PARENTAL INVOLVEMENT AND THE LEVEL OF MOTIVATION OF THE

STUDENTS OF THE UNIVERSITY OF CEBU – PRI

A Thesis
Presented to the Faculty
Of the Senior High School Department
University of Cebu – PRI

In Partial Fulfillment of the Requirements

For the Grade 12 Senior High School Students
Of the First Semester S.Y. 2018-2019
In Practical Research 2

AUDRAY BELLE M. ALCORDO

ERIKA MAY R. ANDO
ABRIL ROSE A. BOOC
GENELEA A. CAPAROSO
CLAIRE R. CEBALLOS
BRENN MATTHEW C. DIAZ
HIPOLEN CYRIL DINOPOL
SHANIA MAY Z. LOPEZ
SHALOM M. MILLANES
MICHAELA D. PEPITO
MARY JOE B. RELABO
JACKY MAE E. SALVADOR

ABM 4a

2018
 ii

APPROVAL SHEET

This thesis entitled: PARENTAL INVOLVEMENT AND THE LEVEL OF

MOTIVATION OF THE STUDENTS OF THE UNIVERSITY OF CEBU – PRI
prepared and submitted in partial fulfillment of the requirements of the Grade 12
senior high school students of the first semester of school year 2018 -2019 has
been examined and recommended for acceptance and approval for ORAL
EXAMINATION.

MS. KRYSTEL JANE GERZON, LPT

SHS Research Coordinator
University of Cebu – Main
Adviser

THE RESEARCH COMMITTEE

MS. JOSEPHINE QUIBIDO MS. PHOEBE ANGA

SHS Research Teacher SHS Research Teacher
University of Cebu – Main University of Cebu - Main
Member Member

MR. ALVIN CUÑADO

SHS Research Teacher
University of Cebu – Main
Chairman

Accepted Date of Oral Examination: October 11, 2018

ABELARDO T. TEJO JR., Ed.D.

Senior High School Principal
 iii

PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with the grade of PASSED.

THE RESEARCH COMMITTEE

MR. ALVIN CUÑADO

SHS Research Teacher
University of Cebu – Main
Chairman

MS. JOSEPHINE QUIBIDO MS. PHOEBE ANGA

SHS Research Teacher SHS Research Teacher
University of Cebu – Main University of Cebu - Main
Member Member

Accepted and approved in partial fulfillment of the requirements of Grade

12 Senior High School Students for the subject, Practical Research 2.

Date of Oral Examination: October 11, 2018

ABELARDO T. TEJO JR., Ed. D.

Senior High School Principal
 iv

ACKNOWLEDGEMENT
 v

DEDICATION
 vi

TABLE OF CONTENTS

Page

Title Page i

Approval Sheet ii

Acknowledgement iv

Dedication v

Table of Contents vi

List of Tables viii

Abstract ix

Title

Chapter 1 – THE PROBLEM AND ITS BACKGROUND

Rationale 1

Theoretical Background 3

Statement of the Problem 4

Statement of the Null Hypothesis 5

Scope and Delimitation 5

Significance of the Study 6

Definition of Terms 6

Chapter 2 – THE REVIEW OF RELATED LITERATURES AND STUDIES

Related Literature 8

Related Studies 9

Chapter 3 – THE RESEARCH METHODOLOGY

Research Design 12
 vii

Research Environment 12

Research Respondents 12

Research Instrument 13

Data Gathering Procedure 13

Data Analysis Procedure 14

Chapter 4 – PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Parental Involvement 15

Level of Motivation 16

Correlation between Students Motivation and Parental Involvement 17

Chapter 5 – SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

Findings 19

Conclusion 19

Recommendation 20

REFERENCES 21

APPENDICES

Appendix A 24

Appendix B 25

Appendix C 27

Appendix D 28

Appendix E 29
 viii

LIST OF TABLE

Table 1.0 – Parental Involvement 15

Table 2.0 – Level of Motivation 16

Table 3.0 – Correlation between Students’ Motivation and Parental

Involvement 17
 ix

ABSTRACT
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

With the growing challenges brought by the K-12 Curriculum, students are

expected to be more productive and efficient in accomplishing tasks in school. To

do this, they must consider several factors that would affect their productivity and

efficiency, one of which is the level of motivation.

Motivation is defined as the force that causes and individual to act; it is what

maintains the goal-oriented behavior of a person (Cherry, 2018). There are a

number of components that would affect motivation of student, and on example is

parental involvement. It is defined as the amount of time a parent allocates for their

children to help them academically, to be with them for leisure, or to give them

disciplinary action for negative behavior (Ireland, 2014).

However, the researchers of the study have observed that more students

lack motivation in their studies, resulting in them having lower grades in class.

When confronted about this problem, most of them attribute their lower grades to

lack of parental involvement. A report from the National Research Council (2003)

stated that upwards of 40% of students chronically disengage in school due to lack

of motivation, and students who are unmotivated are unlikely to benefit from better

standards, instructors or curriculum unless parents address the issue. Without

parental involvement, children might suffer the consequences. An article by Lynn

(2013) stated that without proper parental guidance, a child’s self – esteem, self-

discipline, ambition, and emotional development would be throttled.

 2

But in spite of that, the researchers have also observed that most of the

students that have high grades attribute it to the continuous support their parents

give them. Cole (2017) stated that parents who give support and freedom will allow

their children to be surer about themselves, and will lead them to motivation in

different aspects of their lives. Furthermore, Waller (2014) claimed that parental

involvement can be both beneficial to both students and parents alike as students

tend to achieve more, and show overall signs of academic improvement, while

parents become more responsive and have more positive approach to their

children.

The main focus of this research is to determine how parental involvement

affects the level of motivation of the students. The researchers, being students as

well, will surely benefit from the results of this study. They will be aware of the

importance of their parents’ involvement in their studies. Additionally, they will learn

various concepts that they could apply to their own families thus, the researchers

are determined to develop an accurate conclusion that could benefit them, other

students, and parents as well.

Theoretical Background

This study is anchored mainly on the Goal-Orientation Theory. The

researchers have also taken ideas from two other theories; these are the Social

Learning Theory by Bandura (1997) and Attachment Theory by Bowlby (1969).

The Goal Orientation Theory states that there are three classifications of

goal orientations among students. These classifications are; the Mastery

Orientation, Performance Approach Orientation, and Performance – Avoidance

 3

Orientation. Mastery Orientation refers the kind of orientation where in the students

are more focused on accomplishing certain tasks, goals, or activities and learning

from it. Their main purpose for action is to gain mastery over a certain task through

application in real life situations. People with this type of orientation usually show

persistence when failing, and perseverance when faced with difficult problems and

situations. On the other hand, students who are classified of having the

Performance - Approach Orientation are mostly concerned on out-performing their

peers. Their desire to accomplish a task is being fueled by competition. They are

more likely to have high levels of motivation as they want to perform irrespectively

if they would win or lose thus, they are more likely to persevere regardless if they

are winning or losing. And lastly, students who are classified as having

Performance - Avoidance orientation usually are more concerned of not looking

incompetent compared to other members of their social group. Their desire to

accomplish a task is fueled by their desire to maintain their image (AIPC, 2010).

This study also applies ideas from the Social Learning Theory by Albert

Bandura stated that a person learns through his environment by via observation,

imitation, and modeling. In society, children are surrounded by many influential

models, such as peers and parents within the family and it’s necessary for them to

be aware of their actions and behavior thus stated that children learn by imitating

their parents. Parent acts an important role to his children and can get involved

with his children by reinforcement and punishment. If a child finds approval and

reward from his parents then the child will be motovated to repeat a particular

behavior thus it will likely to happen. In contrast if a child finds unpleasant response
 4

from his parents or peers then the behavior will less likely to happen, child will lose

its appetite or motivation to repeat a particular behavior (McLeod 2016).

Another theory that supports the study is the Attachment Theory by Bowlby

(1969) which explained how the parent-child relationship emerges and influences

subsequent and personal development. Without attachment children experience

distress, fear and less willing to seek out and learn by contrast children who has a

strong attachment to their parents feel the sense of security and support thus

children tends to be more interacting, adventurous, eager to learn with their

environment and their development is facilitated. This theory emphasizes the

importance of child’s relationship to their parents in terms of their social, emotional

and cognitive development (McLeod, 2007).

Statement of the Problem

The purpose of this study was to determine the relationship between

parental involvement and the level of motivation among the Grade 12 students of

the University of Cebu Senior High School Department.

Specifically, it answered the following questions:

1. What are the levels of parental support received by the respondents?

2. What are the students’ levels of motivation in terms of;

2.1 mastery approach and,

2.2 performance - approach, and

2.3 performance – avoidance?

3. Is there any correlation between parental involvement and the level of motivation

of the students in terms of;

 5

3.1 mastery approach,

3.2 performance approach, and

3.3 performance - avoidance?

Statement of the Null Hypothesis

H0: There is no correlation between parental involvement and the level of

motivation of the students in terms of;

1. mastery approach,

2. performance approach, and

3. performance – avoidance.

Scope and Delimitation

This study was mainly focused on the effect of parental involvement and the

level of motivation of the students of the University of Cebu – PRI. This includes

how frequently their parents participate in the schooling of their child, and how

parental support affect the student’s motivation.

This study was limited to thirty (30) Grade 12 Senior High School Students

from different strands namely; STEM, ABM, GAS, HUMMS, TECH-VOC, AND

ARTS & DESIGN from the University of Cebu – PRI, located at J. Alcantara St.,

Sambag Uno, Cebu City, and was conducted during the first semester of the

school year 2018-2019. The above mentioned strands served as the respondents

of the study. The researchers did not reveal any personal information of the

participants to ensure confidentiality.]

 6

Significance of the Study

The researchers believe that the following can benefit from the results of

this study

Students. The students will be cognizant of the importance of parental

involvement in their level of motivation, and would enable them to better connect

with their parents.

Parents. The results of this study would inform them on how important their

support is to the level of motivation of their children. This study would also enable

them to spend more time with their children and support them in their studies.

Teachers. Teachers are considered the second parents of the students

thus, this study would enlighten them on the motivational factors that would affect

their students’ performance in their class, and they would be able to make

adjustments on their method of teaching.

Future Researchers. This study will help future researchers in gathering

relevant information that would help them in doing their research. They would also

be informed of the methods used in conducting this research and how they can

apply this to their own.

Definition of Terms

Student’s Motivation – the desire of a student to do work on a task in their

school.

Parental Involvement – the amount of involvement of parents in the

scholastic activities of their child.

 7

Mastery Approach – a type of motivation that gives focus on mastering

new skills and acquiring new knowledge. They are motivate

Performance Approach – a type of motivation that gives focus on

outperforming their peer in their class.

Performance – Avoidance – a type of motivation that gives focus on not

looking incompetent compared to others in their class.

 Chapter 2

THE REVIEW OF RELATED LITERATURE AND STUDIES

This chapter accords some of the related literature and studies that the

researchers have reviewed within the conduct of their study. It presents their ideas,

purpose, and findings to fully understand the research that was conducted.

Related Literature

Mastery approach is a type of motivational orientation where in those who

are classified under it are more focused in learning new things and mastering new

skills. People with mastery approach as their motivational orientation have the

desire to increase their competence and abilities while mastering new tasks over

time. They demonstrate a desire to learn and are not afraid of new and challenging

experiences. These people are not typically concerned with assessments or

rewards, but rather value learning itself. They have learning goals and are

motivated to do a task for knowledge and mastery (Vaszques, 2012).

In contrast, people who have performance approach as their motivational

orientation value competition over anything else. They strive to prove their

capabilities to others by outperforming their peers. Their motivation is being fueled

by competition as people with this type of motivation would almost always want to

get ahead of their competitors and become the best at whatever they might do. In

contrast with mastery approach, students they value assessments and rewards

more than gaining knowledge and skill and are motivated to do a certain task to be

the very best (Dawson & Senko, 2018).

 9

Furthermore, people who are classified under performance – avoid

orientation have the desire to avoid performing more poorly than others. They have

shown to have consistently positive effects on the performance an individual as

they are motivated to maintain their competence towards their peers. They are

motivated to do a certain task to make sure they do are not behind with the majority

of the members of their society (Buterta et al., 2007)

Lastly, parents who participate in their children’s academic studies will give

them higher chances of positive performance in their respective schools. Having

high parental involvement lowers the drop-out and truancy rates. The author

classified parental involvement into two categories; the behavioral involvement,

which refers to the public actions a parent make to support their child, and personal

involvement which involves the continuous communication between the parent

and their child. This is supported further by an article by Waller (2014) who stated

that continuous parental involvement can help the students since they tend to

achieve more, they create a desire to please their parents, and they would show

overall academic improvement. It could also benefit both the parents and teachers

since the communication between a parent and their child would improve

significantly while teacher would more likely improve their methods if their students

show more motivation.

Related Studies

A study done by Mendoza (2012) entitled “Parental Involvement and

Student’s Motivation” had the objective of determining the relationship of the

different types of motivational orientations namely; mastery approach,

 10

performance approach, and performance avoidance to the amount of parental

involvement they receive. The findings of the study have shown that there was a

significant relationship with parental involvement and performance approach only,

while no significant relationship was found between the other types of motivational

orientation.

Furthermore, Gonzales (2005) stated in his study entitled “Examining the

Relationship between Parental Involvement and Student Motivation” which had a

purpose of showing how parent involvement is related to students’ motivation. The

study shows that the students from the elementary school to high school show a

beneficial relationship between parental involvement and the following

motivational constructs: school engagement, intrinsic/extrinsic motivation,

perceived competence, perceived control, self-regulation, mastery goal

orientation, and motivation to read.

Another study by according to Fattah (2006) entitled “The Relationship

among Egyptian Adolescents’ Perception of Parental Involvement, Academic

Achievement, and Achievement Goals” which had the purpose of identifying the

correlation between parental involvement, mastery approach, performance

approach, and performance – avoidance. The findings of his study showed that

mastery and performance approach were dominant in children’s academic

achievement. It was found out those students who weighted higher GPA’s were

endorsed by mastery and performance approach and is positively correlated to

parental involvement. Unlike performance avoidance approach who has a

negatively effect on student’s academic achievement in which it showed lower

 11

levels of interest and grades among students. It was also proven that parental

involvement affects children’s academic performance through indirectly boosting

the children’s mastery and performance approach and discourages performance

avoidance approach. The results also showed that parents who involved in their

children’s education are beneficial factors in developing mastery and performance

approach.

Furthermore, Tekin (2011) in his study; “Parental Involvement Revisited”

which had the goal of determining how parental involvement can affect the

motivation of the students. As he found out in the study, parental involvement

towards student’s motivation has a high cost of value because the problem may

shape the understanding, perspective and beliefs about parent involvement issues

today. The results show that if parents were given more information about their

children’s performance, it would show a positive result as being more involved in

the school work of the child would increase their desire to learn thus, making them

more motivated.

Lastly, According to Bariroh (2018) in the study entitled “The Influence of

Parent’s Involvement on Children with Special Needs’ Motivation and Learning

Achievement” which aimed to determine how parental involvement could influence

several aspects of the life of a child. The results show that parental involvement

shows a big influence in student’s achievement and motivation. Motivation is a

process that occur in the individual, and various factors could affect the motivation,

one of which is parental involvement this could help the students to enhance their

motivation.
 Chapter 3

THE RESEARCH METHODOLOGY

Research Design

This quantitative study made use of the correlational method to which

Chiang et al. (2015) defined a correlational method as a method of measuring two

variables and determining their relationship with little to no control over the

variables. The researchers made use of this type of design as they wanted to

determine if there is a relationship between parental involvement and the level of

motivation of the students of the University of Cebu Pri.

Research Environment

The study was conducted within the vicinity of the University of Cebu – Pri,

located at J. Alcantara St., Sambag Uno, Cebu City. The researchers had chosen

this school as the environment as they are also enrolled there. The school

envisions democratizing quality education, being the visionary and industry leader,

and giving hope and transforming lives. It has a mission of offering quality

education that is responsive to the demands of the local and international

communities. It has several institutional goals such as developing lifelong learners,

accountability and responsibility, complementing academic programs with student

service among many others. The school has 5 core values mainly; innovation,

camaraderie, alignment, respect, and excellence.

Research Respondents

The researchers have chosen 30 respondents from the estimate of

6,000 senior high school students enrolled to the University of Cebu-Pri. They
 13

choose only 30 students as their respondents as they had to take account certain

factors such as availability of the respondents and the researchers, as well as the

capacity of the researchers. The researchers used the random sampling technique

which is a method that relies on data collection from the population members who

are randomly selected from the population to participate in the study (Bobko et al.,

2009).

Research Instrument

The researchers utilized a standardized survey questionnaire about the

relation between parental involvement and the level of motivation of the senior high

school students. For the study, the researchers made use of a questionnaire

adopted from the study entitled “Parental Involvement and Student’s Motivation”

by Mendoza (2012). The questionnaire was divided into two parts; the first part

measured the level of motivation of the students while the other part measured

their parents’ involvement on their studies. Each part contained 14 and 23

questions respectively.

Data Gathering Procedure

On the conduct of the study, the researchers secured a transmittal letter to

the principal, asking permission to conduct a survey in the University of Cebu –

PRI. Once it was approved, the researchers then began locating and distributing

the survey questionnaires while carefully gave instructions to the respondent and

provided assurance that the data collected will only be used for the purpose of

research only. The researchers then collected the finished questionnaires and

compiled all of them for analysis.

 14

Data Analysis Procedure

After the data was collected and compiled, the researchers then used the

IBM SPSS version 21.0.0.0 to interpret the results. The following are the statistical

tools that were used to analyze the gathered data;

1. Mean and Standard Deviation – was used to determine the frequency of

parental involvement and the levels of motivation of the respondents.

2. r-value and p-value – was used to analyze the correlation between parental

involvement and the level of motivation of the respondents.

3. Pearson’s r – was used to determine the r-value and p-values of parental

involvement, and mastery approach, performance approach, and

performance –avoidance.

The Pearson’s r is a statistical tool that measures the strength, direction and

probability of the linear association between two or more interval or ratio variables.

(Chee; 2015, Burns & Grove, 2005; Polit & Beck, 2006).
 Chapter 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents the analyzed data that was gathered after the

survey was conducted last September 15, 2018. It shows the significant statistical

figures as well as the interpretation, discussions, and justifications of the

researchers.

Table 1.0 – Parental Involvement

Statement Mean SD
1. Parents get them to do their best in school work. 3.8333 1.01992
2. Parents think that education is an important part of
3.7333 .44978
childhood.
3. Parents usually go to parent – teacher conferences. 2.9000 1.26899
4. Parents seldom look at their test papers. 3.0667 .98027
5. Parents set high standards to reach. 3.3333 1.39786
6. It does not matter what grades they get. 3.1333 1.27937
7. Parents are involved in parent – school activities 2.5677 1.25075
8. Parents volunteer in school activities. 2.4000 1.35443
9. Parents think that homework is a very important part of
3.6777 1.02833
education.
10. Parents encourage them if they get low grades. 4.3667 1.03335
11. Parents usually do not go to school functions. 3.0667 1.11211
12. Parents make sure that they do their homework. 3.5333 1.10689
13. Parents know what grades they get. 4.3333 .958393
14. Parents think that they should go to college. 4.7333 .58329
15. Parents think that they should not help them in their
3.0667 1.25762
homework.
16. Hard work is important to their parents. 4.6667 .77385
17. Parents have high aspirations in the future. 4.5667 .77385
18. Parents offer help when they get low grades. 3.6333 1.40156
19. Parents give help in school work when it is asked. 3.6667 .77608
20. Parents think that getting ahead is important. 3.8667 1.15520
21. Parents think that they should not be concerned with
2.9000 1.15520
what type of career they get.
22. Parents usually go to activities where they are involved
3.2069 1.34641
in school.
Weighted Mean/Weighted Standard Deviation 3.6019 .46073

Range Description
4.20-5.0 = High - Strongly Relate
3.40-4.19 = Moderate - Relate
 16

2.60-3.39 = Average - Unsure

1.80-2.59 = Below Average- Do not relate
1.0-1.79 = Low - Strongly do not relate

The table shows that the mean of the parental involvement is 3.6019 and

the standard deviation is .46073. This means that the respondents are most likely

to have received moderate parental involvement, and that the answers of the

respondents are homogeneous since the weighted standard deviation is less than

1.0 and the weighted mean is between 3.40 - 4.19.

Table 2.0 – Level of Motivation

Statement Mean SD
Mastery Approach
1. It is important that they learn a lot of new concepts this
4.4667 .68145
year.
2. One of their goals is to learn as much as they can. 4.4667 .77608
3. One of their goals is to mastery new skills this year/ 4.1667 1.08543
4. It is important to them that they thoroughly understand
4.444 ,674366
their class work
5. It is important that they improve their skills this year. 4.3533 .8492
Weighted Mean/Weighted Standard Deviation. 4.3533 .61180
Performance Approach
1. It is important to them that other students think they are
2.9333 1.11211
good in classwork.
2. One of their goals is to show that they are good in
3.0333 1.24522
classwork.
3. One of their goals is to show that classwork is easy for
2.5000 1,04221
them.
.4. One of their goals is to look smart in 2.3667 1.12903
5 It is important that they look smart compared to others in
2.7667 1,1043
their class.
Weighted Mean/Weighted Standard Deviation. 2.7200 .92565
Performance Avoidance
1. It is important to them that they do not look stupid in
3.3333 1.02833
class.
2. One of their goals is to keep others from thinking that
3.0667 1.17248
they are not smart.
3It is important to them that their teacher does not 2.5000 1.07479
4. It is important to them that their teacher does not think
3.1333 1.30604
they are not smart in class.
Weighted Mean/Weighted Standard Deviation 3.0083 .76700
 17

Range Description
4.20-5.0 – High Level Highly Agree
3.40-4.19 – Moderate Level Agree
2.60-3.39 – Average Undecided
1.80-2.59 – Low Level Disagree
1.0-1.79 – Very Low Level Strongly Disagree

The table shows that the highest mean of motivational orientation is the

Mastery Approach Orientation. It has a mean of over 4.3533 which means that the

respondents have high levels of motivation in terms of mastery approach. Followed

the performance – avoidance as it has a mean of 3.0084 which means that they

have an average level of motivation in terms of performance - avoidance. And

lastly, The performance – approach orientation which has a mean of 2.7200, which

means that although it has the lowest mean, the respondents still have an average

level of motivation in term of performance approach.

Table 3.0 Correlation between Parental Involvement and Level of Motivation

r- p–
Interpretation Significance
value value
There is
Mastery Approach .297 .111 Accept H0
significance
Performance There is
.362 .049 Reject H0
Approach Significance
Performance - There is
.056 .770 Accept H0
Avoidance significance

The table shows that the r – value and p – values of the mastery approach

is .297 and .111 respectively. It also shows the values for the performance

approach and performance – avoidance .362 &.049 and .056 & .770 respectively.

The researchers have observed that only the performance approach is directly

correlated with parental involvement.as evidence by rejecting the null hypothesis.

 18

This means that parental involvement can affect the motivational orientation of the

students, more specifically the performance approach orientation of a person.

This is further supported by the study of Mendoza (2012) entitled “Parental

Involvement and Students’ Motivation” which stated that parental involvement

significantly predicted performance approach orientation and students who receive

high levels of parental involvement are likely to aim for goals such as looking smart

compared to others.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the statistical data that was

computed. It provides the conclusion of the researchers as well as their

recommendation.

Findings

After the data was analyzed, the researcher have found out that;

1. The respondent receive moderate parental involvement.

2. The respondents’ highest level of motivation is mastery approach, followed

by performance -avoidance orientation, and then performance – approach.

3. There was no correlation between parental involvement and mastery

approach and performance – avoidance. However, a correlation was found

between parental involvement and performance approach orientation.

Conclusion

The researchers concluded that only performance approach is

significantly correlated with parental involvement. This means that people who

receive high parental involvement are more likely to aim for goals such as passing

all the subjects, getting ahead of the class, are highly motivated to accomplish a

task especially if there is a competition being held, and whose motivation is being

fueled by competition.
 20

Recommendation

1. To the students, they should connect better with their parents as it was

found in the study that parental involvement could affect the level of

motivation, and so as to define clearly what type of motivational orientation

they have and how they can apply it to their lives.

2. To the parents, they should be more involved in the studies of the child as

their involvement was proven to have an effect the motivation of the student

which is a key factor for them to strive in class.

3. To the teachers, they should identify and familiarize the different types of

motivational orientations so they could identify which students belong to the

mastery approach, performance approach and performance – avoidance,

and make adjustments to their teaching styles.

4. To the future researcher, they should clearly identify what instrument they

will use to gather data and should work as a team to make their research

more reliable as people tend to work better in groups.

 REFERENCES

Online Sources

AIPC. (2018). Goal orientation theory of motivation. Retrieved from

https://ww.counsellingcommcetion.com/index.php/2010/11/18/goalorient

ations-theory-of-motivation/.

Bariroh, S. (2018). The influence of parent’s involvement on children with special

needs’ motivation and learning achievement. Retrieved From:

http://files.eric.ed.gov/fulltext/EJ1175306.pdf.

Buterta, F., Darnon, J., & Harackiewicz, J. (2007). Performance approach and

performance – avoidance goals: When uncertainty makes a difference.

Retrieved from http://doi.org/10.1177/01461617207301022.

Bobko, P. (2009). A sample of sampling definitions. Retrieved from http://www.

Tandfonline.com/doi/abs/10.1207/s15328023top07037?journalCode=

htop2o.

Chee, J. (2015). Pearson's product moment correlation. Retrieved from.

https://www.researchgate.net/publication/277324930_Pearson's_Produc

t-Moment_Correlation_Sample_Analysis.

Cherry, K. (2018). Motivation: psychological factors that guide behavior. Retrieved

from https://www.verywellmind.com/what-is-motivation-2795378.

Chiang, I., Jhanggiani R., & Price, P. (2015). Research Methods. Retrieved from

http;//opentexboxbc.ca/researchmethods.
Cole S. (2017). The impact of parental involvement and academic achievement.

Retrieved from http://eric.ed.gov/?id=ED577825.

Dawson, B., & Senko, C. (2010). Performance-approach goal effects depend on

how they are defined: Meta-analytic evidence from multiple educational

outcomes. Retrieved from http://psycnet.apa.org/record/2016-53083-001.

Fattah, S. (2006). The Relationship among Egyptian Adolescents’ perception of

parental involvement, academic achievement, and achievement goals: A

meditational analysis. Retrieved from https://files.eric.ed .gov/fulltext/EJ85

4305.pdf

Gonzales A, (2005). Examining the relationship between parental involvement and

student ,motivation. Retrieved from https://link. springer. Com /article

/10.1007/s10648-005-3949-7

Le Mare, L. (2014). How does parental involvement in education affect children’s

learning? Retrieved from http://www.edcan.ca/articles/the-facts-on-

eductation-how-does-parent-involvement-in-education-affect-the-childrens

-learning.

Mendoza, C. (2012). Parental Involvement and Students Motivation: A

Quantitative Study of the Relationship between Student Goal Orientation

and Student Perceptions of Parental Involvement among 5 th Grade

Students. Retrieved from https://digitallibrary.usc. edu/cdm/ref/collection/

p15799co113/id/101550.
McLeod, S. (2007). Bowlby’s attachment theory. Retrieved from

Lhttp://www.simplypsychology.orh/bowlby.html.

McLeod, S. (2016). Bandura - social learning theory. Retrieve from

https://www.simplypsychology.org/bandura.html.

National Research Council. (2003). Motivation matters: 40% of high school

students chronically disengaged from school. Retrieved from

https://www.google.c om.ph /amp/s/ www.forbes. com/sites/ james

marshallcrotty/2013/03/13/ motivation-matters-40-of-high-school-students-

chronically-disengage-from-school/amp/.

Tekin, A. (2011). Parental involvement revisited: Background, theories, and

models. Retrieved from https://www.researchgate.net/publication/2680709

028.

Vasquez, M. (2012). Mastery orientation. Retrieved from

http://www.tauckfamilyfoundation.org/outcomes/child-outcomes/mastery-

orientation.

Waller, T. (2014). The benefits of parental involvement to a child’s education.

Retrieved from https://www.noorwest.nsw.edu.au/benefits-parental-

involvem ent-childs-education/#.pp.