needs and abilities of the students.
Students. This study will help the students to develop their interest towards Mathematics
and appreciate the importance of Mathematics in their daily lives.
Parents. The results of this study will help the parents to give a proper guidance, enough
support, and help their children’s school performance in Mathematics.
Definition of terms
Curriculum – is broadly defined as the totality of student experiences that occur in the
educational process. The term often refers especially to a planned sequence of instruction,

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or to a view of the student’s experiences in terms of the educator’s or school instructional
goals.
Factor–is a circumstance, fact, or influence that contributes to a result or outcome.
Family - defined as a specific group of people that may be made up of partners, children,
parents, aunts, uncles, cousins and grandparents.
Influence- is the power to have an important effect on someone or something. If someone
influences someone else, they are changing a person or thing in an indirect but important
way.
Parents - are not only that who give birth for us but they teach us how to live in these
world they also teach us to respect elders and to obey them and they also teach
importance of life these is the not end
Sex- refers to the biological and physiological characteristics that define men and
women
Support - is defined as to provide comfort, encouragement or financial assistance to
someone.

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Chapter 2
PRESENTATION, ANALYSES AND INTERPRETATION OF DATA
This chapter presents the respondent’s profile and the computed averages in tabular form.
Every family-related factor that is presented in the questionnaire has its respective computation
in terms of getting the mean response of the respondents. As to what its interpretation on the
level of influence does each factor fall was based on the criteria discussed in the first chapter.
This chapter also presents the test of significant difference on the level of influence of family-
related factors between Sports and Science Curricula and the significant difference on the level
of influence of family-related factors between female and male students.
Table 1. Respondent’s Profile
Curriculum Male Students Female Students Total
Sports Curriculum 13 (39.4%) 20 (60.6%) 33
Science Curriculum 9 (28.13%) 23 (71.87%) 32
Total 22 (33.85%) 43 (66.15%) 65
The above table disclosed that female students are dominant than male students as a
whole. In particular, a number of female students are greater than male students in Sports
curriculum. It shows that more female students are involved in any sports event than those of
male students. Similarly, female students outnumbered male students in Science curriculum.

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Table 2. Level of Influence of Family-related Factors towards the Sports Curriculum
Family-related Factors Sports Curriculum Interpretation
Weighted Mean
1.Establishing a daily family
routine
3.82 Most Influential
2. Monitoring out of school
activities
3. Modelling the value of
learning, self -discipline, and
hard work
4. Expression of high
realistic expectation for your
achievement
5. Encouragement in school
development of the children
6.Encouraging discussion
among family members
3.09 Moderately Influential
7. Monitoring on the
learning progress of the
children in school
9. Modelling good
behaviours and attitudes
expected from the children
10. Constant check-up on the
homework, activities and
events of the children
The data in Table 2 shows that eight (80%) of the family-related factors have the levels of
most influential and only two (20%) are moderately influential. This means that the family-
related factors towards Sports Curriculum are very positive. This is very creditable since enough
level of involvement would be the optimum level of parental involvement. It shows that the
Sports Curriculum students valued family developing good behaviour and attitude; enhancing
values of learning, self-discipline, and hard work; and following a daily family routine. These
qualities are essential for the Sports students to become more active with their respective
individual events and to still have a good academic performance. Those parents who are
reasonably involved seem to provide just the right balance not only to facilitate enjoyment, but
also to challenge the child to continue to grow and develop his/her skill.

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Table 3. Level of Influence of Family-related Factors towards the Science Curriculum
Family-related Factors Science Curriculum Interpretation
Weighted Mean
1.Establishing a daily family
routine
activities
hard work
4. Expression of high
realistic expectation for your
achievement
6.Encouraging discussion
7. Monitoring on the
learning progress of the
children in school
9. Modelling good
behaviours and attitudes
expected from the children
Table 3 displays that most of the levels of influence of the family-related factors of
Science Curriculum are moderately influential. It reveals that the Science Curriculum is not
perfectly influenced by most of the family-related factors. However, there are 3 (30%) of the
family-related factors have perfectly influenced the Science Curriculum students such as
modeling the value of learning, self -discipline, and hard work, encouragement in school
development of the children, and modeling good behaviors and attitudes expected from the
children which levels of influence are most influential. Hence, these students are greatly affected
on family molding their children into a person with good values and consistently encourage their
progress.

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Table 4. Level of Influence of Family-related Factors towards the Female Students
Family-related Factors Female Students Interpretation
Weighted Mean
1. Establishing a daily family
routine
activities
hard work
4. Expression of high realistic
expectation for your
achievement
6. Encouraging discussion
7. Monitoring on the learning
progress of the children in
school
9. Modelling good behaviours
and attitudes expected from
the children
Among the ten family-related factors, six (60%) are rated most influential and four (40%)
are rated as moderately influential. It indicates that six (60%) of the family-related factors are
very important to the female students. The female students appreciated particularly modelling the
value of learning, self -discipline, and hard work; modelling good behaviours and attitudes
expected from the children; and encouragement in school development of the children done by
parents to them. These potentials are very important for a student to become productive and
responsible student.
Parent involvement in a child's education is consistently found to be positively
associated with a child's academic performance (Hara & Burke, 1998; Hill & Craft,

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2003; Marcon, 1999; Stevenson & Baker, 1987). Specifically, children whose parents are more
involved in their education have higher levels of academic performance than children whose
parents are involved to a lesser degree.
Table 5. Level of Influence of Family-related Factors towards the Male Students
Statements Male Students Interpretation
Weighted Mean
1. Establishing a daily family
routine
activities
hard work
4. Expression of high realistic
expectation for your
achievement
6. Encouraging discussion
7. Monitoring on the learning
progress of the children in
school
9. Modelling good behaviours
and attitudes expected from
the children
As shown in table 4, six (60%) of the family related-factors are most influential and four
(40%) are moderately influential. None of the family-related factors is rated as less influential or
not influential. It reveals that the level of family-related factors toward the male students are in
higher and in highest level. Thus it means that the parents are very significant to the male
students particularly in modeling the value of learning, self -discipline, and hard work of having

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the highest value of weighted among the ten family-related factors. These qualities are very
important for a student to become a good individual and to sustain with interest in their studies.
Table 6. Level of Influence of the Overall Family-related Factors toward the Sports and
Science Curricula
Category Mean Interpretation
Sports Curriculum 3.56 Most Influenced
Science Curriculum 3.15 Moderately Influenced
The table above disclosed that the level of influence of all family-related factors is most
influential towards the Sports Curriculum and moderately influential towards the Science
Curriculum. It implies that on the average, both Curricula are influenced by the family-related
factors. However, the Sports Curriculum is greatly influenced by the family-related factors than
the Science Curriculum. In the Science Curriculum, all students are expected to have a good
academic performance and they are more independent compared to the Sports Curriculum. They
could manage well their academic performance even with less involvement from their family.
While Sports Curriculum, parents should give their full support so that their children could still
have a good academic performance even they have their respective individual events. Full
support from parents to the Sports Curriculum is very important so that the students will be
guided.
Table 7. Level of Influence of the Overall Family-related Factors towards the Female and
Male Students
Category Mean Interpretation
Female Students 3.38 Most Influenced
Male Students 3.30 Most Influenced
The data in table 7 shows that both male and female students are greatly influenced by
the family-related factors, however the grand mean of family-related factors of female students is
higher than of the male students. It further implies that there are more female students who are
greatly influenced by the family-related factors than the male students. Moreover, among the ten
family related factors considered, they are most influenced by modelling the value of learning,
self -discipline and hard work; encouragement in school development of the children; and

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modelling good behaviors and attitudes. Hence, both students need most of these family-related
factors.
TESTING OF HYPOTHESES
This section presents the test of significant difference on the level of influence of family-
related factors between Sports and Science Curricula and the significant difference on the levels
of influence of family-related factors between female and male students.
A. Testing significant difference on the level of influence of family related factors
between Sports and Science Curricula at 0.01 level of significance.
Step 1. H0: There is no significant difference on the level of influence of family-related factors
between Sports and Science Curricula or μ1 = μ2.
Step 2. H1: There is a significant difference on the levels of influence of family-related factors
between Sports and Science Curricula or μ1 ≠ μ2.
Step 3: Level of significance (α) = 0.01
Step 4: Critical region: z < -2.58 or Z > 2.58
1 2 0
2 2
1 2
1 2
( ) ( )x x
z
s s
n n
 


Step 5: Computation:, 1 3.558x  , 2
1 0.211s  , 1 33n 
2 3.138x  , 2
2 0.202s  , 2 32n 
1 2 0
2 2
1 2
1 2
( ) ( )x x
z
s s
n n
 


(3.558 3.138)
0.211 0.202
33 32
z




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0.42
0.012706439
z 
0.42
0.112722843
z 
3.726z 
Step 6. Decision: Reject the null hypothesis and conclude that there is a significant difference on
the level of influence of family-related factors between Sports and Science Curricula at 0.01
level of significance.
A. Testing significant difference on the levels of influence of family-related factors
between female and male students at 0.01 level of significance.
Step 1: Ho: There is no significant difference on the level of influence of family-related factors
between female and male students in both Curricula or μ1= μ2.
Step 2. There is a significant difference on the levels of influence of family-related factors
between female and male students in either Curricula or μ1 ≠ μ2.
Step 3. Level of significance (α) = 0.01
Step 4. Critical region: t < -2.750 or t > 2.750
1 2 0
2 2
1 2
1 2
( ) ( )x x
t
s s
n n
 


Step 5. Computation: 1 3.365x  , 2
1 0.188s  , 1 43n  , 2 3.323x  , 2
2 0.379s  , 2 22n 
1 2 0
2 2
1 2
1 2
( ) ( )x x
t
s s
n n
 



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(3.365 3.323)
0.188 0.379
43 22
t



0.042
0.021599365
t 
0.042
0.146967226
t 
0.286t 
Step 6. Decision: Do not reject the null hypothesis and conclude that there is no significant
difference between the levels of influence of family-related factors of female and male students
at 0.01 level of significance.
B. Discussion
In testing the hypotheses, the researchers used z-test for the first pair of hypothesis and t-test
for the second pair of hypothesis. After the test, the researchers found out that there is a
significant difference between the levels of influence of family-related factors of Sports and
Science Curricula. It indicates that the level of influence of family-related related factors in
Sports Curriculum is not the same with the level of influence of family-related factors in
Science Curriculum. In the second pair of hypotheses, the researchers revealed that there is no
significant difference between the levels of influence of family-related factors of female and
male students. Thus, it implies that the level of influence of family-related factors of female and
male students is just the same.

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Chapter 3
GENERALIZATION
SUMMARY
This study sought to determine the level of influence of family-related factors to the
selected Tangub City National High School Students and to determine the significant difference
on the level of influence of family-related factors between Sports and Science Curricula as well
as of female and male students. The respondents of the study are the thirty-three students of
grade 10 Sports Curriculum and the thirty-two students of grade 10 Science Curriculum.
In gathering the data, the researchers made use of a researcher-made questionnaire with
ten family-related factors. Each family-related factor will be ranked as 4 – most influential, 3 –
moderately influential, 2 – less influential, and 1 – not influential. From the results of the data
gathered, the researchers used statistical instruments such as (1) Weighted Mean – to get the
level of each family-related factor, (2) Arithmetic Mean – to get the level of the overall family-
related factors, (3) z – test – to determine the significant difference between the level of
influence of family-related factors of Sports and Science Curricula, and (4) t – test –to determine
the significant difference between the level of influence of family-related factors of female and
male students.
The following are the findings of the study:
1. Level of Influence of Family-related Factors in Sports Curriculum. Majority of ten
family-related factors are ranked as most influential. The top three family-related factors
that are most influenced to the Sports curriculum are establishing a daily family routine;
modeling the value of learning, self-discipline, and hard work; and modeling good
behaviors and attitudes. In fact, eight (80%) are ranked as most influential while only
two (20%) are ranked as moderately influential.
2. Level of Influence of Family-related Factors in Science Curriculum. Majority of the
family-related factors are ranked as moderately influential. Out of ten family-related
factors, only three (30%) are ranked as most influential and the rest are ranked as
moderately influential. However, Science curriculum have shown that they are most

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influenced by the three family-related factors such as modeling the value of learning,
self-discipline, and hard work; encouragement in school development; and modeling
good behaviors and attitudes.
3. Level of Influence of Family-related Factors of Female students. None of the family-
related factors is ranked as less influential or not influential. Six (60%) of the family-
related factors are ranked as most influential and four (40%) are ranked as moderately
influential. Female students have shown that they are most influenced by the three
family-related factors such as modeling the value of learning, self-discipline, and hard
work; encouragement in school development; and modeling good behaviors and attitudes.
4. Level of Influence of Family-related Factors of Male students. Among the ten family-
related factors, six (60%) are ranked as most influential and four (40%) are ranked as
moderately influential. Additionally, male students are greatly influenced by the family-
related factors such as modeling the value of learning, self-discipline, and hard work;
encouragement in school development; and modeling good behaviors and attitudes.
5. Level of the Overall Family-related Factors toward the Sports and Science
Curricula. Among the two Curricula, Sports curriculum disclosed that the family-related
factors are most influential. The grand mean of the family-related factors of Sports
curriculum is 3.56 which higher than the grand mean of family-related factors of Science
Curriculum which is 3.15. However, both curricula have shown that they are most
influenced by the family-related factors such as modeling the value of learning, self-
discipline, and hard work; and modeling good behaviors and attitudes.
6. Level of the Overall Family-related Factors toward the female and male students.
The grand mean of family-related factors of female and male students are 3.38 and 3.30,
respectively. And both are interpreted as most influential. Thus, it specifies that the
family-related factors are greatly influenced the female and male students.
7. Testing significant difference on the level of influence of family related factors
between Sports and Science Curricula. The computed value of the z – test is 3.726
which satisfy the critical region (z > 1.96.) From this, the researchers’ decision is to
reject the null hypothesis and conclude that there is significant difference between the
level of family-related factors of Sports and Science Curriculum.

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8. Testing significant difference on the level of influence of family related factors
between female and male students. With the critical region t < -2.042 or t > 2.042, the
researchers found out that the computed t value which is 0.286 does not fall to any of the
critical region. That’s why the researchers’ decision is to accept the null hypothesis and
conclude that there is no significant difference between the level of influence family-
related factors of female and male students.
CONCLUSION
Based on the findings of the computations from the data gathered, the following
conclusions are drawn: Sports curriculum students are dependent to their parents. They
really need the parental involvement of their parents.
1. The Sports curriculum are most influenced by the eight considered family-related
factors namely: establishing a daily family routine, monitoring out of school
activities, modeling the value of learning, self -discipline, and hard work, expression
of high realistic expectation for your achievement, encouragement in school
development of the children, monitoring on the learning progress of the children in
school, encouragement in school development of the children, and modeling good
behaviors and attitudes expected from the children. While Science curriculum are
most influenced by only three family-related factors namely: modeling the value of
learning, self -discipline, and hard work, encouragement in school development of the
children, and modeling good behaviors and attitudes.
2. The level of influence of family-related factors of Sports and Science Curricula are
significantly different. The family-related factors greatly influenced the Sports
Curriculum than the Science Curriculum. Thus, the students in sports curriculum need
more attachments with their parents.
3. There is no significant difference on the level of influence of the family-related
factors between the male and female students. Hence, both groups are influenced by
the family-related factors.

23
RECOMMENDATIONS
Based on the findings of this study, the researchers come up with the following
recommendations.
1. The parents of the Science Curriculum students should continue supporting their children
since the study found out that the students from this section are greatly influenced by
their parents.
2. The parents of the students in Sports Curriculum should double their effort in sustaining
their children on their studies since the study found out the students in this section are just
moderately influenced by family-related factors. A greater time should be allocated for
them.
3. The School Administration must generate some affairs that would involve the parents of
the students such as calling the attention of the parents for a meeting about the progress
of the students in school. This would update them about their students’ activities in which
they could show more support to their children.
4. The most important of all is the student-parent relationship. They should build a stronger
relationship through constant checking about the updates of students in school and
consistent communication between them. Being open to their parents is a great help for
their improvement in school.

24
Appendix A
Request Letter
June 22, 2015
Myrna T. Barbon
School Principal
Tangub City National High School
Mantic, Tangub City
Madam:
The undersigned are Fourth Year BSEd students of Gov. Alfonso D. Tan College who are
currently conducting a thesis titled, “THE LEVEL OF INFLUENCE OF FAMILY-RELATED
FACTORS ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS
ON THIER”. This study will investigate the level of influence of family-related factors to the
studies of fourth year students under Sports Curriculum and Science Curriculum. In connection
to this, we would like to humbly request your permission allowing us conduct this study to the
students of Fourth Year Sports Curriculum and Science Curricula in your school.
We are hoping for your positive response on this matter.
Respectfully yours,
VINCENT S. MONTEBON
ELTON JOHN B. EMBODO
JACKIE LOU C. ABISO
NOTED:
ALEMAR C. MAYORDO, BSED
Research Instructor
LOVE H. FALLORAN, MSCRIM
ACA for Academics
APPROVED:
MYRNA T. BARBON
TCNHS School Principal

25
Appendix B
Questionnaire
The Level of Influence of Family-related factors on the Selected Tangub City
National High School Students
S.Y. 2014-2015
Sex Curriculum
[ ] Male [ ] Science Curriculum
[ ] Female [ ] Sports Curriculum
Directions: The following statements below are the situations that usually done by the parents in
showing supports for their children’s studies. Rank the following statements according to the
extent of their influence. Put a check mark on the box that corresponds to your answers. Refer
your answers on the scale given below.
1 – Most Influential
2 – Moderately Influential
3 – Less Influential
4 – Not Influential
Family-related factors 4 3 2 1
1. Establishing a daily family routine.
2. Monitoring out of school activities.
3. Modelling the value of learning, self discipline, and hard work.
4. Expression of high but realistic expectation for your achievements.
5. Encouragement in school development of the children.
6. Encouraging discussion among family members.
7. Monitoring on the learning progress of the children in school.
8. Encouraging and nurturing the creativity of the children.
9. Modelling good behaviours and attitudes expected from the
children.
10. Constant check up on the homework, classroom activities and

26
Working Bibliography
Adwuni, G. M., Olojo, J. O., &Falemu, A. F., (2012).Roles of Parent on the Academic
Performance of Pupils in Elementary Schools.International Journal of Academic Research
in Business and social Sciences, 02(01), 001-006. ISSN: 2222-6990
Bandura (1977) as cited by Berthelsen D. & Walker S. (2008) from
http://www.aifs.gov.au/institute/pubs/from2008/fm79/bw.pdf
Berthelsen D. & Walker S. (2008).Parents Involvement in their Chidren’sEducation.Australian
Institute of Family Studies.Retrieved on February 09, 2015 from
Chowa, G. N., Masa, R. D., & Tucker J., (2013). The Effects of Parental Involvement on
Academic Performance of Ghanaian Youth: Testing Measurement and Relationship using
Structural Equation Modeling. Children and Youth Services Review, 35(12), 2020-2030.
doi: 10.1016/j.childyouth.3013.09.009
Fan (2001) as cited by Khan, R. M., &Chohan, B. I., (2010) from http://www.edu.pk/jrre
Gonzalez (2002) as cited by Khan, R. M., &Chohan, B. I., (2010) from http://www.edu.pk/jrre
Herderson&Mapp (2002) as cited by Berthelsen D. & Walkers S. (2008) from
Khan, R. M., &Chohan, B. I., (2010).Impact of Parental Support on the Academic Performance
and Self-Concept of the School.Journal of Research and Reflection in
Education.Retrieved on February 09, 2015 from http://www.edu.pk/jrre
Rafiq, H. M., Khan, A. M., &Sohail, M., (2013). Parent Involvement and Academic
Achievement: A Study on Secondary Shool Students of Lahore, Pakistan. Internal Journal
of Humanities and Social Science.Retrieved on February 09, 2015 from
http://www.ijhssnet.com/journal/Vol_3_No_8_Special_Issue_April_2013/22.pdf

Thesis for Final Defense(The Level of Influence of Family-Related Factors on the Selected Tangub City National High School Students

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