PARENTAL INVOLVEMENT IN CHILDREN’S EDUCATION: BASIS FOR PARENT-LEARNER SUPPORT PROGRAM

Registration ID: IJNRD_307206

Published ID: IJNRD2505431

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ERICA JOYCE R. MEJARES

parental involvement, support program

This study assessed the parental involvement in the academic performance of the learners in Calibungan Elementary School, Victoria East District, Tarlac Province during the school year 2023-2024 through quantitative-descriptive research design. The quantitative-descriptive research design was used to present the profile of the parents of the learners in terms of highest educational attainment, occupation and monthly family income. It was also utilized to determine the extent of involvement of parents in their children’s education. Further, the study looked into the barriers to parental involvement and how serious are they. Based on the findings, intervention strategies were proposed to address the barriers to parental involvement as well as for a parent-learner support system. The sources of data were 42 parents of the learners in Calibungan Elementary School who provided pertinent data to answer the sub-problems raised in the study. They were assisted by the teacher-advisers in answering the questionnaire. Frequency, percentage and weighted means were utilized to treat the data statistically. Summary of Findings: 1.0 Profile of the Parents of the Grade 1 Learners In terms of highest educational attainment, 7 or 16.67% of the parents are college graduates; 13 or 30.95% are on college level; 16 or 38.10% are high school graduates; and 6 or 14.28% are graduates of vocational-technical courses. In terms of occupation, 9 or 21.43% of the parents are carpenters; 13 or 30.95% are tricycle drivers; 8 or 19.05% are helpers; 5 or 11.90% are clerks/messenger/crew; and 7 or 16.67% are unemployed. In terms of monthly family income, 10 or 20% of the parents have monthly income of more than P 30,000; 20 or 40% with P 21,000 to P30,000; 15 or 30% with P 11,000 to P 20,000; and 5 or 10% with P10,000 and below. 2.0 Extent of Involvement of Parents in Their Children’s Education Extent of involvement of parents to a “great extent” are the following: assisting your child in doing his/her assignments (WM=4.20); reminding your child of the importance of going to school (WM=4.00); conversing with your child about what happened in school after his/her class or before going to sleep (WM=3.60); and accompanying your child during school activities such as field trips (WM=3.60). Extent of involvement of parents to a “moderate extent” are the following: reading stories or books to your child at home (WM=3.40); participating in school programs when invited by teachers (WM=3.20); attending regular progress meetings with teachers (WM=2.80); and initiating small talks with teachers about the progress of your child in the school (WM=2.60). Extent of involvement of parents to a “slight extent” are the following: initiating to have meetings with other parents for an activity (WM=1.80) and doing volunteer work for the school (WM=1.60). 3.0 Barriers to Parental Involvement “Very serious” barriers include lack of teachers time (WM=3.58), lack of understanding of communication style (WM=3.71), tension in relationships between parents and teachers (WM=3.62), parents with no easy access to teachers (WM=4.16), and teachers’ belief of disrespect (WM=4.25). “Moderately serious” are the following: misperceptions of parents’ abilities (WM=3.42), limited family resources (WM=3.38), lack of comfort (WM=3.48), lack of vested interest (WM=3.26), and family involvement programs not fully implemented (WM=2.75). “Slightly serious” are mobility and difficulties of involvement with WM of 2.23 and 1.86, respectively. 4.0 Proposed Intervention Strategies Intervention strategies were proposed for parent-learner support system. Based on the findings of the study, the following conclusions were drawn: 1. Most of the parents of the learners are college level, tricycle drivers and have monthly family income of P 21,000 to P 30,000. 2. Generally, the parents of the 6 learners are involved in the academic activities of their children to a moderate extent. 3. The barriers to parental involvement are teachers’ beliefs that parents do not respect them, parents have no access to the teachers, and lack of understanding of parents’ communication styles. 4. The proposed intervention strategies which will serve as parent-learner support system focused on making connections with parents, setting-up a parent-family involvement program and welcoming the parents and ways for parents to support their children’s studies. Based on the findings made and the conclusions drawn, the following recommendations were offered: 1. The proposed intervention strategies should be considered for implementation by school officials to improve the parent-teacher relationships and the overall importance of parental involvement. 2. After the initial implementation, there should be regular monitoring and evaluation of the intervention strategies to enhance its implementation. 3. The communication between teachers and parents must be continuously checked and reflected. 4. The creative minds of the teachers must be cultivated leading to the conduct of activities to involve parents and are adapted to the needs of time. 5. An institutional program for parents must be in place on how to cope with the characteristics and developmental changes as well as the academic needs of their children. 6. Other researchers may conduct a similar study on a wider scope to validate the findings of the study.

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ERICA JOYCE R. MEJARES (May-2025). PARENTAL INVOLVEMENT IN CHILDREN’S EDUCATION: BASIS FOR PARENT-LEARNER SUPPORT PROGRAM. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(5), e340-e347. https://ijnrd.org/papers/IJNRD2505431.pdf

Volume 10 Issue 5, May-2025

Pages : e340-e347

Paper Reg. ID: IJNRD_307206

Published Paper Id: IJNRD2505431

Research Area: Other area not in list

Author Type: Foreign Author

Country: Lingayen, Pangasinan, Philippines

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