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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Parents and teachers want their children and students to receive the best

possible education. As we can see that some parents and school facilities show a

bad and negative sickle to their children and students and how it affects their

school performance. Most students nowadays are lack of interest in school

activities, never been participated because they feel shy and doesn't want to bully

by their classmates.

Nine out of thirty students gave more positive than negative answers when

asked about whether a school had been useful. However, a minority of students

also expressed negative feelings about at least some aspects of their schooling.

Around 30% thought that school had been a complete waste of time, and 9% said

that it had done little to prepare them for adult life.

Parents are always on their side that depends on how their parenting

attitude they become. Parents are the first teacher, they know what's good and

bad for yourself which learned by leaning by their side that same in school may

professional or not living for us. They know what things disturb us and what kind

of mental attitude we have. They know what is good and bad for their children.

That’s why parent's involvement important in a child’s education and early

childhood development. The school has brought them interests and what they

have learned at school will be related to their futures.

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In the University of Cebu some students are learned bad words, this may

apply to their living and communicating with others that makes some people easily

irritate from him/ her. Some students are broken family which makes them feel

emotional in the class it may disturb their studies and may lead them to fail in

school, it happens because of their attitude of raising their children.

Therefore, the study was conducted to determine the parental attitude

towards school and schools attitude. The importance of the study is to examine

the behavior of students to the school through parental attitude.

Theoretical Background

The study was anchored on the previous of Hogg & Vaughan (2005),

LaPiere (1934) stated that there are three components. (1)Affective components,

(2) Behavioral components, (3) Cognitive components.

An attitude is "a relatively enduring organization of beliefs, feelings, and

behavioral tendencies towards socially significant objects, groups, events or

symbols" (Hogg & Vaughan 2005, p. 150). Attitude is the feeling or mental

disposition of an individual which influences the human behavior. Attitude is a vital

ingredient for the success or failure of children in their optimum development.

Attitudes structure can be described in terms of three components.

The three components is usually linked. However, there is evidence that

the cognitive and affective components of behavior do not always match with

behavior. This is shown in a study by LaPiere (1934). The attitude of parents can

have a profound effect on the social and educational integration of children. It

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makes a great difference to these children whether the attitude and actions of

parents reflect considerations for their real needs or are merely prompted by pity

or monetary limitations. It is a determinant of behavior. Our behavior depends upon

our attitude, which is holding positive and negative belief regarding any concept.

Behavior is formed by attitude. All these three components are affects the parental

attitude towards their children’s education. If all the three components are positive

then the individual’s action, belief and feeling towards education should be

positive.
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Theoretical Framework

Affective components
(LaPiere, 1934)

Parental Attitude
Behavioral
Cognitive components towards School and
components
School Attitude

Students

Figure 1.0: Theoretical Framework on Parental Attitude towards School and Schools

Attitude of University of Cebu

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Statement of the Problem

This study aimed to identify the students’ Parental Attitude towards School and

School’s Attitude among Senior High School Students in University of Cebu Main

Campus during the 1st semester of S.Y. 2019-2020.

Specifically, it answered the following questions:

1. What is the student’s parental attitudes?
2. What is the student’s schools attitudes?
3. Is there a significant relation between student’s parental attitudes?

Null Hypothesis

At 0.05 level of significance, the following hypotheses were tested:

Ho: There is no significant difference between parental attitude towards

school and schools attitude.

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Significance of the Study

This study would give benefit to the students of the University of Cebu Main

Campus because they will know how their involvement parental attitude towards

school activities. The findings of this study would serve as a guide to those

students who have experience schools attitude and find a way to improve their

involvement to the school.

This will also help students establish self-reflecting behavior in dealing with

their personal or social lifestyle and observation in society.

Students: It will help them to be aware of the difference between the

parental attitude towards school and school attitude.

Teachers: They will have an additional information and helps them to

regulate the students of its effects.

Parents: They will have a better understanding about the impact of parental

attitude towards school and school attitude. They will also know about their

children feels.

Future Researchers: This will help them in their future research as their

reference of their study.

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Scope and Delimitation

The main focused of this study is to determine the difference between

parental attitude towards school and school attitude of the students. This study

was conducted at the University of Cebu Main Campus Senior High School

Department. We have two main variables, which are Parental Attitude towards

school and School attitude. This study compares the two involvement of the

students, which are the Parents and school students about their involvement

parental attitude towards school activities. We surveyed some students because

of their involvement parental attitude towards school activities. This study

compares the two to see if who’s more contact when it comes to parents attitude

and schools attitude.

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DEFINITION OF TERMS

The terms are operationally defined based on how they are used in the study:

Parental Attitude - Constitute the main social influence that the child experiences

during his earliest years.

Involvement - The act of sharing in the activities of a group.

School Attitude – Interaction of school towards to the students.

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CHAPTER 2

RELATED STUDY AND RELATED LITERATURE

The literature review is composed of discussions of facts and principles to

which the present study is related and gives an overview of the previous studies

done associated with the current research. This literature review summarizes the

various studies that were undertaken that is relevant to parental attitude.

Related Literature

Bogunović Blanka and Polovina Nada (2007) found in a study that the family

stimulation is the resultant of the influence of cultural and educational profile of the

family and active parental attitudes regarding education and attainment of their

children. They examined the students‟ attitudes towards schooling, and to obtain

answers to the question: which stimulating aspects of family context are the most

predictable for the development of educational aspirations, i.e. attitudes towards

school and gaining knowledge, educational interests and plans for further

education. The sample consisted of 1.464 eighth-grade sample students, aged 15,

from 34 primary schools in Serbia. The data were collected by the use of

questionnaires filled in by the students and school principals. The results indicated

a trend of interrelatedness of cognitively and educationally favorable conditions

within the family and positive attitudes towards school, attainment, high aspirations

and cognitive and intellectual interests for out-of-school activities. Sen, (1992) in

his study found that the cultural factors may play an intermediate role. They

influence the choices made by individuals, through their own attitudes, and those
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of the people in their close environment. With respect to culture, India is part of

what Caldwell (1982) has called the belt of classical patriarchy that stretches from

North Africa to China and includes both Muslim, Hindu and Confucian cultures. His

result indicated that the cultural factors show that belonging to a disadvantaged

caste or tribe is negatively associated with schooling. Girls belonging to a

scheduled caste are less in school in rural areas and girls belonging to a scheduled

tribe are less in school in urban areas. The odds of being in school are also

significantly reduced for children whose mothers had their first child at a young age

and for children whose mothers have a preference for boys over girls. The

percentage of women compared to men in the age group 20–59 is positively

related to the odds of being in school in rural areas, thus his result indicated that

in districts with less “missing women” the chances of children being in school are

higher. From the above literature it can be assumed that the education of a child

is determined by several factors. So the review can be categorized into different

sub parts as given below for better understating. Samuel, R. S. (2011), the history

of the world proves that education has been the root cause for any change which

takes place in the social, cultural, spiritual, political and economic aspects of

human life. It is education, which not only transforms the human animal into a

rational human being, but also prepares and develops him to survive and adjust

with surroundings so as to lead his personal as well as social life successfully.

Parents, teachers, school administrators and most students are united in the view

that schools should be places which maximize students' learning and where

students feel happy and secure, satisfied with their teachers and enjoy learning.
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The importance of parent’s educational attitudes and behaviors on children’s

educational attainment has also been well documented especially in the

developmental psychology literature.

Related Study

In a study conducted by Dr. Froiland, Dr. Davison and student Aubrey

Peterson (2013), the researchers found that parent’s expectations that their

kindergarten-aged children would succeed in college predicted eighth-grade

achievement. The research team analyzed data of more than 7,600 parents and

children nationwide. The study concluded that parent expectations had a stronger

effect on achievement than other various forms of parent involvement. Yun Mo and

Kusum Singh’s (2008) research study focused on how parents’ relationships and

involvement in their children’s lives affect students’ school performance. Data was

collected on the experiences of seventh and eighth grade students’. The study

examined the effect of parents’ relationships and involvement on students’

cognitive, emotional, and behavioral engagement in school and school

performance. The results confirmed the importance of parents’ involvement in

middle school students’ school engagement and performance. Importance of

Teacher-Parent Communication Research demonstrates that parent involvement

in children’s learning strongly correlates with student academic achievement.

Programs which engage parents in reading with their 12 children, providing support

on homework assignments, or tutoring their child using materials and instruction

offered by their child’s teacher, were shown to be successful (Cotton, 1989). This

research suggests that when parents are involved in their child’s education there
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is a better chance for literacy success. “Children’s academic success is better

predicted by a combination of parent involvement and parental expectations”

(Froiland 2013, p. 34). The following studies examine the importance of programs

encouraging parent involvement in education. Kath Hirst, Peter Hannon and Cathy

Nutbrown (2010) followed a preschool family literacy program with bilingual

Pakistani families in the United Kingdom for one year. The program included home

visits, postal communication and group meetings to collect data. Families’ views

were acquired through interviews at the beginning and end of the study. The study

revealed that a bilingual family literacy program was effective and attainable

through a preschool program Dauber and Epstein (1989) conducted a study

examining elementary and middle schools parent involvement at home and at

school. The study linked parent involvement to the educational practices of the

school that encouraged parent involvement within the school and home

environment. Research found that teachers reported a lack of parent involvement

within the school environment. Parents reported involvement in their child’s

education; also reporting little involvement at the school itself. This evidence shows

that different elements of parents‟ educational attitudes and behaviors, such as

the provision of a cognitively stimulating home environment, parental attitude

towards education in children’s activities and parental beliefs and aspirations, have

been identified as having a significant effect on children’s levels of educational

achievement. Oundo, E. N. et al. (2014), in their study, concluded that parental

attitude towards educational involvement affects students‟ performance.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter tackles the methods undertaken to achieve the changes of the

study. It describes the research design, environment, respondents, instruments,

and the data gathering procedure, analysis, and interpretation of data.

Research Design

This study used a descriptive design to examine the difference between

parental attitudes towards school and schools attitudes in the University of Cebu

Main Campus Senior High School Department. This is a design where the

researcher considers two variables (not manipulated) and establish a formal

procedure to see and view that one is better than the other significant difference

exists.

Research Environment

The study was conducted within the University of Cebu Main Campus

Senior High School Department located at J. Alcantara St., Barangay Sambag II,

and Cebu City, Philippines and was founded in 1964 by Atty. Augusto W. Go. For

senior high school, it offered programs in compliance for the K to 12 Curriculum,

namely academic, technical-vocational, and arts and design tracks. It is a non-

sectarian private institution. The institution’s core values are innovation,

camaraderie, alignment, respect, and excellence. Its vision is to democratize

quality education, be the visionary and industry leader, give hope, and change

lives.
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Research Participants

The participants of this study were from University of Cebu Main Campus Senior

High School Department students in morning and afternoon session. This study

used stratified sampling; stratified sampling refers to a type of sampling method.

With stratified sampling, the researcher divides the population into separate

groups, called strata. Then, a probability sample (often a simple random sample)

is drawn from each group (¨ Statistics Dictionary ¨, 2018). In this study, the stratums

are; the participants must be students from University of Cebu Senior High School

and in 12th Grade.

Research Instruments

The researchers used the Survey questionnaire method to collect data from

students. This instrument consists of personal data and parental attitude towards

school and schools attitude. First, own data sheet was used for tracking purposes,

which includes students, behavior and grade.

Questionnaire of Attitudes toward School (QATS, Candeias, 2009):

Attitudes toward School were measured through QATS. The participants are

expected to analyze one item (a single and objective sentence in verbal format) in

three major dimensions: Attitude toward Learning, Self-perception of Competence

and Self-perceived Motivation. These are evaluated through a questionnaire in

which participants are requested to evaluate each sentence on a 1-to-5 Likert

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scale. In this scale 1 is “I strongly disagree” and 5 is “I strongly agree”. The test

has a great construct validity, proved by confirmatory factorial analyses, in which

the multidimensionality of the questionnaire is shown (Candeias, 2009), as its

internal consistency of .942.

Data Analysis

The parental attitude and school attitude were calculated based on the mean and

standard deviation T-test was used to examine the relationship between parental

attitude and school attitude. We used Statistical Package for Social Sciences

(SPSS) totally and computed the whole statistical data.

Data Collection Procedure

The permission of the principal to be granted access was processed

through a transmittal letter. Informed consent was diligently explained and

discussed with the respondents in which it contained the ethical considerations

upon participating in the study such as the purpose, benefits, risks/discomforts,

voluntary participation, withdrawal from the study, and confidentiality. Contact

information such as cellphone number and email were included whenever the

respondents may feel to contact the researchers. A schedule to administer

survey was set on the expected dates that the respondents can answer with

fewer distractions. Data were collected over a period of 1 week and a half by

administering self-report questionnaires as per the standard directions are given

in the manual of instructions filled out by the students in the presence of the

researcher. 30 Parents and 30 students were given the questionnaires at a time

to ensure that the participants understood and followed the instructions clearly
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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents the results and discussion based on the relationship

between parental attitudes towards school attitudes of UC PRI.

SCHOOL ATTITUDE

Statements Mean SD
I feel lucky that I am a student of this school. 3.37 .718
It is a privilege to study in this school. 3.37 .490
Students are provided help in learning activities. 3.23 .679
Exam questions are clear and understandable. 3.17 .648
Students’ mistakes are corrected without offending them. 3.10 .712
Exams measure my real success. 3.10 .712
Opportunities for questioning and criticizing are provided. 3.10 .662
My efforts are being overlooked and this decreases my 3.10 .803
interest to study.
I share my learning problems easily. 3.10 .607
I adequately make use of the services given at school. 3.07 .691
Communication within the family makes me feel less positive 3.03 .718
towards school.
Negative attitudes of the people in my close circle towards 2.97 .809
school negatively affect my eagerness.
I do not feel bored with the lessons. 2.97 .718
I feel as if I am out of the activities in most of the courses. 2.93 .907
Teachers are only interested in hardworking students. 2.87 .973
I am not able to have a healthy communication with my 2.87 .819
teachers.
I cannot participate in many courses. 2.83 .950
I feel lonely in the classroom. 2.73 1.081
I wish I were a student of another school. 2.70 .877
My family consider my going to school unnecessary. 2.70 1.022
Weighted mean 3.02
Overall Standard Deviation 0.442
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This table shows the school attitude of University of Cebu – Main Campus Senior
High School Department students that participated in the study.

Table 1: School attitude of University of Cebu – Main Campus Senior High

School Department.

Range Description
3.25-4.00 Very High
2.50- 3.24 High
1.75-2.49 Low
1.00-1.74 Very Low

As presented in table 1, this shows the school's attitude towards UC-Pri

students. The first 2 questions just have the same mean score but had a different

standard deviation. The question with the highest mean “I feel lucky that I am a

student of this school” is the most commonly known school because it has low

tuition and students can easily choose different tracks. The second question is “It

is a privilege to study in this school” which has the same mean in the first question

but has a low standard deviation. The weighted mean is 3.02 which describes a

moderate level of school attitude.

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Statement Mean Std. Deviation

Do well in school. 4.67 .606

Get good grades. 4.57 .568

Go to college/university after 4.53 .776
high school.
Go to the best college/university 4.07 .691
after high school.

Get an ‘A’ on almost every test. 4.03 1.066

Be one of the best students in 3.77 1.194
his class.
You are not satisfied if he 3.37 1.273
receives a ‘B+’ on a test.
Disappointed if he/she doesn’t 3.27 1.413
get very high grades.
Disappointed if he/she doesn’t 3.20 1.424
get mostly ‘A’s on his/her report
card.

You expect him/her to be one of 3.20 1.126

the best students in his class.
Weighted mean 3.87

Overall Standard Deviation 0.652

Table 2: Parental Attitudes towards School

Range Description
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4.2-5.00 Very High

3.4-4.1 High

2.6-3.3 Moderate

1.8-2.5 Low

1.00-1.7 Very Low

As presented in table 2, this shows the parental attitudes towards school of

University of Cebu – Main Campus Senior High School Department students.

The first question with very high mean score with standard deviation. The

question with the very high mean “Do well in school” It means the student is

comfortable with the study environment.

Table 3. Differences of Schools attitude and Parental attitude of University of

Cebu – Main Campus Senior High School Department

Std.
Mean Deviation p- r-Value Decision Interpretation
Value
SCHOOLS 3.0150 .44240 .686 ACCEPT There is no
PARENTAL 3.8667 .65249 .077 signifance

In table 3, we can see that Parental Attitude have a higher mean score than

School attitude. This shows that there is a significant difference between school

attitude and parental attitude of students. In this, we need to accept Ha.

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CHAPTER 5

Summary, Conclusions, Recommendations

This chapter looks at the summary of findings, conclusions,

recommendations, and suggestions for further research.

Summary of Findings

First and foremost, the respondents of this study were the 30 parents of the

grade 12 CSS students and 30 grade 12 CSS students and an overall of 60 parents

and CSS students. We can see that it exactly the same respondents.

Second, based on the results of the questionnaire from the parent, the no.21

questions of the survey which is the (Do well in school.) is highly checked than

the school attitude with the mean range 4.67 and the mean range of the school

attitude is 3.37, which mean that “Do well in school” is much more highly accepted

by the parents because of their expectation that kids Do well in school.

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Lastly, there is a significant difference in parental attitude towards school

and school attitude between parents and students. Because based on the results

of the survey, the results showed that parents has more expectation of their

children than the school.

Conclusion

Therefore there is a significant difference between parental attitude towards

school and schools attitude. That the parents and school has involvement of the

student.

Recommendation

Based on the results, the following recommendations are drawn:

 We researchers recommend the students to find their own ways to learn

and to be proficient in learning.

 As for the school, parents and teachers must approach the students that

who needs guidance and regulation.

 The teachers should implement their activities that can let the students

gather assignments or projects, and it may boost their assertiveness and

can make the students more active.

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Reference

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Cotton, K. CLASSROOM QUESTIONING. CLOSE-UP #5. Portland, OR:

Northwest Regional Educational Laboratory, 1989.

Epstein, J. L. and Dauber, S. (1989). Teacher attitudes and practices of parent

involvement in inner-city elementary and middle schools. Paper presented at the

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Froiland, J. Paterson, A., & Davison, M. (2013). The long term effects of early

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