Parental Underdevelopment

CHAPTER I

INTRODUCTION

Parental involvement is considered to be one of the main discussions in educational psychology. Its significance as a motivating influence in children’s education is a world-wide accepted factor. In real life, children have two main educators: (1) parents, their main educator and major influence all throughout their life; (2) and teachers, the one who assists them whenever there is an absence of parents. Previous studies have found that there is no precise pattern that would tell where the parents and teachers contributions should stop and begin (Musonda, 2011).

It was stated in Demirkaya & Bakkaloglu’s (2014) article that the age limit wherein children, whether developmentally disabled or non-disabled, experience the

(Oswald et al., 1988). In the Philippines, however, Medina (2001) acknowledge that the assistance given to children in their school activities is very much regarded as the family’s investment and that it gives a positive result to children’s academic performance. On the other hand, Fabes & Reiser (2007) have mentioned that negative teacher and student relationship in a special education school might lead to school avoidance of the child and may no longer show a good academic performance. Central to studying the relationship of parental involvement is what constitutes to academic performance of children with developmental disability.

Currently, there is no published study that describes the relationship between parental involvement and academic performance of children with developmental disability in the Philippines has been found; therefore, the purpose of this study is to look into these concepts in children who are developmentally disabled and determine their relationship.

Theoretical and Conceptual

Does parental involvement affects academic performance of children with developmental disability?

2. As the level of parental involvement increases, does the level of academic performance of developmentally disabled child also increases?

3. As the level of parental involvement decreases, does the level of academic performance of developmentally disabled child also increases?

4. Is there a significant relationship between parental involvement and academic performance of children with developmental disability?

Hypothesis

The hypothesis will be tested using 0.05 alpha level of significance.

The null hypothesis states that there is no significant relationship between the two variables, parental involvement and academic performance of children with developmental disability.

Significance of the Study

Definition of Terms The following terms are defined conceptually and operationally.

Academic Performance This refers to the outcome of a student’s success from school (Nye, 2012).

For the purpose of the study, academic performance of children with developmental disability will be measured through collecting the student’s final grade from the