Chapter 1

INTRODUCTION

Rationale

The researchers have observed that many of the students in Assumption

College of Davao complained about the high fees of the school, because of that the

satisfaction level of the students might be affected. Parents are paying high expenses

for high quality of education from this private institutions (Ashraf, Ibrahim, & Jorder,

2009). By the financial intention that private universities aim, it is moderately difficult to

guarantee the quality of education (Uddin et., al, 2011). By that, the perspective of the

students towards the school will definitely change as well as the satisfaction level just

because of the financial issues of the school.

Hanssen and Solvoll (2015) revealed that, the most effective way to know the

students’ satisfaction in the University is to improve the quality of social areas,

auditoriums, and libraries. Hanssen and Solvoll believed that when there is a good

quality in all the facilities at the Universities it will result to students’ satisfaction. In

addition, the behavior and efforts of teachers have prime and significant impact on

students’ satisfaction among the variables that have impact on students’ satisfaction

(Aslam,Younis, Sheik, Maher, & Abbasi, 2012).

The more families are engaged to the students’ activities in school, the more the

student will get motivated and do their best. All students should improve their

satisfaction in school and their attitudes when it comes to the family to get involved in
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their education. The students will change their attitudes and satisfaction depending on

the challenges like captivating and appropriate instruction and student motivation.

Other studies stated that some results of family and community engagement. (e.g.,

improved the attendance of the student and also in the behavior) (Epstein & Sheldon,

2016; Jung & Sheldon, 2015; McNeal, 2014).

Since this study as the researchers believed is one of the first to discover that

family engagement affects students’ satisfaction in the local setting. This study would

help those people to know about how important it is for the parents to give attention to

their children. This study may help those students to enhance their satisfaction in their

school and through the help of their family. This study will contribute in the local setting

by becoming aware about the performance of their children and by this; the family

might help the students by supporting them.

Research Objective

The purpose of the study is to determine the significant relationship of family

engagement and students’ satisfaction. Specifically, this study has the following

objectives:

1. To assess the level of the perception of family engagement of grade 11day class

students in terms of:

1.1. communication;

1.2. family support; and

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1.3. partnerships.

2. To ascertain the level of students’ satisfaction in terms of:

2.1. studying;

2.2. learning environment; and

2.3. teaching learning method.

3. To determine the significant relationship between family engagement and students’

satisfaction.

Hypothesis

The null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant relationship between family engagement and students’

satisfaction.

Review of Related Literature

This section will present discussions related to the independent and dependent

variables of the study. The family engagement has the following indicators, namely;

communication, family support, and partnerships (Louisiana State Improvement Grant,

2010). The students’ satisfaction has the following indicators: study habits, learning

environment and teaching learning method (Koski & Pernu, 2005).

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Family Engagement

Family engagement is simply involving the families in several program activities

in school but it is also incorporate partnership with the families to help those students

in learning and achievement, also it is a mutual responsibility for schools (Bouffard,

Westmoreland, O’Carroll, & Little, 2011).

Family engagement can also be defined in many ways, such as attending

school-based functions, parent/teacher conferences, and athletic activities (Herlickson

et al., 2009; Xu, Kushner Benson, Mudrey-Camino, & Steiner, 2010). Theodorou

(2008) stated that involvement was something that parents did or did not do, such as

attending meetings with staff and teachers but Theodorou identified that family

engagement as a responsibility of parents, research has documented that teachers

tend to consider family commitment in a way that avoids their own obligations in the

organization. In addition, family engagement can be school-or-program based like

volunteering or meeting with staff and teachers and can be home-based like helping

students with their homework. It includes academic socialization, such as family

attitudes about the importance of academic success and planning for the future

(D’Angelo, Rich, & Kohm, 2012). Moreover, schools for fostering meaningful family

engagement for student success and shared responsibility of families and programs

were being drawn by the increasing attention (Edwards & Kutaka, 2015).

Previous research has shown that when parents are involved in their children’s

education they assist their children for being successful in school (King, 2012; Rapp &

Duncan, 2012). Parents have been given the chance to voice their thoughts related to
 5

parental involvement and obligations at the elementary, middle, and college levels.

These thoughts protected the differences in how the parents at these stages

considered their parental responsibility, activities they engaged in as types of parental

involvement, and how frequently they engage in the chosen types of things to do at the

elementary, middle, and excessive school levels (Cripps & Zyromski, 2009;

Pomerantz, Moorman, & Litwack, 2007; Skaliotis, 2010). Epstein (2009) further

distinguishes between home-to-school communication and other forms of school-

based involvement such as volunteer work and involvement in school decision-making.

Hayes (2012) agreed that parental involvement should be a priority in students’

education. Hayes purpose of his study was to examine minority parental perspectives

on parental involvement. There is a goal family engagement and it is going beyond

mere parental presence at activities and as an alternative can consist of the

development or support of parents’ efficacy and confidence, building knowledge and

capabilities to help students’ education, facilitating father or mother networks and

growing leadership competencies (Tagle, 2011).

Communication. Communication is essential in a school environment in which

families and school staff form partnerships. A variety of communication methods

should be used in order to reach all families. Tools used for communication should be

provided on a regular basis, delivered consistently, published in a multilingual format

based on demographics, and presented using family friendly language (Louisiana

State Improvement Grant, 2010). Bouffard et al. (2011) stated that communication has

regular and effective if the child can build trust. Kreider and Cunningham (2011) added

that the school administrator can communicate the parent or guardian of a child using
 6

emails, phone calls, and text messages and face to face interaction. The act of a child

is based on the treatment of the parents if the family has harmonious relationship

towards each other, it yields a positive impact to their children’s academic

performances and interpersonal relationship. (Madianou, 2012).

Brook (2008) added that it is also effective if the parents will engage their

children especially in academic performances. Statham (2010) stated that if the family

will engage their children in educational field it should be fit to the desire of the child in

academics. Dyson, Benesford, et al. (2007) mentioned that some foundations are

offered a home visit to interview and to communicate the parents and the children.

When the parent teaches their children, it is considered as a support. Some foundation

is needed the parents’ presence to give the projects or to attend a meeting. The

information they receive is some activities of the children to use on their perspective

houses.

Family Support. Family support is an ongoing process, which reflects the

diversity of the school, families and community. Respecting families as equal partners

in education supports the growth and development of students. Strategies

implemented are based on the needs of the students and families. Richter and Naicker

(2013) stated that family support is a functional term for the processes involved in

promoting and supporting the development and socialization of the child.

Abuya et al. (2014) revealed that parental participation improved the learning

outcomes of every child and they become more aspired in education. Having

connections with a family will significantly enhance children's growth, development and
 7

learning (Albright, Weissberg & Dusenbury, 2011). Chen 2009 and Galinda and

Sheldon, (2012) stated that having an interaction between parents and their children

are the most important connection because it will influence overall development of a

child such as academic achievement. The goal of family support is to intercede the

difficulties in order to prevent problems and enable the families to solve their own

problems (Barlow et al., 2010).

Partnerships. Partnerships bring together families, schools, and community to

collaboratively improve outcomes. Efforts to develop school-business relationships

and school-family relationships benefit the school, community, and family. Successful

partnerships provide access to schools beyond the school day. This creates

opportunities for the school to become a center of activity for everyone within the

community (Louisiana State Grant, 2010). Weiss, Bouffard, Bridglall, and Gordon,

(2009) defined that students who are engaged with families are more likely to earn high

grades and test score, pass their classes, attend school regularly and graduate than

students with less engaged with their families. Research reveals that students do better

in school and in life when their parents are engaged in their education.

Parents and family engagement helps increase active participation,

communication and collaboration between parents, school with the goal of educating

child to ensure students achievement and success (Wood, 2018). Involving families in

the education of the students are important for promoting students well-being and

success. When there is a greater focus on fostering more meaningful and personal

connection, the school and families can work together to provide the support, structure

and make decisions for the benefit of students (Poth, 2018). Effective relationship
 8

between educators and parents helps the children succeed, it happens when teachers

reach out to establish trust, build relationships, and partner with families to support

children’s academic progress. Partnership towards the families contribute to the

academic improvement of the and they are likely more motivated (Flamboyan, 2018).

The above literature explains that family engagement is simply family

involvement through program activities in school and by that, it can help motivate

students who are learning and to achieve their academic life. Families must attend

parent/teacher conference and school programs. Parents should not only be attending

programs, meetings with the staff and the teachers, they should also attend the

parent/teacher conference and school programs to show the commitment in a way of

not avoiding their own obligations in the organization for being the parents of the

student. These will show if socialization is involved because family attitudes is of

importance of academic to be successful.

The literature above stated that if the parents’ attentions are involved, the

academic of the student will be successful. The responsibility of the parents is to guide

their children through giving advice and helping in terms of parental involvement

obligations. The stages of the students who are considered to be guided with their

parents are elementary, middle and excessive school levels. The family engagement

has a goal which is the presence of the parents should be involved in the activities also

to have a consistent support.

Students’ Satisfaction.
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Students’ satisfaction can be defined as a perceived interpretation and a

component of relative level of experiences of a student about the educational service

of a school (Mukhtar, Anwar, Ahmad, & Baloch, 2015). Bowman, Nicholas and

Smedley (2012) stated that students’ satisfaction is a direct student’s expectation to

the university and the students’ perception towards the effectiveness of foundation. If

student has a feedback such as in his/her performance, including also the academic

performance and student satisfaction, it has a significant in understanding the students’

perspective on their learning experiences, however what students have learned it is

not necessarily to represent at all (Sockalingam,2013). In Higher Educational

Institutions revealed that there is a significance of student satisfaction and it can be

shown when answering to this question: "What are the consequences of students who

are dissatisfied?”. Dissatisfied students in a competitive environment tend to withdraw

of transfer so that principals in higher educational institutions must be aware of it (Rasli

et al., 2011).

Higher education institutions have an important responsibility in terms of

managing all aspects of their services to students by improving students’ satisfaction

can be achieved in a way of perceiving the service of quality (Helgesen, 2006).

Arambewela, R. (2010) added that gaining competitive advantage, and a pressure on

institutions to increase students’ enrolments and retention, will achieve student

satisfaction in higher education institution, also the emphasis placed on a positive

student experience has become much greater. In higher education institutions also will

need an above all to satisfy the students can establish long-term relationship with their

students (Alves, & Raposo, 2009).

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In addition, being able to satisfy student needs and create unique and

appropriate characteristics in the instructional way, school policies among teachers

and promoting common understandings of instructional guidelines and the teachers

services and instructional goals will satisfy the expectations of students and parents is

extending the word "quality" to teaching quality, also in turn eliciting student potential

to achieve the educational objectives expected by students and parents (Ko & Chiu,

2011).

Studying. Hassan et al. (2011) defined studying as intended to elicit and guide

one's cognitive process during learning. Study attitude is significant variables, which

determine the academic performance of every student. Studying will contribute to a

successful academic future as well as leads to good grades (Marc, 2011). In addition,

studying will make the students to study independently; have a higher educational

career and become more productive in their specific field. It is also serves as the basis

of students’ performance (Adeninyi, 2011).

Kelli (2009) stated that in order for students to reach their studies, they have to

be ready to fitly assimilate course content, digest it, reflect on it and be ready to

articulate the data in written and/or oral type. Agba (2013) concluded that studying will

help the students to submit their paper works on time, prepare for their exams, and

test. Katelyn (2013) explained that there are fourteen positive and good studying,

which will help the students to improve their academic performances. By attending all

classes, reviewing, reading material etc., is one of the basic ways to enhance your

study habits. Note taking and memorization are also a big help for learning.
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Learning Environment. Learning environment should refer to the social,

psychological environment rather than the physical learning environment. (Cleveland,

2009). Students can easily learn if the environment is conductive for learning where it

can develop skills knowledge, attitude and behavior of a student (Vinales, 2015). Chen

and Duh, 2008; Dascalu, et al. (2015) and Millwood, Powell and Tindal, (2008) stated

that if the environment that you are surrounded has a good characteristic it is consider

a good or positive way to learn. Blair (2008) mentioned that "No one wants to learn in

a dull environment" he/she suggested that it could be creative such a way of colorful

surrounding inside of the room he/she also could use motivational quotes every corner.

There are many ways to create a good vibes classroom environment. Like

encourage student in his/her academic life and making classroom appealing (Andrew,

2008). Fraser and Pickett (2010) added that teacher should provide for better

classroom in a way setting management or classroom discipline. So that the student

can think and to behave in a proper manner. O'Niell (2012) emphasized the teacher

can use strategies to discipline well the students or to manage the misbehavior of the

students.

Teaching Learning Method. Suldo et al. (2009) stated that teachers who are

friendly and supportive towards their students and take time to have quality individual

interactions with their students would help increase students’ satisfaction. In addition,

a good quality of relationship can better assist lectures in implementing empathetic

teaching and students can also receive the lessons well. Good and effective interaction

would be established when teacher manages interaction between teachers and

students through effective questioning technique from the teachers as well as

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questions asked by students to the teachers (Jasmi, 2010). Classroom discussion

technique on student's satisfaction revealed that when classroom discussion technique

was used, the students in the class were found to be significantly more satisfied than

who were not able to observe or experience the classroom technique. Anderson et. al.,

(2007) revealed that, classroom discussion has been observed as a positive way of

learning.

Every teacher has their own style of teaching or technique depending on their

students' learning needs in order the student can learn effectively. The demonstrator

or coach style is showing students what they need to know, this is a lot like the lecturer

but their lessons are include multimedia presentations, activities and demonstration. In

addition, self-learning and helping students develop critical thing skills and mental

knowledge that leads to self-actualization (Gill, 2013). However, participation in many

discussions about teaching and learning methods reached a clear view of the learning

that aims higher education in disseminating up-to-date knowledge, use ideas and

information, test ideas and evidence, generates ideas and evidence, facilitates the

personal development of the students and the capacity if students to plan and manage

own learning (Bourner, 2013).

The above literature explains that students’ satisfaction means how they will

satisfy theirselves. It is also defined as a perceived interpretation and a component of

relative level of experiences of every student about the educational services of a

school. One of the qualities of student satisfaction is the teaching staff. It is a direct

student's expectation and perception to the university towards the foundation

effectiveness. When student has a feedback to their academic performance and

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students’ satisfaction it means that it has a significant in understanding the learning

experiences of a student.

A higher educational institution has an important role or responsibilities of

managing all aspects of their services. To achieve students’ satisfaction, the higher

educational institution gaining competitive advantage and pressure institutions. They

also need the support of their parents to satisfy the students and establish a rapport

with their students. In order to satisfy the students, they should create unique and

appropriate characteristics in the institutional way. And to promoting common

understanding to satisfy the expectation of students and parents.

Correlation between Measures

In higher education there is a challenge towards the largely negative perception

of parental involvement that needed to be addressed. For higher education

administrators, it is essential to them to understand how students feel about their

parent’s involvement and how satisfied they are in their school.

Carney (2004) revealed that the best way to clarify parent’s role and their

expectations of the student, is by answering a certain question from the student

perspective. Through that it has been revealed that when there is a question that is

connected to the involvement of parents to be answered by students there is a

statement on how the students was satisfy when their parents got engage with this

matter. Students are actually satisfied with parental involvement in college choice,

social experience, and academic experience (Oliver, 2011).

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Cohen, 2009 and Wells, (2008) stated that if the parents of a student did not attend

college, they may not see the value and therefore it might not be as involved, which

could affect student satisfaction with their college experience. Parents today maintain

their close ties with their children (Coburn, 2006; Howe & Strauss, 2003; Taub, 2008),

in which it has a high frequency of communication between parents and students.

Theoretical Framework

This study is anchored on the Bean's Psychological Theory in 1980. Bean

(1980) stated that the background characteristics of students must be taken into

consideration in order to understand their integration into a new university

environment. According to this theory, influencing attitudes and behaviors are the

intentions of students to persist. These attitudes and behaviors can affect the degree

in which the student is satisfied with the institution. The level of satisfaction might

increase the level of commitment to the institution.

In 1985, Bean and Metzner developed a theory on non-traditional students.

According to them, these are older, part-time and commuter students. Family

responsibilities, finances and outside encouragements are the attrition of these

students that is mostly affected by the external environmental variables, rather that the

social integration variables such as university memberships and friends which tend to

affect traditional students.

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Conceptual Framework

Figure 1 shows the relationship between family engagement and students’

satisfaction. The variable A is family engagement and it is measured by the tool used

for communication that should be provided like publishing a multilingual format and

presenting a family friendly language; family support in which refers to as equal

partners in education supports the growth and development of students also the

schools should use the variety of methods, and innovative in order to support all

families; and partnerships which refers to the opportunities for the school to become a

center of activity to everyone also the school will develop their quality through the

collaboration by the family. This is based from the study of Louisiana State Grant

(2010) in their document "Family Engagement Toolkit". It emphasizes the development

of schools to determine if they have the necessary structures in places to ensure

meaningful family engagement.

The variable B on the other hand, is students satisfaction and it is measured by

studying which refers to the study attitudes, study methods and study skills; learning

environment which refers to the suggests place and space in school that will promote

interaction and a sense of community that enable the students to be satisfied; and

teaching and learning method which refers to the methods to be used to enable the

student learning and through these will help the student to have enough supportive

feedback from the schools especially the teacher. This is based from the study of Koski,

and Pernu, (2005) in their document of “Quality on Vet-Schools”.

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The arrow implies the correlation of the identified independent variable to the

dependent variable of the study, to determine the relationship of existing variable of

the study.
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A B

Family Engagement Students Satisfaction

Communication Studying

Family support Learning environment

Partnerships Teaching learning method

Figure 1. Conceptual Framework of the Study

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Significance of the Study

This study on family engagement and students’ satisfaction is a contribution to

build and have a strong connection between the parents to their students. And to build

a rapport to every student with their family. The more the students are with the family

with full support the more they satisfied. This study considers that it would help to

improve the students’ academic performances, enhancing students’ participation, the

relationship between students and parents. Thus, they can make evaluation and

provide methods or ways that would enhance the family engagement and students’

satisfaction.

The school institution, especially the dean, school administrator and Program

head of school can help to prove that every student are more satisfied when it comes

to studies with the family that has full support towards their students by the use of the

data and information gathered. It will help to solve the existing problems on the school

institution.

In addition, it will help the teachers to monitor the parents of the students

especially in academic issues and concerns about the performance of the student

inside the classroom. It is also beneficial for the teacher for them to find solutions to

the particular problem arising in the students’ performance. The parents or guardians

in monitoring and having a moral support through every school related activities for the

students to be more motivated to strive more in studies.

Moreover, this study would provide the family and students to have important

knowledge about the engagement with families through students’ satisfaction and help
 19

them to try their best to support and motivate their students when it comes in school

related activities and academic exercises to have more satisfaction towards the

students.

On the other hand, this study will help and guide the future researchers about

the data and information inside the study. In addition, it can be used as reference and

data baseline of the future studies.

Definition of Terms

The following terms are defined operationally in this study;

Family Engagement. It refers to the parents’ participation and a supports

learning of the development of their children. These include communication, family

engagement and partnership.

Students’ Satisfaction. It refers to the fulfillment or the evaluation of the

students’ experience in their schools. These include studying, learning environment,

and teaching learning method.

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Chapter 2

METHOD

Presented in this chapter are the research design, research locale, population

and sample, and research instruments, sampling technique, data collection and

statistical tools employed.

Research Design

The research method used in this study is quantitative research. Quantitative

research is applied to data collection that is structured and can be represented

numerically (Bryman & Bell, 2007). This study is carried out through non-experimental

quantitative research design and used the correlational technique. Non-experimental

research can be both qualitative and quantitative research but this study used the

quantitative research. This research tool lacks the manipulation of an independent

variable, random assignment of participants to conditions or orders of conditions, or

both characteristics pertinent to experimental designs (O'Dwyer & Bernauer, 2013).

The correlational technique is defined as the statistical test used to determine the

tendency or pattern for two (or more) variables of sets of data to vary consistently

(Creswell, 2012). Leedy and Ormod (2010) stated that the purpose of correlational

research is to investigate the extent to which difference in one characteristic or

variables are related to differences in one or more other characteristics or variables.

Moreover, quantitative research methods focus on measurements that are objective,

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with statistical analysis or numerical data collecting. Data are gathered through

different methods such as polls and questionnaires (Creswell, 2009).

Research Locale

The research study was conducted in Assumption College of Davao. It is

located at J.P. Cabaguio Avenue, Davao City. This is a private catholic academic

constitution in Davao City. The campus is composed of four different buildings: Queen

of Angels (Elementary), Queen of Peace (Junior High & Senior High Grade 11), Queen

of Universe (Senior High Grade 12) and Queen of Apostles (College). It is currently

managed by the missionaries and aiming to achieve the quality of education for holistic

growth and responsible of citizenship, provides the child learning experience that is

student-centered, relevant and transformative education and the school advocates

“ecozoic” living wherein there will be no plastics and instructional branding inside the

campus. In addition, the school is helping the Lumad/Indigenous people by giving them

the chance to enhance their skills by studying.

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Figure 2. Map of the Philippines pointing Davao City

 23

Population and Sample

The researchers used the stratified random sampling method in selecting the

students from grade 11 day class of Assumption College of Davao in the academic

year 2018-2019. Stratified random sampling method is a probabilistic sampling option.

The strata or the groups that are chosen to divide a population into important

categories relevant to the research interest (Kaplan, 2014). Out of the 478 population

of the grade 11 day class senior high students. There are only 218 only who are

selected by using Slovin’s formula.

Table 1.

Distribution of Respondents

Senior High Population Respondents Percentage ( % )

School Grade 11 (N) (n)

Day Class

Students Strands

ABM 92 41 19%

GA 50 22 10%

HUMSS 147 68 31%

STEM 93 43 20%

HE 47 22 10%

ICT 49 22 10%

Total 478 218 100%

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Research Instrument

The research questionnaire of family engagement was adopted from the

Louisiana State Grant (2010) in their document “Family Engagement Toolkit. Family

Engagement has following indicators: communication, family supports, and

partnerships.

The research questionnaire of students’ satisfaction was adopted from the study

of Koski and Pernu (2005) in their document “Quality on Vet-Schools”. Students’

Satisfaction has following indicators: studying, learning environment and teaching

learning method.

The researchers adopted a survey questionnaire to gather the needed data for

the study. The panel of experts validates and ensure the reliability of the

questionnaires, covered by family engagement and students’ satisfaction.

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The following scale is used to determine the level of family engagement.

Table 2.

Descriptive analysis for independent variable

Range of Means Descriptive Rating Descriptions Interpretation

4.20 - 5.00 Very High This means that the item in family

engagement is always manifested.

3.40 - 4.19 High This means that the item in family

engagement is manifested

oftentimes.

2.60 – 3.39 Moderate This means that the item in family

engagement is manifested

sometimes.

1.80 - 2.59 Low This means that the item in family

engagement is rarely manifested.

1.00 - 1.79 Very Low This means that the item family

engagement is not manifested at all.

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The following scale is used to determine the level of students’ satisfaction.

Table 3.

Descriptive analysis for dependent variable

Range of Means Descriptive Rating Descriptions Interpretation

4.20 - 5.00 Very High This means that the item in students’

satisfaction is always manifested.

3.40 - 4.19 High This means that the item in students’

satisfaction is manifested oftentimes.

2.60 – 3.39 Moderate This means that the item in students’

satisfaction is manifested sometimes.

1.80 - 2.59 Low This means that the item in students’

satisfaction is rarely manifested.

1.00 - 1.79 Very Low This means that the students’

satisfaction is not manifested at all.

The researchers adopted a survey questionnaire together the needed data for

the study. The panel of experts validates the questionnaires covered family

engagement and students’ satisfaction and they ensure the reliability of the questions.

Data Collection
 27

The researchers observed the following sequence in collecting data:

A letter of permission was submitted to the office of the principal through the

assistant principal of Senior High School Day Class in Assumption College of Davao

to ask permission to conduct this study. Upon approval of the letter, the questionnaire

was administered to the respondents in the identified senior high students. The

researchers personally retrieved the questionnaires. The gathered data were collated,

tallied in Microsoft Excel spreadsheets and was submitted to the statistician for data

analysis and interpreted based on the purpose of the study.

Statistical Tool

The following were statistical tools used for data treatment:

Mean. It was used to describe the level of family engagement and students’

satisfaction.

Standard Deviation. It was used to determine the spread of scores or the distance

of responses from the mean.

Pearson (r.) or Pearson Product Moment Correlation Coefficient. It was used

to determine the relationship between the family engagement and students’

satisfaction under study.

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Chapter 3

RESULTS
This chapter is composed of presentation and interpretation of the findings after

the data was collected and gathered. The data was analyzed to determine the level of

the independent and dependent variables which are the family engagement and

students’ satisfaction. To know if there is significant relationship between the two

variables, the family engagement and students’ satisfaction of grade 11 day class

students through the use of Pearson Product Moment Correlation.

Level of Family Engagement

The summary of the level of family engagement was determined in this study

based on their responses with the use of research instrument

Table 5.

Level of Family Engagement

Standard Descriptive
Indicators Mean
Deviation Equivalent

Family Support 3.99 .60 High

Communication 3.93 .62 High

Partnership 3.93 .58 High

Overall 3.93 .53 High

As shown in table 5, the overall level of family engagement described as high

and depicts that family engagement is manifested oftentimes (M=3.93, SD=.53).

 29

Indicator family support gained the highest score (M=3.99, SD=.60). This was followed

by communication (M=3.93, SD=.62) which is interpreted as high and partnership

(M=3.93, SD=.53) which is interpreted also as high.

Level of Students’ Satisfaction

The summary of the level of students’ satisfaction was figured out in this study

based on their responses through the research tool.

Table 6.

Level of Student’s satisfaction

Standard Descriptive
Indicators Mean
Deviation Equivalent

Teaching and
3.94 .51 High
Learning Method

Learning
3.93 .63 High
Environment

Studying 3.89 .58 High

Overall 3.94 .51 High

Exhibited in table 6 is the overall level of students’ satisfaction described as high

and can be interpreted as students’ satisfaction is manifested oftentimes (M=3.93,

SD=.53). The indicator teaching and learning method gained the highest mean score

(M=3.94, SD=.51). Followed by the learning environment (M=3.93, SD=.63) which is

interpreted as high and studying (M=3.89, SD=.58) which is interpreted also as high.

Correlation between family engagement and students’ satisfaction

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The independent variable which is family engagement with indicators:

communication, family support and partnership were correlated to the students’

satisfaction with indicators: studying, learning method and teaching and learning

method.

Table 7.

Correlation between Family Engagement and Students’ Satisfaction

Family
Students’ Satisfaction
Engagement
Teaching
Learning
and Decision on
Studying Environm Overall
Learning H0
ent
Method
Communication .494 .405 .498 .505 Reject H0
.000 .000 .000 .000
Family Support .542 .471 .563 .558 Reject H0
.000 .000 .000 .000
Partnership .583 .499 .618 .617 Reject H0
.000 .000 .000 .000

Overall .582 .502 .617 .617 Reject H0

.000 .000 .000 .000
Correlation is significant at the α=.05 level

Exhibited in table 7 is the correlation between family engagement and students’

satisfaction. The results shows that all correlation between indicators has a positive

and significant correlations; communication and studying (r=.494, p<.05),

communication and learning environment (r=.405, p<.05), communication and

teaching and learning method (r=.498, p<.05), family support and studying (r=.542,

p<.05), family support and learning environment (r=.471, p<.05), family support and

teaching and learning method (r=.563, p<.05), partnership and studying (r=.583,
 31

p<.05), partnership and learning environment (r=.499, p<.05) and partnership and

teaching and learning method (r=.618, p<.05).

On the strength of the above results, it is concluded that there is a positive and

significant correlation between the two variables and it is described as moderately high

(r=.617, p<.05). The researchers reject the hypothesis H0 and conclude that there

exists a positive significant correlation between family engagement and students’

satisfaction among Grade 11 students.

Chapter 4
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DISCUSSION

The discussion in this chapter is drawn according to the presentation of the

analysis and interpretation of data found. Also, the conclusions and recommendations

were presented in this chapter.

Family Engagement

Family engagement of the students involved in this study was at high level as

specified in the survey results. This means that the family needs a dept engagement

with the students especially in terms of school activities that could help students in

growth. By all means, the respondents appreciated the interconnectedness and

partnership created by family engagement. This is allied on the statement of Bouffard,

Westmoreland, O’Carroll, & Little, (2011) stated that family engagement is simply

involving the families in several program activities in school but it is also incorporate

partnership with the families to help those students in learning and achievement, and

mutual responsibility for schools. Particularly, in attending school-based functions,

parent/teacher conferences and athletic activities. Significantly, Herlickson et al.

(2009); Xu, Kushner Benson, Mudrey-Camino, and Steiner, (2010). Closely,

King,Rapp and Duncan, (2012) emphasized that when parents are involved in their

children’s education they assist their children in being successful in school.

The indicator family support gained the highest mean score and interpreted as

oftentimes manifested. This means that family support is essential to the student

toward their development and growth and the policies and practices is existing in the
 33

school that has a connection to the family. Richter and Naicker (2013) stated that family

support is a functional term for the processes involved in promoting and supporting the

development and socialization of the child. Abuya et al. (2014) revealed that parental

participation improved the learning outcomes of every child and they become more

aspired in education. Chen (2009); Galinda and Sheldon (2012) added that having an

interaction between parents and their children are the most important connection

because it will influence overall development of a child such as academic achievement.

The indicator communication has the descriptive equivalent of high and

interpreted as oftentimes manifested. It denotes that communication is essential in a

school environment in which families and school staff form partnerships like the

families are informed in every program that the school had. A variety of communication

methods should be used in order to reach all families. Tools used for communication

should be provided on a regular basis, delivered consistently, published in a

multilingual format based on demographics, and presented using family friendly

language (Louisiana State Improvement Grant, 2010). Likewise, Statham (2010)

stated that if the family will engage their children it should be fit of the child desire in

academic.

The indicator partnership is at high level and interpreted as oftentimes

manifested. As defined by Wood, (2018), parents and family engagement helps to

increases active participation, communication and collaboration between parents,

school with the goal of educating the whole child to ensure students achievement and

success. Involving families in the education of the students are important for promoting

students well-being and success. When there is a greater focus on fostering more
 34

meaningful and personal connection, the school and families can work together to

provide the support, structure and make decisions for the benefit of students (Poth,

2018). Effective relationship between educators and parents helps the children

succeed. It happens when teachers reach out to establish trust, build relationships and

partner with families to support children’s academic progress. Partnership toward the

family has helped drive academic improvement which also helps to feel more

supported in the classroom and that when families are involved, students are more

motivated to learn (Flamboyan, 2018).

Students’ Satisfaction

The result of students’ satisfaction has a descriptive equivalent of high which

was interpreted as manifested oftentimes. It is revealed in this study that to satisfy the

students, the school policies must give an instructional guidelines and the teachers

shows an appropriate characteristic services and instructional goals towards students,

it will satisfy to their expectations and the parents also will be extending the word

"quality" to teaching quality, also in turn eliciting student potential to achieve the

educational objectives expected by students and parents (Ko and Chiu, 2011).

Helgesen (2006) added that managing all aspects of their services towards students

by improving students’ satisfaction can be achieved in a way of perceiving the service

of quality.

In terms of teaching and learning method gained the highest mean score; it

describes as high and interpreted as manifested oftentimes. As the result shown the

item three got the highest mean which stated that teachers are competent in terms of
 35

their topic. Suldo et al., (2009) stated that teachers who are friendly and supportive

towards their students and take time to have quality individual interactions with their

students to increases students’ satisfaction. Jasmi (2010) supported that a good quality

of teacher and student relationship can give better assist lectures in implementing

empathetic teaching. Students can also receive the lessons well. A good and effective

interaction would be established when teacher manages interaction between teachers

and students through effective questioning technique from the teachers as well as

questions asked by students to the teachers.

The indicator learning environment is described as high and interpreted as

manifested oftentimes. This means that learning environment can help to learn the

student easily if the environment is good. It can enhance the skills knowledge, attitude

and behaviors of the student (Vinales, 2015). Chen and Duh et. al (2015) and Millwood,

Powell and Tindal, (2008) stated that it is helpful if the environment is good which can

be a positive way to learn. In addition, there are many ways to create a good

appearance of a classroom environment like having a colourful classroom,

encouraging quotes designs and etc. (Andrew, 2008).

The studying is at high level and interpreted as oftentimes manifested. The

result showed that there are several of teaching methods was used like a group work

or pair work. Marc (2011) stated that studying can give every student a good academic

performance which will contribute to a successful academic future as well as leads to

good grades. In addition, good study habits will allow the students to study

independently and have a higher educational career. It is also serves as the basis of

students’ performance (Adeninyi, 2011).

 36

Relationship of Family Engagement and Students’ Satisfaction

This study asserts that there is a significant relationship between family

engagement and students’ satisfaction of grade 11 day class students of Assumption

College of Davao. This is anchored to the study of Oliver (2011) who stated that when

the parents are involved with academic matter the students will be satisfied. Students

are actually satisfied with parental involvement in college choice, social experience,

and academic experience. Through this statement it reveals that family engagement is

essential to the students’ satisfaction in an institution and especially to their academic

matter.

The results of this study are supported by the anchored theory Bean’s

Psychological Theory of 1980 and the Bean and Metzner theory on non-traditional

students. The theory is about implementing the attitudes and behaviors of the parents

and students to persevere. These attitudes and behaviors of the parents towards the

student affect the satisfaction of the students. The more the parents will support the

students, the more the students will be satisfied and do the activities to the school. The

family responsibilities, finances and outside encouragements are the attrition of the

students that is mostly affected by the external environment.

Conclusion
 37

Based on the results and findings of the study, the level of family engagement

at Assumption College of Davao is high. This means that the family engagement is

manifested oftentimes. In terms of family support; communication and partnership the

result found as high and interpreted as manifested oftentimes.

Consequently, the level of students’ satisfaction is manifested oftentimes.

Moreover, the teaching and learning method; learning environment and studying were

interpreted as manifested oftentimes and described as high.

Over all, the results indicated that there exists a positive and significant

relationship between family engagement and students’ satisfaction.

Recommendation

The following recommendations crafted for consideration of beneficiaries of this

study based on the findings and conclusion;

As overall result of family engagement and student satisfaction interpreted as

high, the administrators and the school may provide more program that may show

family support toward to the students as setting different activities such as meeting;

family orientation; and family day that would help the students to be more aspired in

education and develop their learning outcomes through the support of their family.

On the other hand, teachers may use teaching technique in order to satisfy the

students and create a unique characteristic in the instructional way. In family support,

they may be active in building a strong rapport with the students as well as the parents.
 38

In terms of Student Satisfaction, teacher may use an evaluation paper to evaluate

student's performance.

Parents may show their fully support so that the students will be more inspire to

do their tasks in their specific field. Student may be active to participate in any activities

and showcase their different talents.

Lastly, the future researchers may utilize this study as their reference for their

future studies and consider other indicators that were not indicated in this study to

guarantee profound comprehension about family engagement and student

satisfaction. This would help them in gathering information that is relevant to their

study.