SCHOOL - HOME PARENTING EFFECTS TO SCHOLASTIC PERFORMANCE OF INTERMEDIATE PUPILS IN THE DISTRICT OF LOS BANOS, DIVISION OF LAGUNA SCHOOL YEAR 2019 - 2020

This study was conducted with an aim to determine the effects of school-home parenting to scholastic performance of intermediate pupils in the District of Los Banos, Division of Laguna for school year 2019-2020. Specifically, it sought to answer the following questions: 1. What is the extent of the teacherÂÂ's role in improving the scholastic performance of their pupils through: a. Remedial Reading b. Interpersonal relationship with the child c. Recognizing pupils potential d. Guidance counselling 2. What is the degree of participation of parents in the following activities towards improving the scholastic performance of pupils as perceived by teachers and parentsÂÂ' themselves: a. Monitoring school activities b. Coordinating with teachers on pupils performances in school c. Giving financial support d. Helping develop good traits e. Cooperating in school projects 3. What is the level of performance of intermediate pupils in the following district achievement tests? 4. Is there a significant effect of school and home parenting to scholastics performance of intermediate pupils as to district and division achievement tests? This study used descriptive method of research to analyze the data systematically. The research instruments used in the study were researcher-made questionnaires checklist. Two sets of questionnaires were used one for the teacher-respondents and the other for parent-respondents. The questionnaires consisted of roles perform by teachers and parents to improve scholastic performance of pupils. The data gathered were treated using average weighted mean for the descriptive statistics. The chi-square was used to determine the effects of school-home parenting to scholastic performance of intermediate pupils. The findings of the study are the following: 1. The average weighted mean of 4.55 shows that the extent of teacherÂÂ's role in improving the scholastic performance of the pupils such as remedial teaching, interpersonal relationship with the child, recognizing pupilsÂÂ' potentials and guidance and counselling were performed with the great extent by the teacher. 2.a. The degree of participation of parents in the activities such as monitoring school activities, coordinating with teachers in pupilsÂÂ' performance in school, giving financial support, helping develop good traits and cooperating in school projects, are roles performed by parents towards improving the scholastic performance of pupils as perceived by teachersÂÂ' gained on average weighted mean of 3.30 interpreted as occasionally done by parents. 2.b. The weighted average mean of 3.76 shows that the degree of participation of parents with the activities towards improving the scholastic performance of pupils as perceived by themselves was done “paminsan-minsan” or occasionally. 3. Ten (10) or 12.5% of pupils fall within the range of 85.89. Forty (40) or 50% reach the average level and within the range 80.84. Thirty-one (31) or 38.75% fall within the level of 75-79 which is below average. The computed average weighted mean of 81.89 shows that the level of performance of intermediate pupils is average. 4.a. The computed chi-square value of 35.62 exceeds the critical value of 9.488 with a degree of freedom of 4. Thus, it reveals the school parenting has a significant effect to scholastic performance of intermediate pupils. 4.b. With the 17.749 computed chi-square value which also exceeds the 9.488 critical values signifies that home parenting is of great value to pupils in enhancing their scholastics performance. Based on the findings, the following conclusions were drawn: 1. TeacherÂÂ's role done in great extent to improve scholastic performance of pupils by exerting effort in developing the knowledge, skills and attitudes through the proper guidance and close teacher-pupil relationship, remedial teaching and recognizing potentials, 2.