Parental Factors Affecting Student's Self-Concept and Academic Performance Amid Modular Distance Learning
Suggested citation:
Caasi, N. B., & Pentang, J. T. (2022). Parental Factors Affecting Student's Self-Concept and Academic Performance Amid Modular Distance Learning. Universal Journal of Educational Research, 1(4), 202-209. Available at https://www.ujer.org/vol1no4/article414
Nelda B. Caasi
Palawan National School, Puerto Princesa City, Palawan, Philippines
Jupeth T. Pentang
Western Philippines University, Puerto Princesa City, Palawan, Philippines
ABSTRACT
Parental factors impact students’ self-concept and academic performance during the pandemic. Thus, this study determined the students’ self-concept and academic performance and the parental factors related to it. The research design was descriptive-correlational, and 500 nonrandom college students in West Philippines participated in the study. Researcher-made instruments were used, which were subjected to reliability and validity evaluation. Data were collected online from June 2021 to July 2022 and were analyzed using descriptive (frequency counts and percentage) and inferential statistics (Spearman correlation). Results revealed a positive self-concept and satisfactory academic performance among the students. Besides, parental factors such as educational attainment and school/classroom involvement are significantly related to self-concept and academic performance. Further, self-concept is significantly associated with academic performance. This shows that some parental factors are vital in developing the student’s self-beliefs and supporting their studies and academic endeavors amid the COVID-19 pandemic. Future studies may consider more factors related to academic achievement and self-concept. Other researchers may find the mediation or moderation effect of self-concept between parental factors and students’ scholastic achievement.
KEYWORDS: academic performance, COVID-19 pandemic, distance learning, higher education, parental factors, self-concept
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