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DOI: 10.2478/jtes-2023-0017
Journal of Teacher Education for Sustainability,
vol. 25, no. 2, pp. 76–88, 2023
Parental Involvement and Academic Achievement: Keys to
Translating No Poverty and Quality Education SDGs in Philippine
Peripheral Communities
Marisol T. Maimad
https://orcid.org/0009-0008-7928-2085
Lucatan Integrated School, Tarragona, Davao Oriental, Philippines
Helina Jean P. Dupa
https://orcid.org/0000-0002-8440-9422
Davao Oriental State University, Mati City, Davao Oriental, Philippines
Jhonnel P. Villegas
https://orcid.org/0000-0001-6387-2381
Davao Oriental State University, Mati City, Davao Oriental, Philippines
Abstract
The Pantawid Pamilyang Pilipino Program (4Ps) is a conditional cash transfer (CCT)
program to alleviate socio-economic conditions in the Philippines, addressing
Sustainable Development Goals (SDGs) 1 (No Poverty) and 4 (Quality Education). It
attempts to address poverty, which is a risk factor to education among Filipinos.
However, the program impact on education and economy remains understudied. This
paper investigated the recipients of the CCT and analyzed parental involvement and its
influence on students’ academic achievement. In this study, parental involvement refers
to parenting, learning at home, volunteering, school decision-making, collaborating,
and communicating, while academic achievement pertains to the students’ academic
performance in the core learning areas: Science, Mathematics, English, and Filipino.
Using a descriptive-correlation method, the respondents were randomly selected
comprising 306 parents and 306 students in Tarragona District, Davao Oriental,
Philippines. The data were analyzed using Spearman Rho Correlation and Confirmatory
Factor Analysis (CFA). The results showed there was no statistical correlation between
parental involvement and student’s academic achievement. Parents had low
involvement in learning at home, volunteering, and school decision-making. On the
other hand, the students demonstrated high academic achievement in the core learning
areas. The significant step of the Philippine government for education through the CCT
is an effective approach to keeping children in school. Emphasis must be placed on
strengthening parental involvement in children’s education to ensure academic
success.
Keywords: Academic achievement, conditional cash transfer, educational management,
parental involvement, sustainable development goals, the Pantawid Pamilyang Pilipino
Program.
Marisol T. Maimad, Helina Jean P. Dupa and Jhonnel P. Villegas 77
Introduction
Education plays an indispensable role in sustainable development and is
considered the primordial step for human agency (Fedosejeva et al., 2018; Berhanu et
al., 2011). In the Anthropocene era, it plays an important role in increasing human
capital and individual development for better living (Salite et al., 2020). However, for
poverty-stricken communities, the concern about access to quality education becomes
evident and governments are challenged to enact programs that would keep children
in school. Considering the unsustainability of the age as described by Salite et al. (2021),
efforts should be strengthened to advance Sustainable Development Goals 1 (No
Poverty) and 4 (Quality Education).
In developing economies like the Philippines, poverty is considered one of the
hindrances to educational success. It has been one of the major societal challenges in
the country, especially in the education sector (Dube, 2019). Over recent years, the
Philippines ranked low in international competency assessments, especially in Science,
Technology, Engineering, and Mathematics (STEM) (Sison, 2022). Some studies suggest
this could be attributed to language competency (Racca & Lasaten, 2016; Nuñez, 2021).
Conditions in peripheral communities in Mindanao, where government intervention
and support are scarce, are even more alarming.
Social problem is one factor that modifies changes in the student’s performance
(Bersanov et al., 2018). In 2018, the Organization for Economic Cooperation and
Development (OECD) examined around 600,000 junior high school students coming
from 79 countries using the Program for International Student Assessment (Schleicher,
2018). According to the survey, there is a strong relationship between a student’s socio-
economic condition and scholastic achievement among Filipino students; hence,
interventions should be done for them. Such interventions hold the keys to achieving
“no poverty” and “quality education” in the Philippines, which is strongly emphasized
in the first and fourth Sustainable Development Goals (SDGs).
The Asian Development Bank reported that as of 2014, about 25.2 % of Filipinos
live below the national poverty line (Albert et al., 2015). The country ranked second
after Myanmar as compared to the rest of Southeast Asia. The gap between the richest
and poorest of the population explains, among other reasons, the slow-pacing poverty
reduction in the Philippines compared to its neighboring ASEAN countries (Briones,
2017). In turn, poverty becomes a risk factor for education, being considered one of the
top barriers to access to quality education.
The Philippine government initiated a Conditional Cash Transfer (CCT), the
Pantawid Pamilyang Pilipino Program (4Ps) implemented by the Department of Social
Welfare and Development (Guevara & Martinez, 2017). One of the program’s key
intentions is to provide financial means to support children’s education. The program
started to earn positive results since its implementation but despite the optimistic
results, there are critiques and questions about whether the program will result in
academic achievement, completion of education, and eventually gainful employment
(Reyes et al., 2015). The teachers recognize the same problems and are even confused
about opportunities for children and youth from the 4Ps households. While Salite et al.
(2023) reported that parents form part of the stakeholders of the children’s education,
it is interesting to look at how this translates to academic achievement in the local
context.
78 Parental Involvement and Academic Achievement: Keys to Translating No Poverty
Using Confirmatory Factor Analysis (CFA), this research aimed to determine the
influence of parental involvement in terms of parenting, learning at home, volunteering,
school decision-making and advocacy, collaborating with the community, and
communicating on the academic performance of their students. This research also
intended to determine the academic performance of the 4Ps recipients in the core
learning areas: English, Mathematics, Science, and Filipino.
The research hypotheses were stated as follows: 1) There is no effect between
parental involvement and performance of the 4Ps recipients in core learning areas; 2)
There is no significant difference between parental involvement and performance of
the 4Ps recipients in core learning areas when grouped according to age, gender, and
educational attainment of parents; 3) There is no model that fit for parental
involvement and performance of the 4Ps recipients in core learning areas.
Research Design
This research used the descriptive-correlational method employing quantitative
approaches in data collection. This method includes data collection to establish the
relationship between variables (Gray et al., 2011; Mantzoukas, 2009). Specifically, this
method was used to establish the relationship between parental involvement and
academic performance in core learning areas of the 4Ps recipients from Tarragona
District, Davao Oriental Division for School Year 2019–2020. Tarragona is a third-class
municipality with a population of 26 996 people (Philippine Statistics Authority, 2020).
Being a peripheral community in Mindanao, Tarragona cradles 60 youth dependents to
every 100 of the working age group (PhilAtlas, 2023). Such dependency ratio projects
the number of school children in the community, who are most likely recipients of 4Ps.
Data Gathering Method
The data were gathered among the 4Ps beneficiaries, specifically the parents and
students in secondary schools of Tarragona District under the Department of Education
(DepEd) Schools Division of Davao Oriental. A stratified proportionate allocation using
Cochran’s Sampling Technique with one student per parent was used. A total of 306
parents and 306 students were surveyed in this study.
A request letter was submitted to the Office of the Schools Division
Superintendent, which issued the permit to conduct this research. After getting an
endorsement, the letters were sent to the concerned School Heads to ask permission to
survey with their 4Ps parents and students.
Before data gathering, informed consent was secured from the respondents as an
indication of their voluntary and willful participation in the survey. The names of the
respondents were not shown for security and confidentiality purposes. The
respondents were briefed about the purpose of the study, and they were assured that
all the information gathered would be kept confidential. All instructions were clearly
stated and explained by the researchers to the respondents to obtain reliable and valid
results. The survey questionnaires were administered in August 2019 and ensured that
all items were answered. After the retrieval, the data were collated, tabulated, and
tested using various statistical tools for analysis.
Parental Involvement and Academic Achievement: Keys to Translating No Poverty 79
Research Instrument
A survey questionnaire was generated to gather personal information of the
respondents such as their age, sex, and household income. A family involvement
questionnaire was adapted from the study of Rover et al. (2016), investigating several
indicators: parenting, learning at home, volunteering, school decision-making,
collaborating, and communicating. The same were translated into Cebuano to be
understood by the respondents. A cross-tabulation percentage was utilized to properly
present the data. The multiple correspondence analyses were used to provide the
general level of parental involvement and student’s academic performance in core
learning areas. In the interpretation of the output, the membership categorization
technique was used (Kent, 2015). The Spearman rho correlation was used to define the
relationship between the variables. The test of significance was also observed as the
basis of rejecting or accepting the null hypothesis of the study. For the interpretation of
results, this study used Cohen's (1988) categorical criteria of correlation interpretation
as a guide. Kruskal-Wallis statistics were used in the statistical analysis of the impact of
moderating factors such as age, sex, and educational level. Structural equations
modeling (SEM) using Confirmatory Factor Analysis (CFA) was employed to determine
the extent of influence of parental involvement on student’s academic achievement.
Results
The socio-demographic profile of the respondents is shown in Table 1. A majority
(84 %) were female and mostly belonged to the middle age category (39–49). These
4Ps parents barely attained a formal tertiary education. This implies that these parents
relied on less stable jobs whether contractual or part-time work as house help, farm
laborers, and product re-sellers (Casimiro et al., 2019; Guevara & Martinez, 2017). The
4Ps parents were identified as indigent individuals whose families had very low or no
income at all. Parents who belonged to this social level usually focused their daily
activities on the survival of food for the family members.
Table 1
Socio-Demographic Profile of 4Ps Parents in Tarragona, Davao Oriental, Philippines
Socio-
demographic
Profile
Sex
Total
Percentage
Age Category
Male
Female
17–27
0
3
3
1 %
28–38
9
60
69
23 %
39–49
29
127
156
51 %
50–60
10
57
67
22 %
61–71
1
10
11
4 %
Education Level
Elementary
22
103
125
41 %
Secondary
23
135
158
52 %
College
4
19
23
8 %
Total
49 (16 %)
257 (84 %)
306
100 %
80 Parental Involvement and Academic Achievement: Keys to Translating No Poverty
There were six indicators of parental involvement established in this research
such as parenting, learning at home, volunteering, school decision-making,
collaborating, and communicating. The level of the 4Ps parents’ involvement in home
learning, volunteering, and school decision-making was categorically low. This finding
can be due to the limited schooling of the parents, personal school experiences,
language obstructions, and inability to write (Zhao et al., 2018; Hong et al., 2009).
Table 2
Level of Involvement of Parents in Tarragona, Davao Oriental, Philippines
Level of Parents’
Involvement
Centroid Coordinates
Categorical
Description
Dimension
Mean
(Mass)
1
2
Parenting
.331
.575
.453
Moderate
Learning at Home
.625
.073
.349
Low
Volunteering
.748
.049
.398
Low
School Decision Making
.484
.118
.301
Low
Collaborating
.902
.030
.466
Moderate
Communicating
.902
.030
.466
Moderate
General
.665
.146
.406
Moderate
Cronbach’s Alpha
.898
-.268
.950
Very High
In terms of parenting, collaborating, and communicating, the results showed that
the 4Ps parents were moderately involved. This implies positive academic outcomes on
the part of their children since parental involvement has significant benefits from early
childhood years and even beyond their adolescence stage (Loomans, 2014).
Several factors have attributed to either low or high academic performance of
students. The data gathered were extensively analyzed to provide an accurate
categorical description of 4Ps students’ performance. The results of the analysis are
summarized in Table 3. The 4Ps students have high performance in all the core learning
areas: English, Mathematics, Science and Filipino. This means that the 4Ps students in
this study were motivated to perform well even though their parents’ involvement was
either low or moderate level in the duration of their academic engagement.
Based on the information on the level of involvement among parents, it was shown
that the level of their involvement was generally moderate while the students’ academic
achievement in the core learning areas was generally high. Based on this information, a
significant relationship between parental involvement and academic achievement
cannot be established based on the Spearman rho correlation value of 0.019, which
indicates a very low correlation. The probability generated from computation was
0.739 which was greater than the confidence level of 0.05. This indicates that there is
no significant relationship between parental involvement and academic performance
in the core learning areas.
Parental Involvement and Academic Achievement: Keys to Translating No Poverty 81
Table 3
Students’ Academic Achievement in the Core Learning Areas
Core Learning Areas
Centroid Coordinates
Categorical
Description
Dimension
Mean
1
2
English
.758
.464
.611
High
Mathematics
.772
.433
.603
High
Science
.802
.551
.677
High
Filipino
.820
.544
.682
High
General
.788
.498
.643
High
Cronbach’s Alpha
.910
.664
.815
High
Table 4
The Relationship Between Parents’ Involvement and Students’ Academic Achievement
Spearman Rho
Students’ Academic Achievement
Correlation Coefficient
.019
Parental Involvement
Sig. (2-tailed)
.739
The data generated from parental involvement and students’ academic
achievement in core learning areas were analyzed to define a significant difference
when grouped according to age, sex, and educational level. The results of the
computation are presented in Table 5. When grouped according to the age of parents,
the comparison suggests that there was no significant difference in parental
involvement and academic performance in core learning areas. This comparison
yielded a corresponding Chi-square value for parental involvement and for students’
academic achievement. The asymptotic significant value is 0.610 and 0.214,
respectively. These asymptotic significant levels are greater than the confidence level
of 0.05.
Table 5
The Difference Between Parental Involvement and Students’ Academic Achievement
Factors
Age
Number
of Cases
Mean
Rank
Chi-
square
Degree of
Freedom
Asymp.
Sig
Parental
17–27
3
126.17
involvement
28–38
69
164.64
39–49
156
153.24
2.694
4
0.610
50–60
67
145.41
61–71
11
144.05
17–27
3
143.50
Students’
28–38
69
172.60
See next page for continuation of table
82 Parental Involvement and Academic Achievement: Keys to Translating No Poverty
Continuation of Table 5
Factors
Age
Number
of Cases
Mean
Rank
Chi-
square
Degree of
Freedom
Asymp.
Sig
Academic
Achievement
39–49 156
148.88
5.808 4 0.214
50–60
67
150.57
61–71
11
119.77
Sex
Parental
Male
49
162.96
0.869
1
0.351
Involvement
Female
257
151.70
Students’
Academic
Male
49
128.66
0.351 1 0.026
Achievement
Female
257
158.24
Educational Level
Parental
Elementary
125
146.71
1.643
2
0.440
Involvement
High School
158
157.87
Students’
Academic
College
23
160.37
Achievement
Elementary
125
152.68
0.171
2
0.918
High School
158
153.13
College
23
160.50
Asymp. Sig asymptotic significance level
The comparison of parental involvement and academic achievement in core
learning areas when grouped according to sex has the following measures. The Chi-
square values obtained from computation are 0.869 and 0.531, respectively, for
parental involvement and students’ academic achievement. The corresponding
asymptotic significant level is 0.351 for parental involvement and 0.026 for students’
academic achievement. The probability value from the students’ academic achievement
(0.026) was less than the confidence level of 0.05. This indicates that there was a
significant difference in academic achievement in core learning areas when grouped
according to sex.
The last comparison is on parental involvement and academic achievement in core
learning areas when grouped according to the education level. The Chi-square statistics
(1.643 and 0.171, respectively) did not generate a desirable value for a significant
difference. Hence, there was no significant difference in parental involvement and
academic achievement when grouped according to the education level.
There were six observable factors of parental involvement (F1*) and four (4)
observable factors of students’ academic achievement (F2*). The independent variables
include parenting, learning at home, volunteering, school decision-making and
advocacy, collaborating with the community, and communicating. On the other hand,
the dependent variables for students’ academic achievement refer to English,
Mathematics, Science, and Filipino. These variables were analyzed to create a model
that best fits the data. As shown in Figure 1 above, the numbers on the right side and
left side represent the errors. These were generated from the corresponding factor
loadings of each parental involvement indicator. These factor loadings generate an
effect size of 0.03 towards students’ academic achievement with corresponding factor
loadings among the observed variables such as English, Mathematics, Science, and
Filipino. Based on the Confirmatory Factor Analysis (CFA), the effect size of parental
involvement was categorically small on the student’s academic achievement in core
learning areas.
Parental Involvement and Academic Achievement: Keys to Translating No Poverty 83
Figure 1
Confirmatory Factor Analysis
Discussion
The present study explored the relationship between parental involvement and
students’ academic achievement from the context of the recipients of the Philippine
conditional cash transfer, the Pantawid Pamilyang Pilipino Program (4Ps). This
program provides financial support to poor Filipino families with an allocation for the
education of children. As a flagship program of the Philippine government, 4Ps is an
important strategy to reduce poverty and enhance access to quality education,
contributing to SDGs 1 – No Poverty, and 4 – Quality Education.
Over the years, the program has been seen as a crucial strategy to address the
financial challenges narrowing access to quality education. Flores et al. (2019) reported
that 4Ps instilled the value of education among students. Meanwhile, Utami (2022)
reported that socioeconomic and household problems significantly influenced
academic achievement. The educational provision provides external pressure for
parents to send their children to school, especially in peripheral communities where
livelihood is of topmost concern. As the findings suggest, low parental involvement in
home learning, volunteering, and decision-making poses the risk of deprioritizing
children’s education. Wilder’s (2014) study confirmed that parenting was found to be a
determinant of student achievement. The same was reported by Alba et al. (2011),
pointing out that children of participative parents tended to exhibit higher educational
aspirations. In the study locale, the parents’ low-income profile means having to choose
to spend more time in livelihood activities than in facilitating their children’s studies.
84 Parental Involvement and Academic Achievement: Keys to Translating No Poverty
Most of the parents interviewed were females, middle-aged, and with low levels of
educational attainment. The study found a significant relationship between parental
involvement and sex, while none for age and educational attainment. Parenting gender
roles are evident with female parents more involved while the males primarily being
responsible for financial provision. The same was documented in other studies that
male parents were less involved, and had more pressuring behaviors as compared to
females who were more encouraging and motivating to their children (Brannen et al.,
2013; Mutodi & Ngirande, 2014). Appropriate analysis involving sex-disaggregated
data in parenting is deemed essential.
Although not evident in the present study, parents’ educational attainment is also
relevant. The findings of Li and Qiu (2018) suggested that the children’s success in
school had something to do with the educational attainment of their parents, who could
provide conducive learning environment for their children. They can understand the
lessons being taught at school and can communicate with their children better about
school-related work and activities (Martinsone et al., 2023). The same is true with the
study of Berhanu et al. (2011), which shows that the academic achievement of students
was influenced by the parental education level. According to Salite et al. (2021a), there
is a need to understand individual roles as key players in sustainability. Therefore, it is
important to enforce policies (e.g., 4Ps) that encourage parents to get more involved in
their children’s education.
It is worth noting that the students have high academic achievement in core
learning areas: Science, Mathematics, English, and Filipino. This presents a tangible
opportunity for curricular integration. Limited efforts have been undertaken to
mainstream Education for Sustainable Development (ESD) in the Philippines. Valencia
(2018) asserted that ESD had to be integrated into the school system, particularly in
environmental education, disaster risk reduction, and climate change education. In the
context of basic education, such important concepts may be mainstreamed in the core
learning areas, particularly in the Science curriculum. This is an important strategy for
learners and their parents to determine the impacts of conditional cash transfer
programs on poverty reduction and enhanced access to quality education.
Interestingly, the achievement in Mathematics is high in this study contrary to
several studies on the subject’s difficulty. Velez et al. (2023) reported the need to
address difficulty in learning Mathematics concepts. Further studies need to be
undertaken to investigate learning difficulties, especially in Science, Technology,
Engineering, and Mathematics (STEM) as these are crucial points for global learning
assessments. The paper of Racca and Lasaten (2016) also pointed out that language
competency and performance in Science and Mathematics were statistically related.
This information needs to be considered in designing programs to increase parental
involvement and mainstreaming the same into an ESD curriculum.
The Spearman rho correlation and the Confirmatory Factor Analysis (CFA)
revealed that the effect size of parental involvement towards the student’s academic
achievement in core learning areas was categorically small. This underscores that
parental involvement is not the sole determinant of academic achievement. Other
variables not included in this study may be explored, including motivation, intelligence,
and study habits (Steinmayr et al., 2019; Jafari et al., 2019). The findings of this study
could be applied to ESD by ensuring high levels of parental involvement and enhancing
students’ academic achievement.
Based on the findings, the researchers argue that parental involvement and
students’ academic achievement are important considerations in ensuring that 4Ps
Parental Involvement and Academic Achievement: Keys to Translating No Poverty 85
contribute to global SDGs. Although no statistical correlation has been found between
the two variables, the results imply the need to increase parental involvement in
education. The policy of requiring parents to report their children’s educational
milestones is an effective strategy. However, there should be methods of intrinsically
inculcating the value of education among them for sustainability. While students’
academic achievement in the core learning areas is high, the curricular integration of
ESD appears to be strategic. Overall, the study results may be used as a benchmark to
investigate the impacts of the 4Ps on the global SDGs.
Conclusions
This study revealed valuable information about parental involvement and
students’ academic achievement among recipients of the Pantawid Pamilyang Pilipino
Program (4Ps) in a peripheral community in Davao Oriental, Philippines. It was found
that the parents had moderate involvement, except in terms of home learning,
volunteering, and decision-making which were at low levels. Female parents were also
found to be more involved than their male counterparts, which necessitated an
intervention to ensure their active engagement in their children’s education. This
information uncovers the priority of increasing parental involvement by inculcating the
importance of education in uplifting socio-economic conditions. There is also a need to
maintain the high academic achievement of secondary school students in the core
learning areas. The possibility of integrating ESD into the curriculum, particularly in
Science, may be explored. However, parental involvement and students’ academic
achievement are not statistically related based on the Spearman rho correlation and
Confirmatory Factor Analysis (CFA). This implies that other factors, such as motivation,
intelligence, and study habits, among others may be investigated in further studies. The
contributions and impacts of the 4Ps program towards the global Sustainable
Development Goals (SDGs) 1 (No Poverty) and 4 (Quality Education) must be assessed.
This will further elaborate on the importance of the program and could lead to
propositions for improving parental involvement and academic achievement across the
country.
Acknowledgment
The authors would like to express their gratitude to the panel members: Dr.
Leorysil D. Siarot, Dr. Danilo O. Jacobe, and Dr. Raymund M. Pasion, for their valuable
insights leading to the completion of this project. A warm appreciation is accorded to
Dr. Nicanor Tuan for the statistical analysis, and Dr. Janeth C. Tayone for lending her
plagiarism checker. The same gratitude is given to the Tarragona National High School
(TNHS) and Davao Oriental State University (DOrSU) for their support of this
professional enhancement and research endeavor. Special thanks are also given to all
the respondents of this research and the anonymous reviewers.
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Correspondence concerning this paper should be addressed to Dr. Helina Jean P.
Dupa, Davao Oriental State University, Mati City, Davao Oriental, Philippines. Email:
dupa.helinajean@dorsu.edu.ph