ABSTRACT
This study aimed to determine the extent of familial support received by the junior high school students in Tanauan City and their scholastic performance, and whether these variables have significant relationship. The 150 respondents of the study were conveniently chosen for the purpose of obtaining data. The research utilized quantitative-descriptive method of research and correlational analysis to realize the objectives. Data were gathered through a self-made questionnaire, then date were statistically treated using weighted mean, composite mean and Spearman Rho. The study revealed that respondents received a high level of familial support, and have a very good scholastic performance. Furthermore, the findings suggested no significant relationship between the received familial support and students’ scholastic performance.
Keywords: scholastic performance, familial support, junior high school students
I. INTRODUCTION
Filipino culture and other nations with collectivist orientation place a high importance on education, academic achievement, and professionals in a variety of fields. As early as four years old, children are being sent to kindergarten, an avenue of early childhood development. Even the States across the globe formulate laws that govern educational agencies and institutions toward the accessibility, inclusivity, and quality education. As people believe that education is the only thing that cannot be taken away from oneself, they tend to invest time, money and effort to acquire learnings and obtain a degree that often serves as a key to upward mobility. However, along the road, there are inevitable challenges that students must face, to overcome, to thrive in the process of achieving their scholastic goals.
Parents, among others, play a great part in supporting children from day one to the next. From providing basic needs and security to the introduction of platforms and avenues in cultivating knowledge and skills that lead to the development of one’s dignity and esteem. With this, family is regarded to have a vital role in child’s education. Familial support comes in various ways. Typically, supporting children financially, emotionally and socially are among the common types.
Parents from well-off families invest more on their children’s tuition fees, learning materials and extracurricular activities. Some even hire tutors for advanced learning of their kids ensuring social and academic adeptness. On the other hand, those families that are financially challenged cope by means of seeking assistance from relatives and the local government, and opted to availing of loans to support the scholastic needs of their children.
In addition, families often encourage their children to study by emphasizing the value of education for future success, and its role in alleviating socio-economic burdens. They instill discipline, hard work and sense of responsibility to children which are good attributes when it comes to the learning process. This perceived importance paves the way for students to excel scholastically that leads to recognition and celebrations within families boosting their morale.
Moreover, support from families may also be through their presence in children’s school activities and being involved in guided learning that addresses issues and concerns related to their learning experiences. More often than not, parents sacrifice their leisure and whims over their children’s needs. They can set aside their personal goals to prioritize children’s pressing needs for academic development.
Several studies have explored the influence of familial support – including financial, emotional, and moral aspects – on the scholastic performance of the high school students in today’s generation. Emotional support from families has been recognized as a vital aspect in nurturing desirable scholastic results. Such support encourages psychological well-being and enables strong academic commitment. For instance, the study of Roksa and Kinsley (2019) found that the college students from low-income families agreed that emotional support played an important role in their academic success, stressing its probable relevance to high school students as well.
Moral support, often entangled with emotional backing, comprises parents inculcating values, ethics, and a sense of responsibility in their children. While specific studies on moral support are limited, other concepts on parental involvement including setting expectations and providing guidance were linked to higher academic motivation and achievement (Roy, et al. 2018). Research indicates that parental involvement and the development of social/emotional skills in students are connected to better academic outcomes.
On the other hand, parental involvement in terms of financial support is associated to students’ motivation towards learning. A study exposed that a high level of parents’ financial support positively influences students’ motivation which leads to better scholastic performance (Baconguis et al, 2024). Yet, it can be noted that the impact of financial support may differ from one context to another. In another study, Roksa (2019) found out that financial support has no direct correlation to the academic outcomes of the students. However, it was found beneficial to ‘continuing-generation’ students but not for ‘first-generation’ students.
Furthermore, Granada and Luzano (2023) investigated on the holistic approach to family support, surrounding academic, mental, emotional, and financial aspects. Their study highlighted that family support in terms of helping with assignments, reviewing lessons, and providing necessary resources contributes significantly to learners' academic success. In addition, active and constant parental involvement, consisting of partaking in school events and programs, and maintaining reliable communication with educators, were significantly related to improved scholastic outcomes (Ma, et al. 2023). Policies encouraging such involvement, especially in schools with high percentages of low-income students, offer opportunities for parents to contribute to academic success and school improvement.
In light of the aforementioned realities, familial support holds vital significance on how students perform and engage scholastically. By developing social environment rich in emotional encouragement, moral guidance, and financial resources, families can meaningfully improve their children's scholastic triumphs. However, given the economic status of the Filipinos, this family dynamic can be drastically changed to balance the available resources and sustain the needs of the whole family. Thus, attempts of providing holistic familial support are directed toward financial provision and overlooking other equally important matters such as involvement and character building.
As life shifts to technological age where plethora of information can be easily accessible and up for consumption and interpretation, traditional view of how society values familial support becomes in question of its significance to the children’s wide array of resources and alternatives on academic performance. Specifically, in today’s generation where children are now actively in pursuit of their own scholastic direction. In line with this, researchers opted to investigate whether familial support is present among students in relation to their scholastic performance.
The pursuit of this study had an end goal of determining the impact of familial support toward the scholastic performance of the junior high school students. Specifically, it described the extent of familial support received by the students as well as the students’ scholastic performance. Lastly, it investigated as to whether the familial support had a significant relationship with the students’ scholastic performance. The researchers assumed that the familial support has no relationship with the scholastic performance of the students.
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