PARENTAL INVOLVEMENT IN SCHOOL ACTIVITIES: BASIS FOR INTERVENTION STRATEGIES

Registration ID: IJNRD_304689

Published ID: IJNRD2503266

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CATHYLEE P. GARCIA

parental involcement, intervention strategies, barriers

This study sought to assess the parental involvement in school activities of the learners in Doclong 1st Elementary School, San Clemente District, Tarlac Province to encourage parents’ participation during the school year 2023-2024 through the quantitative-descriptive research design. The quantitative-descriptive research design was used to present the various means of communication the school used to involve the parents in school activities. It was also utilized to determine the extent of involvement of parents in their children’s education as perceived by the teachers in terms of communication, parenting, student learning, volunteering, school decision-making and advocacy, and collaboration with community. The study further looked into the barriers to parental involvement and how serious are they. Based on the findings of the study, intervention strategies were proposed to address the barriers to parental involvement. The sources of data were the 7 teachers in Doclong 1st Elementary School who provided pertinent data to answer the sub-problems raised in the study through online data gathering. Weighted means were utilized to treat the data statistically. Summary of Findings: 1.0 Means of Communication Used by the School to Involve Parents in School Activities Schools communicate with parents relative to school activities to a “great extent” in terms of school newsletter and report cards with WM of 4.06 and 4.42, respectively. Schools communicate with parents to a “moderate extent” through school council meetings, PTA and other school association meetings, school sign, phone conversation, word of mouth, and home visit with WM that ranged from 2.82 to 3.44. Schools communicate with parents to a “slight extent” in terms of meeting the parents through open house, school webpage and E-mail with WM of 2.13, 2.06 and 2.44, respectively. The overall WM was 3.11 which indicates the schools communicate with parents relative to school activities to a “moderate extent.” 2.0 Extent of Involvement of Parents in their Children’s Education Out of eight items in terms of communication, three were to a “great extent,” another three to a “moderate extent” and two were to a “slight extent” with overall WM of 3.42 (moderate extent). In terms of parenting, two items were to a “great extent” and four items were to a “moderate extent” with overall WM of 3.74 (great extent). In terms of student learning, two items were to a “great extent” and three items were to a “moderate extent” with overall WM of 3.65 (great extent). Out of eight items in terms of volunteering, five items were to a “moderate extent” and three items were to a “slight extent” with overall WM of 2.94 (moderate extent). In terms of school decision-making and advocacy, two items were to a “moderate extent” while four items were to a “slight extent” with overall WM of 2.67 (moderate extent). In terms of collaboration with community, two items were to a “great extent” and another two items were to a “moderate extent” with overall WM of 3.76 (great extent). The overall weighted mean was 3.36 which indicates that involvement of parents in their children’s education as perceived by teachers was to a “moderate extent.” 3.0 Barriers to Parental Involvement “Very serious” barriers to parental involvement were parents not having enough time, parents feel they lack knowledge, hesitation of parents to teach their children, and parents feel they are not right for a PTA with WM of 4.46, 4.41, 3.75, and 3.51, respectively. “Moderately serious” barriers to parental involvement were children need relaxation, children prefer to play, children not independent, children would be embarrassed, beyond call of duty, parent not aware of required help, chances to participate are few, and teachers are not welcoming with WM that ranged from 2.95 to 3.46. The overall weighted mean was 3.54 which indicates the barriers to parental involvement were “very serious”. 4.0 Proposed Intervention Strategies Intervention strategies were proposed to address the barriers to parental involvement and improve the participation of parents in school activities. Based on the findings of the study, the following conclusions were drawn: 1. Generally, schools communicate with parents relative to school activities to a moderate extent which indicates that the school activities relative to communication are adequate. 2. Generally, parents are involved in their children’s education to a moderate extent which indicates their participation in school activities are just enough. 3. Barriers to parental involvement are parents have not enough time to devote to every child, parents feel they lack knowledge of the subject areas, parents lack skills about teaching methodology and parents feel they are not right to be on a committee. 4. The proposed intervention strategies can improve the participation of parents in school activities. Based on the findings of the study and conclusions drawn, the following recommendations were offered: 1. The proposed intervention strategies should be considered for implementation to improve the participation of parents in school activities. 2. An institutional program for parents must be in place on how to cope with the developmental changes as well as the academic needs to their children. 3. Parents, schools and communities all need to work together to create an environment that facilitates the healthy development of children. 4. Further research should be conducted to validate the findings of the study.

Published Paper   E-Certificate

CATHYLEE P. GARCIA (March-2025). PARENTAL INVOLVEMENT IN SCHOOL ACTIVITIES: BASIS FOR INTERVENTION STRATEGIES. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(3), c581-c590. https://ijnrd.org/papers/IJNRD2503266.pdf

Volume 10 Issue 3, March-2025

Pages : c581-c590

Paper Reg. ID: IJNRD_304689

Published Paper Id: IJNRD2503266

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Author Type: Foreign Author

Country: Lingayen, Pangasinan, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2503266.pdf

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