Parental Involvement and Children’s Educational Performance: A Comparison of Filipino and U.S. Parents
Bibliographic record
Abstract
Researchers have long noted that parental involvement can substantially influence children’s academic performance. There is a paucity of research which has focused on this relationship in developing nations. Using data from two surveys of parents, one sample from the Philippines, and one sample from the United States, this study examines the nature of parental involvement, and how it affects the school success of elementary students. Among American parents, direct involvement (e.g., helping with homework) yields positive benefits for children’s grade performance. Among Filipino parents, indirect forms of involvement (e.g., volunteering at their children’s schools) are associated with higher grade performance. Overall, Filipino parents are shown to be more active in their children’s school activities. The influence of parental involvement upon children’s performance in school is shown to vary substantially between the two countries, depending upon the type of parental involvement and household characteristics. Household income, in particular, yields distinctly different effects upon Filipino and U.S. children’s grade performance. The results are discussed within a social capital paradigm.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".