Parental Support and Pupils’ Observed Values

Abstract

Parental support helps in developing children's observed values, moral guidance, social behaviors, and general character development. This study was undertaken to determine the level of parental support to pupils’ classroom performance in terms of attendance, behavior, and reading; to determine the level of pupils’ observed values in terms of makatao, maka-Diyos, makakalikasan, at makabansa; and find the significant relationship between the levels of parental support to pupils’ observed values. The study was conducted in three schools of Alubijid West District, Division of Misamis Oriental with one hundred thirty-seven (137) Grade 5 pupils as actual respondents selected through purposive universal sampling. The study used a descriptive correlational research design with documentary analysis which incorporated a quantitative approach in gathering numerical data through a questionnaire. It also used Mean and Standard Deviation and Pearson Product-Moment Correlation Coefficient (r). Results showed that in the level of parental support to pupil’s classroom performance, Behavior got the highest at Very High Support Level. On the level of pupils’ observed values, Makabansa got the highest at Always Observed Level. Moderate positive correlation between the two variables was evident and it shows that there was a significant relationship between the level of parental support in terms of attendance, behavior, and reading to pupils’ observed values. Thus, parental support to pupils’ classroom performance is essential not only for increased academic performance but more importantly the improved core values which are necessary for the holistic development of a child. It is recommended that parents may support their children's classroom performance by creating regular study time at home and maintaining open communication with children and with their teachers.