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CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Parents play a vital role in the education of their children. Their
involvement and encouragement can help a child excel. Parents want their
children to succeed in school, but a parent's role in that success must not be
underestimated. In school as in life, consistent support from parents is crucial to
sustaining a student's confidence and sense of achievement. Parents play four
distinct roles in their child's education: cheerleader, friend, mentor, teacher and
enforcer.
Meanwhile, parent involvement at both the school and the home are
included. Parent involvement at home includes parenting practices and learning
activities at home. Parent involvement at school looks at voluntary school
involvement such as participation in parent-teacher meetings and talking with
parents of children in child’s class.
Moreover, parent involvement allows parents to monitor school and
classroom activities, and to coordinate their efforts with teachers. Teachers of
students with highly involved parents tend to give greater attention to those
students, and they tend to identify problems that might inhibit student learning at
earlier stages.
Parent involvement' is a hot topic in education, partly because many
parents are not involved enough. Research shows that when parents are more
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involved, their children generally do better in school. Involved parents enhance
what their children learn in the classroom. Involved parents also tend to be better
organized in daily life. Parent involvement also is beneficial for parents. Parents
who do something extra for their child, their child’s classroom, or their child’s
school have the satisfaction of seeing benefits and the thanks of smiling faces.
Involved parents invariably hear about problems early and are in the best
position to take action and to enact good solutions. Involved parents are also
frequently in touch with other parents, sharing useful information and working to
ensure that their children get a world-class education and a lifetime of good
school memories.
In Polomolok Central Elementary School, parents’ involvement is the
focused of the school. It encouraged parents to support their children in all school
activities since they are the frontlines of their children at home. Their children
appreciated their effort and presence.
Thus, this highly motivates the researcher to conduct a study to determine
the relationship between the Parents' involvements in school activities to their
children's academic performance.
Statement of the Problem
The study aims to determine the significant relationship between the
Parents' Involvement in School Activities and the Academic Performance in
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Makabayan among Grade Five pupils of Polomolok Central Elementary School,
S.Y. 2011-2012. Specifically, it seeks to answer the following questions:
1. What are the Profile of the parents involved in school in terms of:
1.1 Economic Status
1.2 Number of Children in the Family
1.3 Tribe
1.4 Religion
1.5 Gender
1.6 Educational Attainment
2. What is the extent of Parents' Involvement in school activities in terms of;
2.1 Amount spent in child studying period;
2.2 participation in school activities;
2.3 Adherence to school Policy?
3. What is the level of academic performance of grade five pupils in Makabayan
for the school year 2011-2012?
4. Is the profile of parents significantly associated with the academic performance
of the pupils?
5. Is there significant relationship that exists between the degree of Parents'
Involvement and pupils' academic performance?
Significance of the Study
One of the Department of Education (DepEd's) thrusts is to give education
for all, to attain quality education and quality outputs. With the partnership of the
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DepEd and Parents it produced a first ever special and unique education for
students that are fully aligned and relevant to them.
This study will be of help to the following:
To the teachers this study may help them recognize that there differences
in the way parents nurture and support their children. Hopefully, this study will
stimulate further insights to other researchers on the importance of knowing the
teachers and parents involvement in the education of the children.
The parents, this study helps them realized that they have the greatest
responsibilities over their children. Love and care in the family shall always be
cultivated to avoid their children to live astray or even to be one of those who live
on streets.
The administrators, this study enhances their skills in sharing their
talents, knowledge, time and effort in nurturing the parents and students to
become valuable and progressive citizen of the community, thus, this study
serves as a guide to design an effective program which supports to EFA 2015
goals that all children are in school.
Finally, to the researcher herself, this study will gives her confidence,
strength and deeper knowledge as well as specific skills in making specific and
valuable programs.
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Scope and Limitation of the Study
This study is confined to Parents and pupils of Polomolok Central
Elementary School s.y. 2011-2012. Specifically, this is limited to determine the
degree of relationship between parents' involvement in school activities and their
pupils' academic performance for this school year 2011-2012.
Further, this study is delimited to the school activities and mean scores of
the pupils' achievement test results in Makabayan. Thus, it also delimits on the
parents’ profile of the students, its involvement to the school activities and pupils’
academic performance.
Definition of Terms
For greater understanding of the study, the following terms are defined
operationally.
Academic Performance – refers to the mean scores obtained by the
Grade Five pupils in the Achievement tests in Makabayan.
Educational Attainment is the highest degree of education attained by
the parents who are the focus of this study which will be categorized into:
elementary, secondary and vocational level.
Economic Profile refers to the nature or occupation and daily wages of
the parents, their capacity to survive and the lifestyles they have. This is the
distribution, production and consumption of their services and or income.
Grade V Pupils refers to the respondent of the study conducted.
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Parents Involvement – Operationally defined as actively participating
parents to their children in their academic development by going to schools and
participating in open houses. Their profile is significantly measured by their
involvement in school activities.
Personality is operationally defines as the personal characteristics of the
parents.
Polomolok Central Elementary School refers to the local where the
study is conducted.
Religion is operationally defines as the faith or belief of the parents.
School Activities – Operationally defines as the different activities
conducted in Polomolok Central Elementary School like PTA meetings, Family
Day, Christmas Party and others.
Tribe refers to a family, race, or series of generations of the parents.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies that are
relevant to the development of the study.
Parents' Involvement
Research and reform efforts have both emphasized the role of parents in
holding schools accountable (by having the option of school choice or ―voting
with their feet‖) and in having parents themselves become more responsive
(parent involvement at the school and child level) in their children’s education.
However, school choice has been widely studied in recent years but usually
without the mention of parent involvement. Parent involvement variables are
treated either as unobservables or as fixed effects. Zimmer and Buddin (2003),
Hanushek, et al (2005), Sass (2004) and Bifulco and Ladd (2004) combine
parent involvement variables together with student characteristics as one fixed
effect at the student level. The first three studies assume that parent involvement
does not vary over time nor with respect to school-supplied inputs. Bifulco and
Ladd allow the overall student fixed effects (which includes parent involvement
and characteristics) to vary by year and grade.
Another example is the study by Hoxby and Rockoff (2005) on the impact
of charter schools on student achievement in Chicago. On top of instrumental
variables to address selection bias, they included covariates such as
race/ethnicity, free lunch, and proxies for ability. Parent involvement, which,
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unlike the covariates they included in their models, can change after the child has
transferred to a charter school and can bias their results, is not included. In any
case, these studies do not explicitly assess the effect of parent involvement on
achievement. None of these studies had any information on parental
involvement. The California, Texas, Florida, Chicago and North Carolina data
are all drawn from school records data that do not record any measure of
parental involvement or a variety of other family and student background factors
that are likely to affect student achievement. The authors did not discard
information about parental involvement—the information was not available in
these studies. The advantage of using school records data is the large volume of
records available at almost no cost, but the disadvantage is that the records are
not as complete as researchers would like. Instrumental variables, fixed-effects
and random-growth models help with some problems, but they are not a
panacea, especially since parent behavior can change once the child is in a
certain school type.
The parental involvement literature
A key factor behind student achievement other than parental school
choice is parent involvement. The literature is extensive in showing the
relationship between school programs, parent involvement in education and
children’s school performance. Parent involvement studies generally fall into
three categories (Henderson and Mapp, 2002): (1) studies on the impact of
family and community involvement on student 19 achievement; (2) studies on
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effective strategies to connect schools, families, and community; and (3) studies
on parent and community organizing efforts to improve schools.
Parent involvement and student achievement
There are several ways of measuring and understanding parent
involvement, as discussed by several authors who have developed various
frameworks for such (Chrispeels, 1992, 1996, as cited in Chrispeels & Rivero,
2001; Eccles & Harold, 1996; Epstein, 1992; Grolnick & Slowiaczek, 1994;
Hoover-Dempsey & Sandler, 1997). Epstein’s (1992) measure of parent
involvement is one of the most quoted in the literature, and has been adopted by
practitioners such as the National Parent Teacher Association (National PTA,
1998). The Harvard Education Letter (1997) summarized the six types of family-
school-community partnerships as follows, based on Epstein’s studies:
Parenting: Families must provide for the health and safety of children,
and maintain a home environment that encourages learning and good behavior
in school. Schools provide training and information to help families understand
their children’s development and how to support the changes they undergo.
Communicating: Schools must reach out to families with information
about school programs and student progress. This includes the traditional phone
calls, report cards, and parent conferences, as well as new information on topics
such as school choice and making the transition from elementary school to
higher grades.
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Volunteering: Parents can make significant contributions to the
environment and functions of a school. Schools can get the most out of this
process by creating flexible schedules, so more parents can participate, and by
working to match the talents and interests of parents to the needs of students,
teachers, and administrators.
Learning at home: With the guidance and support of teachers, family
members can supervise and assist their children at home with homework
assignments and other school-related activities.
Decision-making: Schools can give parents meaningful roles in the school
decision making process, and provide parents with training and information so
they can make the most of those opportunities. The opportunity should be open
to all segments of the community, not just people who have the most time and
energy to spend on school affairs.
Collaboration with the community: Schools can help families gain access
to support services offered by other agencies, such as healthcare, cultural
events, tutoring services, and after-school child-care programs. They also can
help families and community groups provide services to the community, such as
recycling programs and food pantries. Many researchers use some variation of
this framework. Ho and Willms (1996) studied the effects of parent involvement
on eighth-grade student achievement, using data from the National Education
Longitudinal Study (NELS) based on a sample of 24,599 students and their
parents and teachers. They identified 12 parent involvement variables from the
NELS that were compressed into four variables using principal components
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analysis. The four parent variables are: home discussions between parents and
child, communication between parents and school, home supervision, and school
participation by parents in volunteer activities and PTA meetings. They used
hierarchical linear modeling and controlled for family socio-economic status,
family structure, whether students were considered by their parents to have
learning or behavioral problems, and child gender and ethnicity. They first used
parent involvement factors as dependent variables to see how the other variables
affected parent behavior. Then they used reading and math standardized scores
as dependent variables. They found that the discussion of school-related
activities at home had the strongest relationship with academic achievement.
Parental participation at school had a moderate effect on reading achievement,
but a negligible effect on math achievement.
Ho and Willms admit that their study is potentially biased because they do
not include prior academic achievement due to data unavailability. There is,
however, another potential source of bias which they did not mention: school
type of child as well as school-level variables. Catsambis (1998), Shumow and
Miller (2001), Fan and Chen (1999) and Desimone (1999) found that parent
involvement with homework and parent-initiated contacts with school were
negatively related to student achievement. Parent involvement that is more
―reactionary‖ than pro-active tend to show a negative relationship with student
achievement. Catsambis studied 13,500 families whose children stayed in school
through 12th grade. She measured the connection of Epstein’s six types of
involvement with student achievement in high school. She controlled for
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race/ethnicity, education of parents, job, income, family size, whether parents
were at home or working, language at home and engagement at school.
On one hand, she found that parental behavior such as contacting the
school, encouraging teens to graduate from high school rather than go to college,
and supervising behavior were all associated with lower student achievement.
When she controlled for problem behavior, the effects disappeared. On the other
hand, she found positive correlations between student achievement when
parents express high expectations, discuss going to college, and help students
prepare for college. Shumow and Miller used data from a national study of
adolescents and looked at a subsample of 60 families to examine the impact of
parent involvement during the middle grades. They found that parents of
struggling students provide more help at home than parents of successful
students. This may be because parents tend to help more with homework when
students are not doing well in school. Fan and Chen found a similar pattern in
their meta-analysis of data from studies conducted over the past 10 years. These
studies suggest that parents are more involved, especially in terms of
supervision, as a reaction to their children not doing well in school. Similar to
other studies, Fan and Chen found that parent’s aspirations and expectations
have the strongest relationship with achievement.
Izzo et al (1999) did a three-year study of 1,200 urban New England
children from kindergarten through third grade and looked at the effects of parent
involvement on student achievement over time. They had four measures of
parent involvement and five measures of student achievement. However, the
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Izzo et al study has issues on measurement error and respondent bias in the
parent involvement variables, because of the way the parent involvement data
were collected. The study uses the Teacher-Parent Survey that asks teachers to
report on four aspects of parent school involvement: The first aspect is on the
number of contacts teachers had with each child’s parents during the year. The
second aspect is based on answers from two questions that were averaged into
a variable reflecting the quality of the teacher’s interactions with each child’s
parents. The third aspect is on answers that were averaged from two questions
into a variable reflecting teacher’s perceptions about whether parents
participated in school activities, and the final aspect is based on two questions
that were averaged into a variable reflecting teacher’s perceptions about whether
parents engaged in activities at home to enhance their child’s social and
academic development. Students were randomly selected from 341 classrooms
in 27 schools. Control variables included gender, grade level, family income and
education, and ethnicity. They found that engaging in home activities was the
strongest positive predictor for math and reading achievement. The variable they
used on parents’ educational activities at home, however, was a rather vague
yes/no binary variable. There was no explicit definition of the ―educational
activities at home‖ in the Izzo et al paper. And most importantly, the data on
parent involvement was based on teacher’s perceptions of involvement, not
actual parent involvement.
Gutman and Midgley (2000) studied African-American students from 62
families during the transition between grades 5 and 6. The dependent variable is
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the students’ grade point averages. They found that parent involvement as a
single variable (the definition includes talking to students about school, checking
homework, attending events and volunteering) did not appear to be related to
student achievement. The insignificant results, however, may be because the
components of parent variables used have a mix of negative and positive
correlations with student achievement which cancelled each other out.To test the
hypothesis that the relationships between particular types of parent involvement
and student achievement differ according to the student’s race/ethnicity and
family income level, Desimone (2000) used data from the National Education
Longitudinal Study of 1988. She found that some parent involvement variables
are more effective than others across different subgroups. Since she used cross-
sectional, nonexperimental data without longitudinal analysis (previous child
scores, for example were not included in the model because of unavailability for
8 th graders in her dataset), Desimone herself stated that causal relationships
cannot be estimated with any confidence. Desimone ran models (child scores as
dependent variable, parental involvement as key independent variables) for each
of the race/income subgroups. She looked at the resulting coefficients from the
models and compared them across sub-groups (for example, she looked at the
coefficient effects of parental volunteering on child scores across blacks, whites,
etc.)
Desimone found that school-level volunteering was a better predictor for
White and middle-income student achievement than for Asian, Black, Hispanic
and low-income students. Parent-Teacher Organization (PTO) involvement,
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however, was associated significantly with achievement for the latter group of
students. She also found that discussion with parents about school matters was
a significantly better predictor for Whites than for Asian, Blacks or Hispanics, and
for middle-income students compared with low-income students. Desimone
recognizes that prior research has documented a positive relationship between
achievement and high parental expectations. She found in her study that parental
discussion with students about post high school plans was associated with
achievement outcomes for White and middle income students, but not for low-
income, Black and Hispanic students. She also found that parental help with
homework was associated negatively with all measures of achievement, for
students from all races/ethnicities and income levels.
Lee and Bowen (2006) examined the effect of five types of parent
involvement on elementary student’s academic achievement by race/ethnicity,
poverty level and parent educational attainment. Their sample comprised of 415
third through fifth graders in a community in southeastern United States. The
data was assessed with t tests, chi-square statistics, and HLM. They found that
parents with different characteristics acted differently, and the types of
involvement shown by parents from dominant groups (white, non-at-risk groups)
had the strongest association with achievement. They found positive
associations between achievement and parent involvement at school, and
educational expectations had more than twice the effect of school involvement.
Homework help had a negative correlation with achievement. This study,
however, is only cross-sectional. The sample used is also limited, and the
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measure of achievement had reliability problems (scores were based on four
teacher-report measures). In sum, there seems to be a general positive
relationship between home and school involvement of parents on student
achievement, except for direct homework help which has a consistent negative
relationship with achievement across studies. However, the results of several
studies should be interpreted carefully given that they only look at the
correlations between variables; they are not causal. Moreover, the measure of
student achievement was usually not reliable, and the sample used limited any
inference to external validity. The importance of parent involvement in children’s
overall development is largely unquestioned. However, the impact of parent
involvement on children’s academic achievement is less certain. One reason for
this lack of certainty is that parent involvement can be defined in numerous ways.
Parent involvement defines as ―the active engagement of a parent with their child
outside of the school day in an activity which centers on enhancing academic
performance.‖
School type in the parent involvement literature
School type is also not considered by studies linking parent involvement
and student achievement. For example, studies by Ho and Willams (2001) look
at parent involvement and socio-economic status and their effect on student
achievement, but there was no mention of school choice. Desimone (2000), while
looking at parental involvement effects on student achievement within the sub-
groups of income and ethnicity, did not consider school type effects in her
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models. Catsambis (2000), Izzo et al (2001), Fan and Chen (1999) and Shumow
and Miller (2001) all did not include school choice effects into their models.
Linking School Activities to Parents' Involvement
Though studies are few and results tend to be mixed, there are studies
that posit that parents in private schools are more involved than those in public
assigned schools (Hausman and Goldring, 2000; Martinez et al., 1996; Wells,
1996). Hausman and Goldring found that parent’s reasons for school activities
(academic, convenience, discipline/safety and values) were generally effective in
predicting parent involvement than the parent background factor (such as
income). Moreover, those parents who chose schools for values reasons
reported greater levels of involvement at the school. Those who chose the
schools for reasons of convenience, on average, live much closer to the schools.
But this proximity did not result in a significant difference in level of involvement.
Other studies on the relationship between parent involvement and school
activities
Monitoring your child’s education is the cornerstone of parent involvement.
Every aspect of parent involvement is geared to providing the best schooling
possible for your child, and you can’t do this if you don’t know what’s going on.
Yet they know of no topic more difficult to cover than this one, for two reasons.
First, parents cannot be everywhere, and they will not know everything that
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happens to their child. Second, there is no clear consensus about what
constitutes a ―quality‖ education. There are many strongly held, divergent
opinions about the most important aspects of a child’s educational experience.
This is why school choice has become such an important topic. That said, there
are several useful ways that parents can gauge whether their young children are
receiving a high-quality education.
Schools are vital to the communities and the society. While parent
involvement directly helps their child, it also strengthens the school. Ideally, at
the end of each school year, parents should be able to look back and identify
specific things they have done to leave their child’s school a better place. Help
the school personnel feel appreciated. Every parent can provide thank-you notes,
cards for holidays, and individual or class presents (modest, but thoughtful ones
are best).
Some of the busiest parents make time to volunteer in their child’s
classroom or school. They can accompany children on a field trip, make phone
calls to share important information, come to the classroom and read to children,
or help with a special project. Teachers usually make requests to parents about
their needs, or ask the teacher how to make something happen. Sharing
information is valuable, and it means that more parents are able to cooperate to
strengthen their child’s school. Parents at some of the country’s premiere schools
are the most active in seeking improvement.
The traditional PTA (Parent Teacher Association) has been transformed
in many places. New names include Parent Teacher Organization or Parent
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Teacher Student Organization. Some groups have their own names. Some are
affiliated with The Newsletter for the Center for Development and Learning
Involvement cont’d. Many schools pride themselves in having 100 percent
parent participation. These groups organize and energize parent talent for
schools. They also fulfill an important role of challenging schools, seeking
information about what’s happening and why, expressing concern about changes
that are not optimal (at least on the surface), and lobbying with the school board
or state government about important matters. These organizations can be
inspirational, bringing in new ideas through a speaker series, a newsletter, or
creating a parent resource room at the school.
These associations often respond to parents’ schedules and preferences.
Some meet in the evening, others during the day. Some raise money, while
others concentrate on a wide range of activities. Most change over the years as
school needs and family needs change. Some parents just get parent
involvement down pat for the kindergarten class when they encounter a first-
grade teacher with very different rules and expectations. Then along comes a
second-grader who ups the ante or changes the parameters again.
On the other hand, early childhood professionals and teachers are an
important link in the home-school collaboration effort (Brand, 2006) and have the
opportunity to enhance children’s education by pursuing collaborative
relationships with parents. Teachers who believe in the importance of parent
involvement as a factor in enhancing children’s educational experiences are
more likely to act in ways that encourage parents to be involved (Hoover-
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Dempsey et al., 2002). Understanding teachers’ attitudes, as well as factors that
might impact their beliefs and attitudes, is important. Research on HS teachers
has found teacher background, qualifications, and experience to be related to
their attitudes and knowledge of early childhood development practices (U.S
Department of Health and Human Services, 2003); this may include practices
related to parent involvement. It has been posited that parents become involved
due to their view of the parental role, the school’s atmosphere in encouraging
parents participation, and self-efficacy (Hoover-Dempsey and Sandler, 2001). It
may be that low income-parents feel inefficacious and believe that they lack the
necessary skills to enhance their child’s learning, leading to low involvement in
their child’s schooling. Hoover-Dempsey and colleagues (2002) have noted that
efficacious parents regard their child’s learning and development as a shared
venture between parents and school.
Parental involvement can be seen to fall into three types: 1) Behavioral, 2)
Intellectual and 3) Personal. The research explores the effect of multi-
dimensional participation of parents and the resulting progress of children in their
studies when different parental resources were dedicated to them. Actively
participating parents help their children in their academic development by going
to schools and participating in open houses. By keenly observing the behavior of
their children they can rightly judge the kind of behavior or the allocation of
resources required by their children. Such caring parents can also motivate
teachers to become more attentive towards a particular student, thus maintaining
the cycle of parent-teacher involvement. Encourage Building up cognitive and
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perception abilities in a child are a major concern in the upbringing of the child.
The way the parents involve their children in cognitive learning is by exposing
them to different cognitively stimulating activities and materials such as books,
electronic media and current events at home. This helps the child to practice all
sorts of language comprehending skills at the school. The results show a
remarkably positive behavior at the school and with peers.
In an effort to describe parental involvement, many researchers use a
term ―Transition‖(Lombardi, Joan). ―Transition‖ is used to describe the time
period in which children move from home to school, from school to after school
activities, from one activity to another within a pre-school, or from pre-school to
kindergarten. The untiring endeavors of teachers in the phenomenon of transition
cannot be ignored. They prepared the children and their parents to face the
problems of adjusting to elementary school programs that had different
psychology, teaching styles and structure than the programs offered at the
kindergarten level. In the elementary level schools the teachers had to face
serious challenges in motivating the parents to take interest in their children’s
activities. The teachers adopted different methods to involve the parents in day-
to-day classroom and home activities. They used to send notes, invitation of
parent-teacher meetings, invitation of parental guidance sessions and training
sessions, continuously directing the parent’s attention towards their children.
Patricia Brown Clark suggests that it is very important to keep the line of
communication between teachers and parents open, so that the parents can
interact with the teachers and get up to date information of their children’s school
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activities. One way to involve parents is to schedule school events and arranging
classroom activities such as volunteering for libraries, acting as classroom aides
or efficiently organizing lunch breaks. The teachers also opt for making phone
calls at the children’s houses to keep in touch with the parents and getting to
know the extent to which they are contributing towards the welfare of their
children. Apart from the above activities, the teachers also assign home activities
for both the parents and their children so that the parents remain indulged in their
children and the children get to study at home. However, it was a bad and
disappointing experience for the teachers when many of the parents failed to
respond as expected. Many of the parents were so overwhelmed with their
official work that they could hardly take out some time for their beloved children.
Moreover, for some parents their schoolings were not positive and
character-boosting experiences, therefore they preferred to keep a distance from
their children’s school as well. This made it really difficult and at times impossible
for teachers to bring the parental involvement to the desired level. Nevertheless,
the activities of two teachers proved greatly fruitful in making parents involved in
their children. They were Carlos Valdez, an art teacher and 8th grade class
sponsor, and Mike Hogan, the school’s band director. They did it by involving
parents in music festivals and other school ceremonies. They proved to be great
examples for the future teachers As a result children who received adequate
parental concern were found to be much more confident in their academic
desires and achievements than those who could not get the right amount of
parental concern. The individual involvement of mothers and fathers also plays a
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vital role in the behavioral development of a child. Students from one-parent
household were observed to show less positive attitude towards schools and
studies as compared to students from two-parent households. One study aimed
at investigating parental concern showed that despite mothers’ sincere
endeavors, the role of fathers could not be ignored and both served as an
important foundation for the future progress of the child. This can be proved from
the following fact:
According to a recent report from the National Center for Educational
Statistics (2001), compared to their counterparts, children with involved fathers
are more likely to have participated in educational activities with their parents
(e.g., to have visited a museum or a historical site with their parents in the past
month), and are more likely to have access to multiple types of resources at
home as well (as measured by the proportion of parents who belong to
community or professional organizations, or regularly volunteer in the
community). (Flouri, E. And Buchanan, A, Pg.142).
Also, the parental involvement has been discussed and implemented in
terms of interventions or prevention programs, which are nothing but safety
measures taken to assure healthy and perfect upbringing of the child. The study
uses school-based and home-only intervention programs to find out the extent of
intellectual capabilities found in children from different family backgrounds. The
success of one school-based interventions can be proved from the following fact,
which was a part of ―Education Service Improvement Plan 2001-2005‖ of
Edinburgh:to come.
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Engaging families in the education of their children at home and at school
is increasingly viewed as an important means to support better learning
outcomes for children. When schools and families work together, children have
higher achievement in school and stay in school longer (Henderson & Mapp,
2002; Jeynes, 2005; Pomerantz, Moorman, & Litwack, 2007; Reynolds &
Clements, 2005). Although there has been considerable research on how
parents influence children's development, less is known about the specific ways
in which parents socialize their children in terms of school-related behaviors.
While extensive research indicates that there are important links between
parenting and children's academic and behavioral competence at school, there is
less research on "academic socialization", which is conceptualized as the variety
of parental beliefs and behaviors that influence children's school-related
development (Taylor, Clayton, & Rowley, 2004, p. 163).
Various definitions of parent involvement have been proposed. It can be
defined broadly as parental behavior with, or on behalf of children, at home or at
school, as well as the expectations that parents hold for children's future
education (Reynolds & Clements, 2005). Ho and Willms (2001) defined parent
involvement through four constructs--home discussion, home supervision, school
communication and school participation. Dimock, O'Donoghue, and Robb (2006)
proposed a range of dimensions that include: school choice (i.e., parents select
the education institutions and experiences for their children); involvement in
school governance and decision-making (i.e., parents participate in formal school
structures); involvement in teaching and learning activities in the classroom and
25
at home (e.g., parents volunteer in the classroom, converse with teachers
outside of formal meetings, help with homework and discuss school-related
issues with children); and communication between home and school (e.g.,
parents contact the school and receive communications from the school).
Socio-demographic characteristics of families and parental involvement
Variation in levels of parental involvement in children's learning at home
and at school is strongly influenced by family socio-economic status (SES)
(Boethel, 2003). Parents in families with lower SES often have fewer years of
education and, possibly, have had more negative experiences with schools. They
may feel unprepared to be involved. Parental involvement may also vary
because of differences in ethnic and cultural backgrounds between parents and
teachers (Desimone, 2001). Teachers are less likely to know the parents of
children who are culturally different from their own background and are more
likely to believe that these parents are less interested in their children's schooling
(Epstein & Dauber, 2001). Parents' language difficulties may also cause
difficulties in understanding participation opportunities. It is unfortunate that
parents with low SES and from different ethnic and cultural background than the
mainstream culture, whose children would most benefit from parental
involvement, are more likely to find it difficult to become and remain involved
(Lee & Bowen, 2006).
Parents with social and cultural backgrounds different from the dominant
social groups in the society may also have quite diverse expectations and
26
interpretations of what it means to be educationally helpful to their children. For
example, Vogels (2002; cited in Drissen, Smit, & Sleegers, 2005) distinguished
four groups of parents in research conducted in the Netherlands. The first group,
partners, were highly active in informal and formal engagement activities, from
volunteering to engagement in the formal governance of the school. These
parents were more likely to have a high SES. A second group was called
participants. They were highly involved in informal activities at the school and
had middle to high SES. The third group were delegators, who viewed teachers
as the appointed experts and therefore responsible for the education of their
children. The fourth group were the invisible parents, who were not engaged or
visible to the school. The invisible parents were primarily parents with a low SES.
Parental beliefs and the nature of parental involvement
A greater appreciation of the beliefs that underlie parents' decisions about
becoming involved in their children's education is needed (Taylor et al., 2004).
The way in which parents feel.When a parent gets involved in his child's
education, he positively influences his child's chances of success. Kids whose
parents are involved in their education tend to perform better than their peers
who have uninvolved parents. Some parents may not know how to get involved
in their child's education, but once they do, they can make a big difference.
Parents and school personnel need to work together to ensure positive parental
involvement for every child.
27
There are several types of parental involvement in education. Parents can
become involved in their child's education through simple steps such as asking
the child about her day or monitoring her homework assignments. Parents can
schedule conferences with the teacher or other school leaders to keep updated
about the child's progress and they can attend school functions like sporting
events and award ceremonies.
Another way for parents to stay involved in their child's education is to set
expectations for their child. If parents want their children to be successful in
school, they need to expect their children to perform at their best effort at all
times.
According to the Michigan Department of Education, the level of parental
involvement in education relies on three main factors. The first is the parents'
understanding of what is important or appropriate in terms of their involvement at
school. Some parents may believe that they need to monitor every aspect of their
child's education while others may believe that their role should be less
pronounced. The second factor is the parents' belief that they can have a positive
impact on their child's education. Some parents think their child will perform a
certain way in school regardless of their involvement, while others understand
that if they involve themselves in their child's education it will positively impact
their child's educational performance. The third factor is the degree to which the
parent feels the child and school want parental involvement. Some parents feel
their child wants them to stay away from their education or leave them alone;
28
other parents may not feel welcome at their child's school, keeping them from
being more involved in their child's education.
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like
school more." That's the conclusion of a recent report from the Southwest
Educational Development Laboratory. The report, a synthesis of research on
parent involvement over the past decade, goes on to find that, regardless of
family income or background, "students with involved parents are more likely to:
Earn higher grades and test scores, and enroll in higher-level programs;
Be promoted, pass their classes, and earn credits;
Attend school regularly;
Have better social skills, show improved behavior, and adapt well to school;
and
Graduate and go on to postsecondary education" (Henderson & Mapp, 2002).
But if parents have a central role in influencing their children's progress in
school, research has shown that schools in turn have an important part to play in
determining levels of parent involvement (Epstein, 2001). Working to include
parents is particularly important as students grow older, and in schools with high
concentrations of poor and minority students (Rutherford et al., 2007).
In developing countries, the support of the local community including the
parents, the local government units, and the local industry, is an important
element in sustaining and maintaining the viability of improved learning
outcomes. In El Salvador, the success of the Educo program is attributed to
29
parental participation (Jimenez & Sawada, 2001). In the Compensatory
Education Program in Mexico, empowered parent associations have substantial
effect on attendance in school, home follow-up studies, and motivation (Gertler,
Patrinos & Rubio-Bodina, 2006).
In the Philippines, there is a problem of parents and professionals having
different expectations of special education programs as the former remains a
largely untapped source of educational assistance (Gaw, 2000; Dela Torre, 1995;
Rotor, 1998; Sandoval, 2001).
Studies show that the majority of parents want to be involved in their
children’s education, but many face barriers that prevent them from doing so.
And although educators identify parental involvement as a best practice, schools
often don’t have the resources or the time to reach out to families who may be
reluctant to participate. Afterschool can offer parents a comfortable, flexible
setting in which to engage with their children and become involved in their
education. Parents enjoy activities that offer a chance to socialize and discuss
concerns with other parents and staff. After school programs are also an
important forum for indentifying and providing resources and services that
strengthen families. Creating a program that reflects the ideas and desires of the
parents involved leads to program improvements, increased attendance, and
greater parental investment (Cotton, 2000).
Parents are always concerned about the education and the well being of
their children. They send them to good schools with good teachers to prepare
them for good jobs. But who is really responsible of the learning of the student?
30
The student himself, the schoolteachers, administrators or the parents? James
Coleman (2000), in the classic study of American schools noted that:
School brings little influence to bear on a child's learning that is independent of his background and general social context, and the inequalities imposed on children by their home, neighborhood and peer environment are carried along to become the inequalities with which they confront adult life at the end of school. (p. 325)
Supporting this idea, Jencks (2002) wrote that the school itself does not
appear to be able to operate independently of the child's immediate social
environment. In contrast, Heyneman (2006) and Bibby and Peil (2004) indicated
that family factors have a small or random relationship to student learning at least
in non industrialized societies. Their position implied that school authorities in
non industrialized nations play a very important role in preparing students for
academic success, and occupational attainment. The current position of many
educators is that the home and school play an independent and significant role
on student learning even though the impact may be different.
The integration of faith and learning is a deliberate and systematic process
of approaching the entire educational enterprise from a biblical perspective. Its
objective is to produce students who have internalized biblical values and a view
of knowledge, life, and destiny that is Christ-centered, service-oriented, and
kingdom-directed. Ellen White says that the efforts of the best teachers must
often bear little fruit, if fathers and mothers fail to act their part with faithfulness.
(Fundamentals of Education p. 69,70). She is supported by Gaebelein (2001)
31
who indicated that education is more than teachers and courses. Hence the
involvement of parents in this process is imperative to achieve this objective. The
purpose of this paper is to examine how the home and the school can work
together for the effectiveness of the integration of faith and learning in Adventist
secondary schools.
The role of the parents in their children's learning is not usually limited but
it is more visible when their children are day students, which is going to be
discussed in this paragraph.
Sigel (2008) provided a conceptual framework that includes social and
cultural concepts needed for studies of family background. In Sigel's suggested
model, referring to studies on environmental factors influencing children's
learning, the quality of mother-child interactions, can be seen as the primary
influence on children's development of academic competence, supplemented by
extended family network, school and church institutions, and cultural norms. "The teacher's work should supplement that of the parents, but is not to take its place." p. 283
Coleman (2008) also developed a theoretical strategy for looking at the
environmental variables that affect student learning. According to Coleman,
family background can be analytically separated into three components: financial
capital, human capital, and social capital.
Financial capital is measured by the family's wealth or income; it is the
source of physical resources that can aid achievement.
32
Human Capital is measured by parent's education and occupation. It provides the
potential for a cognitive environment for the child that aids learning (e.g., the
availability of a good home library, a good place to study).
Social capital refers to the interrelationships between people who live or work
together. It refers to relationships between parents and children, between
employers and employees, between teachers and students and between
students themselves, etc.
Coleman further broke down social capital into three components:
obligations, expectations, and trustworthiness of structure; information channels
and norms and effective sanctions.
As physical and human capital facilitate productive activity, social capital
does as well. For example, a group within which there is extensive
trustworthiness and trust is able to accomplish more than a comparable group
without trustworthiness and trust.
Information channels as social capital are the potential for the information
that inheres in relation and, as such, are important in providing a basis for action.
As Coleman said, information is costly; at a minimum, it requires attention, which
is always in scarce supply. In a home, children need parents' attention and a
husband and wife need each other's attention to communicate and share
information.
Concerning norms and effective sanctions, when a social norm exists and
is effective, it generally constitutes a form of social capital. Norms in a home or a
33
community that support and provide effective rewards for high achievement in
school, greatly facilitate the school's task.
If the human capital or financial capital possessed by a parent is employed
exclusively at work or elsewhere outside the home and is not complemented by
social capital embodied in family relations, it is irrelevant to the child's
educational growth that the parents have a good deal or small amount of human
or financial capital. For example, a child can belong to a family in which members
are well educated, wealthy, and generally capable, but for a variety of reasons
(such as divorce, alcohol abuse, more involvement in business activities, or
exclusive attention to self development), the resources of the adults are not
available to aid the psychological health and the social and educational
development of the children. The children are therefore likely to become low
achievers if other institutions such as schools and churches do not intervene.
FACTORS ASSOCIATED WITH LEARNING
According to Brophy (2008), schools that elicit strong achievement gains
show more of the following characteristics:
- Strong leadership (typically, but not necessarily supplied by the principal)
that produce consensus on goal priorities and commitment to instructional
excellence;
- A safe, orderly school climate;
- Positive teacher attitudes toward student and positive expectations
regarding the student's abilities to master the curriculum;
34
- An emphasis on instruction in allocating classroom time and assigning
tasks to students
- Careful and frequent monitoring of progress toward goals through
student testing and staff evaluation programs;
- Strong parent involvement programs;
-Consistent emphasis on the importance of academic achievement,
including praise and public recognition for students who excel academically.
Leone and Richards (2009) reported that increased study time was
associated with better academic performance.
Concerning parental involvement, they indicated that the homework done
with a parent or a family member present was associated with the highest
attention levels and better academic performance.
Concerning parental involvement on a high school level, Henderson
(2001) indicated that the effects of parent-involvement are particularly strong at
the early levels but significant benefits can be derived from involving parents in
the intermediate and high school years.
Strong family and/or strong dormitory leadership will be characterized by
trustworthiness between members of the family and a commitment to its cause.
According to Ellen White, parents will not criticize and censure the school
management, which encourages insubordination in the children, or justify their
children in their wrong-doing if they are involved in the training of their children
(Education p.284). She added that one of the greatest difficulties with which
35
teachers have had to contend, is the failure on the part of the parents to
cooperate in administering the discipline of the college (Testimonies vol. 5, p.89).
Helping students do their homework can be extended to help them appreciate
and study the word of God including giving bible studies to non-Adventist
students in school dormitories.
Coleman (2007) indicated that private school educators see themselves
as extensions of the family they serve. They have the continuity of values
between home and school which reinforces a child educational experience.
Ornstein and Levine (2009) indicated that the difference of punishment
between the home and the school makes it difficult for many low working-class
students to follow rules and procedures when sanctions are not consistent with
those imposed at home. According to their findings, one would say that, in a
boarding school, investment in social capital has a higher return to students
whose home social capital matches the one available at the school. In order to
be able to match home and school discipline, teachers and dormitory deans
should do their best to know the child's home background. Knowing his/her home
will solve many of the discipline problems with students.
Parenting style also is a powerful predictor of student achievement as
Dornbusch cited by Henderson (2001) found that authoritarian styles are
associated with low achievers, permissive styles with the next lowest achievers,
and authoritative (firm but open to discussion and negotiation) associated with
high achievers. This statement supports Ellen White when she says that:
36
"The teacher must be firm and decided, he should not be
too exacting or dictatorial ... the true object of reproof is
gained only when the wrongdoer himself is led to see his
fault, and his will is enlisted for its correction. None who
deal with the youth should be iron-hearted, but
affectionate, tender, pitiful, courteous, and companionable;
yet they should know that reproofs must be given, and that
even rebuke may have to be spoken to cut off some evil-
doing" (Education p.280 and Fundamentals of Education p.
456, 457).
Mickelson (2000) found that peer-group characteristics predict grades
and that the proportion of friends planning to go to College is a powerful predictor
of student GPA (grade point average). Walberg (2004) cited by Hanson and
Ginsburg (2008) found that parental concern and encouragement were twice as
predictive of high school academic learning as was family SES (Socio-economic
status). Diprete (2001) also cited by Hanson and Ginsburg (2008) found that
students who report that their parents monitor their school work and whose
parents almost always know where they are and what they are doing have been
found to behave better both in and out of school. Helping students or children
choose good friends who will not only help them get good grades but also lead
them to Jesus is one of the responsibilities of parents and/or dormitory deans.
Similarly, Fan and Chen (2001) examined multiple measures of parent
involvement. Using the methodology of meta-analysis (analyzing multiple
research studies), the researchers identified three constructs of parent
37
involvement: (1) communication, (2) supervision, and (3) parental expectations
and parenting style. Communication refers to parents' frequent and systematic
discussions with their children about schoolwork. Supervision includes monitoring
when students return home from school and what they do after school,
overseeing time spent on homework and the extent to which children watch
television. Parental expectations and parenting style were found to be the most
critical of the three. These include the manner and extent to which parents
communicate their academic aspirations to their children. Fan and Chen found
that high expectations of parents and student perceptions of those expectations
are associated with enhanced achievement.
As Fan and Chen (2001) found in their research, parenting styles, as a
critical measure of parent involvement, have been linked to student performance.
Authoritarian, permissive, and authoritative are three styles of parenting
(Baumrind, 1991). Authoritative, identified as the preferred style, includes
parental warmth, inductive discipline, no punitive punishment practices,
consistency in child rearing, and a clear communication of interest in the day-to-
day lives of children (Rosenau, 2001). According to Rosenau, the authoritative
parenting style has a strong correlation with student behavior and classroom
management.
Van Voorhis (2003) examined the effects of involving parents in interactive
homework assignments (family homework assignments rather than student-in-
isolation homework assignments) using the Interactive Homework program, a
38
spin-off of the Teachers Involving Parents in School (TIPS) program developed
at Johns Hopkins University. TIPS offers parents guidelines for collaborating with
their children on homework activities, as well as information about school
curricula (Epstein, Simon, & Salinas, 2001). In the evaluation study, in
comparison to students engaged in traditional homework assignments, students
who participated in the TIPS Interactive Homework program received better
scores on homework and on report cards, and parents were more involved with
homework.
According to Leah Davies (2002), since parent involvement relates
positively to student achievement, parents are encouraged to participate in their
children's education in a variety of ways both at home and in school. At home
they are asked to read with their child, provide a quiet place for homework,
supervise assignments, monitor television and internet use, and promote school
attendance. Schools request that parents attend teacher conferences, "open
houses" as well as academic, art, drama, and athletic events. Parents are invited
to volunteer in classrooms, serve on advisory committees, and support fund
raising for special projects. Yet, many parents do not participate.
Education and Parental Involvement in Secondary Schools
Parental involvement is a combination of commitment and active
participation on the part of the parent to the school and to the student. There are
many problems concerned with involvement. Many secondary schools simply do
not know how to deal with the nontraditional family and the areas of concern that
39
it represents. Parents feel unwelcomed at school, lack knowledge and education,
and may not feel that education is important. The number of solutions that can be
used to improve parental involvement are substantial. The most important of
these, however, is for the principal of the school to be totally committed. When
these solutions are implemented the effects are great, especially for the student.
Improved student achievement is the key objective.
"Parental involvement, in almost any form, produces measurable gains in
student achievement" (Dixon, 2002, p. 16). The concept of parental involvement
with the student and the school is a vital one and can produce great rewards for
all concerned. However, it has been found that schools do not always know what
the term parental involvement really means (Vandergrift & Greene, 2002).
According to Vandergrift and Greene, there are two key elements that work
together to make up the concept of parental involvement. One of these is a level
of commitment to parental support. This includes such things as encouraging the
student, being sympathetic, reassuring, and understanding. The other element
needed is a level of parental activity and participation, such as doing something
that is observable. "This combination of level of commitment and active
participation is what makes an involved parent" (Vandergrift & Greene, p. 57).
Parent involvement actually declines as students grow older, so that it is
less in secondary schools than in elementary (Stouffer, 2002). If parental
involvement is so beneficial, why isn't it being used to a greater extent than at
present? There are many reasons from the parent and also from the school for
40
this lack of involvement. One of the reasons concerns the lack of understanding
of nontraditional families on the part of the school system. The nontraditional
family is struggling to deal with many factors that affect every member of the
family. These can definitely affect the way that the family is able to be involved in
the student's education. More than likely, there is a shortage of time. There just
simply are not enough hours in the day to accomplish everything. If there has
been a divorce or death in the family, there probably has been a change in the
financial standing of the family. By the school not being sensitive to this change,
the student/family could be embarrassed. The verynature of the family structure
is in a state of change causing confusion and insecurity (Duncan, 2002; Lewis,
2002; Wanat, 2002). The parents may be doing the very best that they can.
"Schools must understand that lack of participation by parents does not
necessarily mean they are neglecting their responsibilities. They simply may not
have the time, resources, or know-how to help out" (Wanat, p. 47). Parents often
do not feel welcomed at school. They feel that what they may have to offer is
unimportant and unappreciated. Also, parents may not believe that they have any
knowledge that the school is interested in knowing. This is especially true when
the parent may not have a great deal of education (Dixon, 2002; Vandergrift &
Greene, 2002). It is also possible that the parent does not have a great deal of
interest in the school or his child's education. The parent may not feel that
education is important (Vandergrift & Greene).
41
Another reason for lack of involvement is embarrassment. The parents
may be illiterate or unable to speak English. This could make communication
difficult if not impossible. Another source of embarrassment is memories of the
parent's failure in school. The parent would not have much desire to return to a
place that only served to remind him of his own failures (Brink & Chandler, 2003;
Smith, 2001).
There are many things that can be done to improve parental involvement
at the secondary level, but the success of any program will be tied directly to the
support and encouragement of the principal (Lewis, 2002). "Principals are key
contributors to helping parents and other educators understand each other"
(Duncan, 2002, p. 13). "Ultimate responsibility for creating harmony between the
school and the home rests with the principal" (Campbell, 2002, p. 3). By the
school being more aware of the circumstances of nontraditional families, better
communications can be established. One thing that the school can do is to let the
parents handle parenting responsibilities and the school handle the educational
responsibilities. Also, by working with the parents more, the school will have a
better idea of what the parents can and cannot do. More realistic expectations for
out-of-school projects is an example of this (Wanat, 2002).
Single parents often do not have the time, money, or knowledge to help
children with projects. For example, many mothers do not have equipment or skill
to plan science fair experiments or construct woodworking projects, and fathers
42
may not be able to help design and sew costumes for the school play (Wanat,
2002, p. 46).
Another important item is communication. More communication between
the school and home are needed, but specific types of communication are
important. Two-way informal exchanges between teacher/parent are much more
effective than one-way communication from the teacher (Wanat). Also, friendly
contact should be established with parents early in the year before something
has happened that makes it necessary for the teacher to contact the parent
(Wherry, 2002).
There are many ways that a school can improve communications. One
way is for the school to sponsor a parent/student fund raising. Parents and
students working side-by-side gives them a chance to talk, and hopefully the
teachers and schools will also be included in this important exchange. Also,
parent/teacher organizations can be an avenue to reach parents. Parents who
attend parent/teacher meetings are able to get to know their child's teachers
better. Another avenue sometimes overlooked is inviting parents to volunteer. By
doing this, the school is letting them know that they are wanted, needed, and
welcomed at the school. Many parents are more than willing to share their
knowledge of occupations, foreign travel, special skills and hobbies. They just
want to be asked. Alumni events have been shown to be an excellent way to
improve parent/community involvement and a way to raise needed money.
43
Former students may appreciate the opportunity to return something to
their school. One popular program is parent classes, which can help parents with
parenting ideas/problems, homework/tutoring strategies, drug education, and
improving communications skills. These classes can help the parent, student,
and school. Invitational events can encourage people to get involved with the
school that might not otherwise.
Grandparent day is one such invitational event that has met with success
(Loucks, 2002; Stouffer, 2002; Wherry, 2002). An open house program at school
can bring in parents, and it is very important to greet these visiting parents face-
to-face as quickly as possible. Also, greeting visitors with a sign in their own
language can make a big impression. Find out the languages spoken by students
and parents and put up a sign with all languages on it. Another way to help
parents feel genuinely wanted and welcomed is to establish parent advisory
groups.
People like to know that their input is valued. Also, the school could set up
a parent center in the school stocked with resources to help parents. This is one
way the school can say we care. In addition, the school could recognize what
parents are doing to help the students and praise them for their efforts. People
like to know that someone takes the time to notice and appreciate what they
were doing (Wherry, 2002).
One very important way that parents can become involved in their
student's work is through the use of computers. This is a new world opening up
44
for a lot of students as well as their parents. They can learn about this exciting
world together. One thing that is necessary is to make sure the programs used
are at the correct grade level and that there is a lot of variety (Rickelman & Henk,
2001).
There are several things that have been suggested for populations that
are at-risk. These populations have a great number of uneducated people, drug
addicts, alcoholics, and child abusers. The ideas already presented may not work
for this sector of the population, and they may need special consideration. The
first thing the school can do is to meet the parents where they are by assessing
the parent's needs and providing programs to meet those needs. Having a
workshop on Good Parenting Skills in English simply will not work when offered
in a district in which Spanish is the main language spoken. The school will need
to make a greater effort to get to know the parents individually. Someone from
the school may actually have to go door-to-door to make the invitation as
personal as possible so that the parents will feel welcomed. Also, the school
should "offer a broad range of activities to encourage support and participation,
including nonthreatening, low-commitment opportunities" (Vandergrift & Greene,
2002, p. 59). Making the parents feel as comfortable as possible is an important
step.
Results from the Arizona At-Risk Pilot Project suggest that the most
effective means to involve parents are ones that (1) establish a personal rapport
between someone from the school and the parent and (2) do not initially require
45
high levels of commitment or participation (Vandergrift & Greene, 2002, p. 59).
When parents, students, and the school work together, it is possible to
accomplish great things at the secondary level. Everyone reaps the benefits!
"When both parents and teachers work together, communicate and build a family
and school partnership, parents, teachers and children benefit from the outcome"
(Gelfer, 2001, p. 167). The main benefit of parental involvement is the improved
achievement of the student.
According to Loucks (2002), "Research shows that parents' involvement in
the school results in improved student achievement" (p. 19). There it is in a
nutshell: if the parent shows concern, it will translate into greater achievement on
the part of the student. The more that the parent becomes involved with the
teacher, school curriculum, and administration, the better the parent feels about
the school. The parent will have an increased sense of pride in the school and
the community. The more the parent learns about the way the school functions,
the more the parent will understand the educational process and educational
decisions. The parents and the school become allies and are able to be of mutual
benefit when it comes to dealing with difficult students and situations. The
parents are also more supportive of the school with financial support as well as
support of bond issues and other leeway levies (Stouffe, 2002). The more the
parent becomes involved and learns about the school, the more the parent can
help the student. The parents are able to "increase their understanding of child
development in areas of physical, social, emotional and cognitive development"
(Gelfer, 2001, p. 164). This helps to provide a bond between home experiences
46
and the educational program. When the parents understand how the child
develops, they are better able to provide a more positive and exciting home
environment. The parents may even want to learn more and possibly attend the
parent classes provided by the school. This type of situation can produce a
positive spiral of success for the parent, school, and student (Gelfer, 2001).
The important person is the student. Anything that the parent can do to
help the student improve is worth doing. "Emphasis should be on effective ways
of helping children, families, and schools work together to provide students with
the opportunity to put their best efforts forward" (Duncan, 2002, p. 13).
It is very clear that parental involvement is beneficial. It can definitely
benefit the student in question, but it can also benefit the teachers, the school,
the parents themselves, and the community, as well as other children in the
family. Everything possible should be done by the school system to encourage
the parents to become involved. This is especially true of the principal of the
school. He or she is the driving force of the school, and it is his or her leadership
that will guide the teachers in the direction of emphasizing the importance of
parental involvement.
There has been extensive research done on this subject. However, new
ways for increasing parental involvement can always be discovered. Additional
research and information in this area can do nothing but help all concerned.
47
Related Studies
Zellman, et al. (2006) investigates the factors associated with high and low
reading achievement in twenty elementary schools with a high proportion of poor
minority students. Several elements associated with achievement gains were
identified, including high levels of contact between parents and school staff.
Becher, (2004) reviews research on parent involvement and presents
extensive information on the elements of successful parent involvement
programs. Identifies research findings regarding the role of the family in
determining children's abilities and achievement, the effects of parent education
programs on student outcomes, parental practices which promote reading
success, and the role and potential of parent involvement in enhancing school-
family relations.
Coleman and Hoffer, (2007) compares the reading and math achievement
of lowincome black and Hispanic students in Catholic high schools with the
achievement of such students in public high schools. Attributes the superior
performance of Catholic school students to the greater involvement of families
and communities in these schools.
Collins, et al. (2002) describes 28 parent involvement programs in large
American cities and identifies elements which appear responsible for their
success. Positive results of involving parents in their children's schooling include
improved achievement, reduced absenteeism, improved behavior, and restored
confidence among parents in their children's schooling.
48
Cotton and Savard, (2002) reviews 18 studies on the effects of parent
involvement in instruction on the achievement, attitudes, and behavior of
elementary and secondary students. Found such involvement beneficial,
especially when parents receive orientation and training for helping their children.
Dornbusch and Ritter, (2008) reports the results of a survey concerning
the relationship between parent involvement and student achievement in six San
Francisco Bay Area high schools. Students whose parents attended school
events and engaged in contacts with teachers had higher achievement than
those whose parents were minimally involved or uninvolved.
Fehrmann, and Reiners, T. M. (2007) examines the effects of parental
influence on time spent by high school students doing homework and time spent
watching television. The sample consisted of 28,051 high school seniors from the
High School and Beyond longitudinal study. Data from the HSB questionnaire
were analyzed. Increased parent involvement was positively related to students'
time spent on homework and on their grades.
Gillman, R. M.; Schooley, D. E.; and Novak (2007) compares three
Michigan elementary school districts involved in state-funded programs to
improve reading achievement. The two districts with minimal parent involvement
had higher achievement than schools without such involvement, and the district
with intensive parent involvement showed the largest achievement gains.
Goodson, B. D., and Hess, (2005) examines evaluations of 29 preschool
programs to determine relationships between different approaches to parent
49
training and later student achievement. All approaches were associated with
gains in children's IQ scores and achievement and with improvements in parents'
teaching behaviors.
Henderson, A. (2007) reviews 49 studies of parent involvement in
children's learning at home, in the instructional program at school, and in
supporting the school in general. Concludes that all forms of parent involvement
have positive effects on student achievement.
Herman, J. L., and Yeh, (2003) investigates the effects of parent
involvement on the achievement of second and third graders in 250 California
elementary schools. Children of involved parents showed significantly higher
achievement than other students.
Leler, H. (2003) reviews 48 studies of educational programs with
significant parent involvement components. Forms of parent involvement strongly
associated with achievement gains included parents helping their children at
home after training, tutoring students, and helping in classrooms.
Mucha, (2007) examines the effects of mathematics homework games
involving parent participation on the mathematics achievement and attitudes of
second graders. Posttests indicated positive effects of the home activities on
achievement and attitudes (toward math, toward self and toward other game
players).
Sattes, (2005) reviews literature on parent involvement in the education of
students at all levels. The review cites research indicating beneficial effects of
50
parent involvement on student achievement, attendance, motivation, and
behavior. Offers research-based guidelines for engaging parent involvement in
schools.
Moles, (2007) reviews research on the effects of different kinds of parent
involvement on student outcomes. Achievement and affective benefits
(attendance, behavior, attitudes) are associated with: parents serving as paid
classroom aides, parents working as volunteers, home-school communications,
phone contacts, home visits, parent-teacher conferences, homework assistance,
home tutoring, and home educational environment. Research is inconclusive
about the effects on student achievement of parent involvement in decision
making.
Waxman,(2000) investigates the effects on student achievement of parent
support of learning activities. Parents of students in grades 1-6 in 41 classes in
Chicago agreed to cooperate with teachers in supporting their children's learning
activities. Children of involved parents made significantly greater academic gains
than children of noninvolved parents.
Swick, (2003) offers outcomes of a study of the relationships among
education, home support, neighborhood support, and children's achievement.
Questionnaires completed by the parents of 362 first graders were analyzed in
relation to children's achievement test scores. The children of actively supportive
parents scored highest, followed by the children of passively involved parents,
and then the children of noninvolved parents.
51
Willis, (2007) cites attributes among elementary schools selected as
exemplary through the Elementary School Recognition Program in 1985-86.
Elements cited relate to the schools' connections with parents and community
members. Studies the effects of providing individualized in school instruction to
developmentally delayed kindergarten children and the effects of providing such
instruction plus parent-delivered home activities. Children whose parents
conducted activities with them at home significantly outperformed those receiving
only in-school instruction.
O'Leary, (2002) identifies a continuum for parent involvement extending
from passive, marginally involved, to active and deeply involved. Categories
identified on the continuum include: Reporting Progress, Special Events, Parent
Education, and Parents Teaching.
Williams, (2007) reports the results of a survey of parents and educators
in six southern states on parent involvement. Respondents provided views on
parent involvement in general, in decision making, parent involvement roles, and
parent involvement activities.
Clarke-Stewart, (2003) looks at the literature on parent education (training
parents to support their children's learning) in order to confirm or challenge
several assumptions about the value of parent education programs. Claims that
while parent education appears to benefit students, many questions remain
unanswered--e.g., which kinds of programs work best.
52
Comer, (2008) discusses parent involvement in the context of social
changes in the past 40 years. Discusses projects undertaken in New Haven,
Connecticut elementary schools, in which parent involvement activities were
largely responsible for dramatic improvements in student achievement. Students
in these schools were 99 percent black and from low-income families.
Phi Delta Kappan 67(2006) describes the changing relationships between
schools and communities and discusses the critical role of parent involvement in
education. Presents detail on parent involvement programs in New Haven,
Connecticut elementary schools--programs which resulted in the schools' moving
from being extremely low achieving to universally high achieving.
Reviews the successes of the SDP over the period 1969-1984. Focuses
on the program's major elements, which include (1) the mental health team,
which coordinates the other three, (2) the school governance and management
body, (3) the parent involvement program, and (4) the curriculum and staff
development program.
Edge, (2004) describes parent involvement models and provides detail on
Project ENRICH in the state of Kentucky, which includes parent involvement in
decision making. Offers guidelines for developing parent involvement programs.
Epstein, (2005) presents findings from research on the effects of parent
involvement programs on student attitude, achievement, and other outcomes.
Findings from the author's own research efforts are highlighted. The article
includes a discussion of the role of school and home computers in students'
53
education. Provides results of extensive surveys on parent involvement in the
state of Maryland. Surveyed were 3,700 first, third, and fifth grade teachers and
principals in 600 elementary schools, and 1,200 parents. Recommendations are
offered to school administrators based on findings.
Gordon, (2009) describes four models of parent-school-community
relations and cites research on the long-term effects of parent involvement. The
parent impact model is associated with positive changes in student achievement.
Ross, (2007) presents survey results on home-school relationships and
addresses such topics as barriers to greater home school contact, levels of
desired and actual contact, and ways to establish stronger home-school linkages.
Ooms, (2006) provides a listing of basic principles for effective family-
school relationships and a discussion of the changing nature of parent
involvement as children move through the different grade levels.
Keith, T. Z., et al. (2006) reports the findings of a study on the relationship
of several variables to student achievement. Parent involvement was found to
affect achievement indirectly through parents' influence on the time students
spend on homework.
Tangri, (2008) reports the results of interviews conducted with junior high
school language arts and mathematics teachers and with 60 parents regarding
barriers to effective parent involvement. Lack of planning and lack of mutual
understanding between teachers and parents appeared to be the greater barriers
to collaboration.
54
Moles, (2002) reviews research on parent involvement and provides
findings regarding the effects of parent involvement on achievement and
attitudes, presents information on the forms parent involvement takes, identifies
barriers to home-school collaboration, and presents effective teacher practices
for engaging participation. Research overwhelmingly supports parent
involvement in instruction. Cites research on the effects of parent involvement,
describes the different forms parent involvement may take, and offers guidelines
for engaging parent participation in different aspects of schooling.
Revicki, (2001) examines the relationship among various home
background variables and student outcomes, using data from two Parent
Education Follow Through Programs on 321 second graders. Active parent
involvement was related to increases in the achievement performance and self-
concepts of participating children. Offers, in loose-leaf format, an array of parent
involvement resources, including information on training programs, parent
involvement programs, networks, organizations, literature, training aids, and
other resources. While some of the material relates to parent involvement
activities and resources in the Southwest region, much of it is applicable to any
area.
Swap, (2007) provides in-depth, research-based information on ways to
engage and maintain meaningful parent involvement in children's learning and
school governance. Provides sample materials and activities for improving
parentschool communications.
55
Tennies, (2006) investigates the effects of implementing a parent
involvement activity on achievement and other outcomes of students in grades 6-
12. A control group and two groups with different levels of parent involvement
were compared. Children of involved parents had higher GPAs than controls.
There were no significant differences on other variables.
Bausell, (2007) presents results of a study in which 195 parents taught
their first graders word recognition skills at home, using materials provided by the
school. These students significantly outperformed controls. The article also
presents findings from 20 studies on home tutoring. Home tutoring program
formats included: (1) professionally supervised tutoring, (2) professionally
administered training, (3) televised instruction, and (4) materials only (like the
format of the study). All formats were found to be useful, with the materials only
format viewed as having the widest feasibility.
Yap, (2007) compares the reading achievement scores and reading
attitudes of elementary students whose parents worked with them in a parent
involvement program to the scores of nonparticipants. Results somewhat favored
experimental children. Control children and parents were found to have engaged
in activities very similar to those of experimental families.
Conceptual Framework
According to Anderson and Minke (2007), evidence has shown that
educators and parents define involvement in different ways. Some parents
consider their involvement are not as more of a community-centric view, while
56
teachers consider involvement mainly as a parental presence at the school.
Because the definition of parental involvement is not recognized, it can lead to
miscommunication where teachers blame parents for the child’s difficulties, which
leads to some parents feeling unappreciated.
When people try to understand the reasons behind a parent’s involvement
choices, it should be taken into consideration that lower resource families may
react differently from families that have greater resources (Anderson, Minke.
2007). The majority of parents that are involved in children’s education are
mothers. Parent involvement decreases as their children grow older. Children
who come from lower income families have parents who are less likely to be
involved than those who have families who may be wealthier and more educated
parents. Other variables of less parent involvement include single parenthood
(Mattingly, Prislin, McKenzie, 2002). Middle-class parents are considered to have
more flexible schedules over working-class parents, allowing the middle-class
parents to participate more at their child’s school (Anderson, Minke, 2007).
A number of studies show parent involvement is connected to higher
academic success and better attendance. In addition, it also provides more
positive student and parent attitudes directed toward education (Mattingly, et.al.
2002). According to Epstein (2008), there have been confirmed studies that when
the parents are more involved, students show an increase in grades in English
and math, in addition to an improvement in their reading and writing skills.
According to a survey done with secondary school teachers, ninety-seven
percent said the biggest challenge they face is working with parents. Schools are
57
developing decision-making activities to encourage parents to voice in their
opinions and help develop mission statements. The parents can also help to
develop policies of the schools that can have an effect on students and families
in a positive way.
School principals can improve their schools by sharing the leadership and
develop teamwork to help improve programs of their schools, families, and
community partnerships. Schools are working with different parts of their
communities such as senior citizen groups, churches and other religious
organizations, government agencies and other associations to help improve
school programs and student development. This helps the students and parents
to become more involved in community service or in other projects to help give
back to their communities. Examples of this include cultural events, health
services, after-school activities, and part-time jobs (Epstein, 2008).
In order to support life-long learning, families are strongly encouraged to
develop their own knowledge and skills. According to the National Coalition for
Parent Involvement in Education (NCPIE) , life-long learning can include
opportunities to work with schools and help students to learn about job training,
continuing their education after high school, child development and parenting
education. Schools can also help by providing cultural education for both staff
and parents. This helps to give both teachers and parents a better understanding
of cultural and community values and practices that are common to students and
families.
58
This study is anchored on the concept that in child development, the child
often faces different changes, and these changes may influence the development
of such individual. Although, there are still strongholds on the belief that the best
care for children especially during the developmental stages is maternal, there is
still no denying the fact that the current economic and social movement continue
to make this difficult for the family units to provide. As with every change that
directly affects the family and a child's well-being, the acceptance of child-care,
as an alternative to parental care is gradual and tenacious. Thus, parental
involvement as an accelerating and motivating factor in the children’s education
is a worldwide-accepted fact (UNICEF, 2007).
In this study, the parents' involvement in school activities is considered the
independent variable for he/she embodies the child's development. The
dependent variable is the academic performance of students.
The dependent variable of this study is academic achievement of the
students, as measured by the Achievement Test results. These are modeled as a
function of a student's level of the performance measured. Specifically, the
dependent variable will be the Makabayan scores of pupils from Grade V.
This study has independent variable the parent's involvement.
Figure 1 shows the conceptual paradigm of the study.
59
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Figure 1. Conceptual Framework of the study
Hypothesis of the Study
The null hypothesis is tested at the 0.05 level of significance.
1. The degree of parents' profile is not significantly related to the academic
performance of the pupils.
2. The degree of parents' involvement is not significantly related to the
academic performance of the pupils.
Parents'
Involvement
In
School
Activities
Academic
Performance of
Pupils
60
CHAPTER III
Methodology
This Chapter presents the research design and the respondents of the
study. It discusses the data gathering instruments and their validation, the data
gathering procedures, and the statistical treatment for data analysis.
Research Design
This study used the descriptive research design since this sought the
significant relationship between Parents’ Involvement and school academic
performance based on the achievement test results among the grade five pupils
in Makabayan.
The schematic diagram was presented in Figure 2. As in this study, I was
its desire to determine the significant relationship between Parents’ Involvement
and school academic performance based on the achievement test results of the
first-fourth year student in Mathematics. This study employed a combination of
descriptive design which was descriptive-survey and correlation studies.
61
Figure 2. Research Design
Parents’ Involvement
Locale of the Study
Questionnaires
Respondents
*Parents
*pupils
Profile
*Economic Status
*Family Populace
*Educational Attainment
*Personality
*Tribe
*Religion
Academic Performance of the
Pupils
In Makabayan
Research Instruments
Data Processing And
Statistical Treatment
62
Locale of the Study
The study was conducted at Polomolok Central Elementary School
(PCES), Polomolok West District, Division of South Cotabato.
Respondents of the Study
The respondents of the study were the Grade V pupils of Polomolok
Central Elementary School S.Y. 2011-2012. They were chosen as respondents
because there were 641 enrolled in this school year 2011-2012.
Random sampling was done by lottery. Twelve (12) pupils were taken
from each section. The names of pupils were written on a piece of paper that was
placed to the box.
Fifty one (51) parents are chosen as parent-respondent through purposive
sampling. The total number of student-respondent was obtained using the
Slovin’s formula.
The total number of pupils and parent-respondent assessed the significant
relationship of parents’ involvement in school activities to the academic
performance of pupils in Makabayan.
63
Research Instruments and their Validation
The researcher developed questionnaires on the parent’s involvement in
Education which was subject for validation. Besides, another instrument used in
this study was the Achievement Test Result of the Grade V pupils in Makabayan.
Data Gathering Procedure
A. Preparation of Survey Questionnaire
A survey questionnaire was formulated for the parents to determine their
involvement in the education of their children. Permission from the principal
was requested by the researcher to administer the questionnaire to grade five
pupils of Polomolok Central Elementary School.
B. Validation of the Materials
The researcher looked into the achievement test results in Mathematics.
Survey questionnaire was formulated for the parents to determine the extent of
the parents’ involvement in school activities and their children's academic
performance. It was composed of two (2) parts. Part 1 determines the profile of
the parents and their involvement to education. Part 2 determines the academic
performance of the grade five pupils in Makabayan. The researcher distributed,
collected and tabulated the survey form from the respondents.
Validation for the results on its significance relationship the
questionnaires were established by looking at the profile of the parents. Before
64
gathering the data, the researcher seeks permission from the Principal of the
schools to get the grades of the pupils in Makabayan.
When the request was granted, the researcher then gathered all needed
data for statistical analysis.
Statistical Instrument
In interpreting and analyzing the data, the frequency distribution, the
weighted mean, the test for the comparison of the means and correlation
analysis were used to determine the results of the study.
1. To determine the parents' profile frequency counts and weighted mean were
used.
2. To determine the extent of Parent’s Involvement to school activities, weighted
mean was used. Below is the descriptive rating scale as a basis for the
interpretation.
65
Interval Description Verbal Interpretation
4.20 – 5.00 Always Provision and condition
are very effective
3.40 – 4.19 Often Provision and condition
are much effective
2.60 – 3.39 Sometimes Provision and condition
are moderately effective
1.80 – 2.59 Seldom Provision and condition
are less effective
1.00 – 1.79 Never Provision and condition
are least effective
3. To evaluate the significant relationship that exists between the degree of
Parents' Involvement and students' academic performance the following scale
were used:
Academic Performance in Makabayan
Grade Interval
Description
95 - 100
Superior
90 - 94
Above Average
85 - 89
Average
80 - 84
Below Average
75 - 79
Fair
66
The Pearson Product moment Coefficient Correlation was used to find out
the significant relationship between Academic Performance and the Parents
involvement in School Activities.
To determine the degree of relationship between Academic Performance
and Parents involvement in School Activities, the descriptive rating below was
used:
Range Description
+/-0.90-+//0.99 Very strong to perfect relation
+/-0.60-+//0.89 Strong relation
+/-0.30-+//0.59 Moderate relation
+/-0.10-+//0.29 Weak relation
+/-0.01-+//0.09 Very weak relation All tests of
significance were set at 0.05 level.
67
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS
This chapter presents the various findings of the study and the analysis of
the results.
Table 1 Profile of the Respondents Parents According to Sex
_________________________________________________________
Gender Frequency Percents
_________________________________________________________
1 Male 18 45
2 Female 22 55
________________________________________________________
Total 40 100
________________________________________________________
Table 1 presents the profile of the respondents according to Sex. It is
based on the number of pupil-respondents who were involved in the study. It is
the summary of male and female parents who were chosen to answer the survey
personal data information.
Majority of the parents respondents were female comprising 55%, likewise
45% were male to compose a total of 40 respondents
68
Table 2 Profile of the Respondents Parents According to Number of
Children in the Family.
_________________________________________________
Indicators Frequency Percents
_________________________________________________
1 7 and above 19 47.5
2 3 -. 6 19 47.5
3 1 -. 2 2 5
_________________________________________________
Total 40 100
_________________________________________________
On the table, it could be inferred that the parent-respondent profile
according to number of children in the family. It is shown in the table that among
the forty (40) parent-respondent 19 of them have 7 and above siblings in the
family, 19 also have 3 to 6 children both with 47.5 percents and 5 parents have 1
to 2 siblings with 5 percents which completes the 100 percents in the grand total.
Table revealed that there are more parents having a number of siblings
ranging from 3 and 7 above. This implies that a lot of parents have a lot of
children in the family. With this number of siblings in the family, parents may
affect their participation in school activities particularly in coming in and out of the
school environment that need special time to consider in order to involve
themselves in school activities.
69
Table 3 Profile of the Respondents Parents According to Annual Income
_________________________________________________
Annual Income Frequency Percents
_________________________________________________
1 301 T and Above 1 2.5
2 201T - 300T 2 5
3 101T - 200T 6 15
4 Below 100T 31 77.5 _________________________________________________
Total 40 100
_________________________________________________
As inflected in the table, the lowest annual income of the parent-
respondent is 100T below, it has also the most numbered annual income receive
by parent-respondent. Moreover, 6 parents earned 101T-200T, 2 parents earn
201T-300T and only one earns 301T and above.
The results revealed that most of the parents are earning below the
minimum wage. It also implies that the annual income they have could not suffice
to support their family needs with that number of siblings they have in the family.
70
Table 4 Profile of the Respondents Parents According to Educational
Attainment.
_________________________________________________
Education Frequency Percents
_________________________________________________
1 Elementary Level 9 22.5
2 High School Level 24 60
3 College 7 17.5
_________________________________________________
Total 40 100
_________________________________________________
Table 4 presents the parent-respondent educational attainment. It could
be gleaned on the table that 24 of the respondents from this data, it reflects the
60% of the total respondent- population are high school graduate,. Nine (9) of
them were elementary level with 22.5 percent and 7 were college with 17.5
percents which completes the grand total of 40. This level of educational
attainment of the parents may affect their participation and understanding of the
school activities to which they represents their children.
71
Table 5 Profile of the Respondents Parents According to Parents’
Occupation
_________________________________________________
Occupation Frequency Percents
_________________________________________________
1 Employed 19 47.5
2 Self employed 21 52.5
_________________________________________________
Total 40 100
____________________________________________
On the parent-respondent profile on occupation, the table presents 47.5
percents of the total respondent of the study who are employed. These are the
19 parents- respondents. Twenty (21) of them are self-employed.
It explained further that most of the parent-respondent are self-employed
that means they have more time that would spent in business since self
employed individual would mean time is gold and business transaction comes in
a very special occasion. The business activities to which the self employed
individual is a means that would affect the parents participation in school
activities.
72
Table 6. Summary of Respondents Rating of Parents' Involvement in
school activities in Polomolok Central Elementary School on
participation in child education.
Item/s Mean Description
01. Parents are interested to know their
child’s teacher. 3.80 Effective
02. Parents encourage their child to
education. 4.42 Very Effective
03. Parents are involved in their child’s
classroom activities. 3.65 Effective
04. Parents are supportive to their child’s
academic progress and extra –
curricular activities.
3.62 Effective
05. Parents checked their child’s regular
attendance in school.
3.97 Effective
Section Mean 3.89 Effective
Table 6 shows the rating of Parent’s Involvement in school activities in
Polomolok Central Elementary School on participation in child education. On the
table, parents are supportive to their child’s academic progress and extra-
curricular activities has the lowest mean of 3.62 describe as Effective while
parents participation on child’s education, specifically on item 5 ― parents
encourage their child to education which has the highest mean of 3.97 described
as very effective.
Further the table revealed that parents participation on their child’s
education is satisfactory as shown in the overall mean of 3.89 described as
―effective‖. As reflected here, the result demonstrated that parents play an
73
important role in the education of their children. Their presence mean a lot in the
education of their children.
Table 7 Summary of Respondents Rating of Parents' Involvement in
school activities in Polomolok Central Elementary School on
Classroom Activities.
Item/s Mean Description
01
.
Parents attend school PTA meetings and assemblies.
3.82 Effective
02
.
Parents participate on family day, school sports
activities and parent-contest category. 3.33 Effective
03
.
Parents supervise son/daughters during school
programs. 3.32 Effective
04
.
Parents facilitate their son/daughters homework and
classroom task thru constant reminders. 3.65 Effective
05
.
Parents follow-up/monitor son/daughters attendance
in school. 3.67 Effective
Section Mean 3.55 Effective
On the parents involvement in school classroom activities it divulge that
parents attend school PTA meetings and assemblies as reflected on the item #1
with mean rating of 3.82 described as ―effective‖ while the four other
components are also described as effective.
The mean of 3.67 shows effective result to pupils classroom activities as
their parents monitor/ follow up their school attendance.
Thus, the table verified that it has the overall mean of 3.55 and describe
as Effective. This result connotes that parents follow-up and frequently monitors
their children school activities and do a lot in the school performance of their
children. However, there is a need for the parents to supervise their children in
74
every school activities that the school conducted as it is indicated in the mean of
3.32, the lowest component in table7.
Table 8 Summary of Respondents Rating of Parents' Involvement in
school activities in Polomolok Central Elementary School on
Pupils’ Study Time.
_________________________________________________________________________________
Item/s Mean Description
_________________________________________________________________________________
1 Spending time to follow up your children's study 3.65 Effective
time at home?
2 Spend time in tutoring your child with materials 3.42 Effective
and instructions provided by teachers?
3 Spend time to talk with your/ children about 3.85 Effective
school in a daily basis?
4 Spend time reading together with children at 2.82 Fairly Effective
Home to help improve their reading skills?
5 Visit the school and observe your child 2.82 Fairly Effective
during classroom activities?
6 Assist your children in classroom activities 3.4 Fairly Effective
When needed?
7 Listening or lecturing your children about the 3.42 Effective
Importance of education?
8 Give time to communicate with teacher on a 2.8 Fairly Effective
regular basis to see how the child progress.
9 Spend time in appreciating your child 3.42 Effective
10 Give time to provide materials to help your 3.87 Effective
child/children project done?
11 Give and supply motivational aids and offer 3.12 Fairly Effective
suggestion to encourage children's learning?
12 Give time to your children in homework, class 3.6 Effective
project and assignments.
13 Assist your child/children on their assignment 3.4 Fairly Effective
Given by teacher to be done at home?
_________________________________________________________________________________
Section Mean 3.35 Effective _________________________________________________________________________________
75
Table 8 shows parents’ involvement in school activities in Polomolok
Central Elementary School on Pupils’ Study Time. As indicated , the respondents
rating on Parents’ involvement in the study time of grade five pupils indicates
that the studying period of their children at home is being supervise by parents as
evidenced by the items #1, #2, #3 and #4 with a mean rating ranges from 2.82 –
3.65 describe as ―effective‖ spent in by parents involving the study time of their
children at home. This follows that parents gives quality time devoting on their
children performance in school.
It is an innate characteristics of the parents that they give lectures,
assistance and other information relevant to the learning and study time of their
children in support of their studies to get a better opportunities in the near future.
The parent participation in children study time habit is corroborated by items #7,
#8, #9, #10 ,#11 and #12 with mean rating ranges from 2.80 – 3.87 describe as
―effective‖ spent by parents with their children in study period, this follows that
more learning and discussion is taking place for more heads is better than one.
When it comes to school environment, the parents involvement towards
their children learning behavior in school, parents spent minimal participation for
they know where to intervene in the school affairs particularly in classroom
instruction and setting. This is evidenced by less time spent of parents visitation
on school when it comes to pupils academic performance giving the teachers the
lee way for their children formal education in school. This follows that for every
periodical examinations, the school has program where it discusses the progress
76
of their children in school through consultation and deliberate matters arising
from children performance.
The section mean rating of 3.35 indicates that parents involvement in their
children study time contains a better working relation among parents and children
that resulted to mean a closer family affairs whose main objectives relies on the
schooling of the children.
Also In Table 8, it is fairly effective on giving time to communicate with
teachers on regular basis to see how the child is progressing since it the lowest
mean of 2.80. On the other hand, it is effective to give time to provide materials
to help the children done their project for it got the highest mean of 3.87.
The result inferred that parents’ involvement on pupil’s study time is
important. These could be reflected on the data presented by the table. Thus,
parents are the sole partner of the school in developing and enhancing the
children’s attitude towards study time.
77
Table 9 Summary of Respondents Rating of Parents' Involvement in
school activities in Polomolok Central Elementary School on
Adherence to School Policy
Item/s Mean Description
01. Parents abide with school rules and regulations. 3.87 Effective
02. Parents obey school/classroom policy. 3.33 Effective
03. Parents understand and accept pupil-grade policy 4.12 Effective
04. Parents support school policy and programs 3.72 Effective
05. Parents adopts school policy/programs’ innovation. 3.85 Effective
Section Mean 3.87 Effective
Parents’ Involvement in school activities in adherence to school policy
presents the effectiveness of every component posted on the table. In fact, it is
effective that parents understands and accept pupil-grade policy which is being
reflected in the 4.12, while four other components in relation to school policy
receives the means of ( 3.72, 3.85, 3.87 and 3.33) described as ―effective‖
respectively.
As the table revealed it has the overall mean of 3.87 describe as Effective
which proved that parents abide the school policy and that it leads to an effective
outcome in the learning process of their children.
78
Table 10. Frequency Distribution of the Academic Performance in
Makabayan of Grade Six Pupils in Polomolok Elementary School
in Polomolok Central District for the School for SY 2011 - 2012
Grade Interval Frequency Percent Description
95 - 100 Superior
90 - 94 Above Average
85 - 89 42 45.00 Average
80 - 84 82 48.81 Below Average
75 - 79 44 26.19 Fair
Total 168 100 %
Mean = 81.94 Below Average
Table 10 manifested the results in the parents’ involvement in the learning
activities of the grade five pupils. It has an over-all mean performance rating of
81.94. As reflected in the foregoing tables, the pupils’ academic performance has
a significance to what the profile of their parents have.
Although this manifestation is below average it is an evidence that
parents’ involvement is important in the learning activities of their children, in fact,
even slow learner- pupils performed well in classroom activities if they feel the
presence, support and encouragement of their pupils.
Though it has a mean rating that is below average level of academic
performance, the result as reflected in the over-all mean it doesn’t mean that the
parents are not doing their job as the first teacher at home, it is fair since the
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respondents came from the 14 sections in grade five which are randomly
selected to be part of the study.
Table 11 . Test of Significant Relationship between Parents Involvement in
school activities and Pupils Academic Performance in
Makabayan.
Indicators r Degree of
Relation Interpretation
Participation in child Education 0.058 Very Weak Ns
Amount spent in child studying
period
0.325 Moderate Ns
Participation in school activities 0.243 Weak Ns
Adherence to school Policy 0.154 Weak Ns
cv = 0.39274 (2-tailed) n = 40 * = significant at .05 alpha
Table 11 shows the test of significant relationship between parents
involvement in school activities and pupils academic performance in
Makabayan.
Based on the table, it shows that the test there is significant relationship
between parents involvement in school activities and academic performance in
Makabayan. On the table, Participation in child Education got an r value of
0.058 describe as very weak degree of relation. Amount spent in child studying
period got an r value of 0.3254 with a moderate degree of relation. Participation
in school activities got an r value of 0.2435 with weak degree of relation.
80
Adherence to School Policy got an r value of 0.154 with a weak degree of
relation.
It could be noted here that parents involvement in school activities varies
on the section, level of intelligence of the children, since these children are
chosen randomly from the fourteen (14) sections in Grade five. Their Makabayan
grade is the evidence to support that parents involvement does a lot in the
academic performance of a child.
It implies further that the parents involvement in school activities and
academic performance in Makabayan has significant difference since the t-
computed values are greater than the tabular values at 0.05 level of significance.
The null hypothesis is rejected.
Table 12 Test of Comparison of Means on the Academic Performance of
Grade 5 Pupils in Makabayan according to sex
_____________________________________________________________
Variables n Mean Std Mean Diff t-value
_____________________________________________________________
1 Male 18 79.37 0.54 0.60 0.826
2 Female 22 79.97 0.47
____________________________________________________________
P > .05 Ns = Not Significant
____________________________________________________________
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With regards to comparison of academic performance of grade five
according to sex, the t computed value is lesser than the tabular value (0.826).
This means that sex has no significant difference in the academic performance of
the pupils.
The result is supported in the study of Velasco (2003), where she stressed
that although male is group is lesser than female , sex do not dominates the
results. It is revealed further that sex of parents did not significantly affect their
children academic performance in Makabayan.
Table 13 Test of Comparison of Means on the Academic Performance of
Grade 5 Pupils in Makabayan according to Number of children in
the Family.
_________________________________________________________
Variables Mean N F-ratio Prob.
_________________________________________________________
1 7 and above 78.68 19 1.617 0.904
2
3 -. 6 79.56 19
3
1 -. 2 80.25 2
_________________________________________________________
P > .05 ns = Not Significant
_________________________________________________________
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In the table the F-ratio and probability imply that there is no significant
difference between academic performance of grade five pupils in Makabayan
and number of children in the family since the computed value is lesser than the
tabular value.
It could be gleaned on the table that even with more children in the
family, this follows that it does not affect the academic performance of the
children in school.
Table 14 Test of Comparison of Means on the Academic Performance of
Grade 5 Pupils in Makabayan to Parents Educational Qualifications
_______________________________________________________
Variables Mean N F-ratio Prob.
______________________________________________________
Elementary Level 77.31 9 10.62* 0.014
High School Level 78.36 24
College 81.07 7
_______________________________________________________
P < .05 * = Significant
_______________________________________________________
Table 14 shows the comparison of means on the academic performance
of grade five pupils in Makabayan to parents educational qualifications.
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The above table presents the significant results of parents’ educational
qualifications to the academic performance of grade five pupils in Makabayan,
the f-ratio of 10.62 and its probability 0.014 shows that the tabular value at 0.05
level of significance is lesser than the computed value ( p<.05).
This implies that there was a significant difference on the performance of
the grade five pupils in Makabayan, that even though parents educational
qualifications were of elementary level still it helps the children’s to perform well.
However, parents with higher educational level give more meaning in the
academic performance of their children since understanding of school works is
being given much attention by those professionals or those with highest
educational level for their children to work hard and give credence in their name.
Table 15 Test of Comparison of Means on the Academic Performance of
Grade 5 Pupils in Makabayan according to Parents Occupation
___________________________________________________________
Variables N Mean Std Mean Diff t-value
___________________________________________________________
1 Employed 19 78.79 0.54 2.23 4.813*
2 Self employed 21 82.08 1.47 ___________________________________________________________
P < .05 * = Significant
Table 15 presented the parents occupation and academic performance of
grade five pupils in Makabayan, it could be gleaned in the table that there is
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significant difference between the two components. Parents occupation has a
significant effect in the academic performance of the pupils. This meant that their
grades and parents occupation has a t computed value of 4.813 which is greater
than the tabular value at 0.05 level of significance. For the occupation has
something to do with how they guide their children towards a better future.
Table 16 Test of Comparison of Means on the Academic Performance of
Grade 5 Pupils in Makabayan to Parents Annual Income
_________________________________________________________
Variables Mean N F-ratio Prob.
_________________________________________________________
1 301 T and Above 81.12 1 6.72* 0.0317
2 201T - 300T 80.36 2 3 101T - 200T 79.07 6 4 Below 100T 77.05 31
_________________________________________________________
P < .05 * = Significant
__________________________________________________________
Table 16 shows the mean comparison of academic performance of the
grade five pupils in Makabayan and the parents annual income.
This table divulge the annual income of parent-respondent and its
significant difference to the academic performance of the grade five pupils in
Makabayan. The table presents the f-ratio 6.72 which implies that annual income
whether 100T or 301T earnings gives difference in the academic performance of
the pupils in Makabayan.
85
The foregoing data reveals that the null hypothesis posted in this study is
rejected since the computed values were greater than the tabular values at 0.05
level of significance. The significant difference in the parents income would mean
that in all activities, the parents with higher income can sustain the needs of their
children social and economic endeavor fort hem to let their children work hard to
attain their goals in education.
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CHAPTER V
Summary of Findings, Conclusions and Recommendations
This chapter discusses the findings, conclusions and recommendations.
Summary
This study aimed to determined the Parents’ Involvement in school
activities and academic performance in Makabayan of Grade five pupils of
Polomolok Central Elementary School, Polomolok West Disrtict.
Specifically, it sought to find out the significant difference of the Parents’
Involvement in school activities and academic performance in Makabayan of
Grade five pupils of Polomolok Central Elementary School, Polomolok West
Disrtict. Descriptive research design was utilized to get the results of the study.
The instrument used to gather the data was the survey questionnaires
results which was answered by the Grade five parents of Polomolok Central
Elementary School, Polomolok West Disrtict. The forty (40) grade Five students
of Polomolok Central Elementary School, Polomolok West District and their
parents were the respondents of the study. The inquiry was conducted during the
school year 2011-2012.
There were two instruments use to gather the data the survey
questionnaire and academic performance in Makabayan were used to treat the
significant difference of the two variables at 0.05 confidence level.
87
Summary of Findings
Based on the data gathered and analyzed, the following findings were
drawn:
1. The profile of the respondents according to Sex are 18 male comprising
the 45 percents of the parent population of the respondent and 22 female with 55
percents, in the number of children, 19 of them have 7 and above siblings in the
family, 19 also have 3 to 6 children both with 47.5 percents and 5 parents have 1
to 2 siblings with 5 percents which completes the 100 percents in the grand total.
For the annual income of the parent-respondent 100T below, is the most
numbered annual income receive by parent-respondent. 6 parents earned 101T-
200T, 2 parents earn 201T-300T and only one earns 301T and above. Table 4
presents the parent-respondent educational attainment, it reflects the 60
percents of the respondent- population. Nine (9) of them were elementary level
with 22.5 percent and 7 were college with 17.5 percents which completes the
grand total of 40 and 100 percents and lastly on the parent-respondent profile on
occupation 47.5 (19) percents of the total respondent of the study are employed
and twenty (21) of them are self-employed
2. On the parents involvement in school on participation in child education, on
classroom activities and school policy were effective, and on pupils’ study time is
effective.
3. The level of academic performance of grade five pupils in Makabayan was
below average.
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Conclusions
In view of the findings of the study, the researcher concluded that
1. There is a significant difference in Parents Involvement in school activities and
academic performance of grade five pupils in Makabayan.
2. The academic performance of the grade five pupils in Makabayan has a
significant relation with the parents’ annual income, occupation, and educational
qualifications.
Recommendations
Findings showed with the conclusions made that the parents involvement
in school activities could influence and effective in improving the academic
performance of the grade five pupils therefore, it is highly recommended that
parents must be active in school activities to encourage pupils academic
performance. There must be sufficient budget for parents involvement of school
activities to support and prolong the program for the parents and pupils which will
lead to better performance of the school. More programs must be implemented
to increase parents involvement in school activities and academic performance
of the pupils. Parents must support the different school activities that enhance
pupils’ academic performance. Local government as well as barangay as
leading stakeholders of the school must have an organized plan for the parents’
involvement in the school activities. They are fore runners in the development
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and progress of the school. From them the school could extend more programs
that will uplift its academic performance academically and non academically.
In as much as results is concern, similar study be conducted in the school to
produce highly competitive pupils. With the resources present in the school,
programmed instruction is highly recommended especially to below average, fair
and most all superior pupils.
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http://www.inspire.edin.org/pages/paperA.htm
Article Source: http://EzineArticles.com/76085
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SURVEY QUESTIONNAIRE
Part I. Please answer all the questions religiously. The contents of this questionnaire are
absolutely confidential. The identity of the respondent will not be disclosed under any
circumstances.
I. RESPONDENT’S INFORMATION:
Name: ________________________________________________ ( Optional )
Age _______________ Gender: Female _______ Male _______
Tribe: _____________ Religion: ___________________
Number of the Family Members: ____ ____
Others (please specify) _______
Parents’ Occupation: ____ Self –employed ___Employee
Others (Please Specify)___________
Parents’ Highest Educational Attainment
___ Elementary Level ____ Secondary Level ______Short term
______Others (Please Specify)
Family Income: Monthly _____________
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Part II. Questionnaire on Parents’ Involvement in Education
Direction: Read the Following statement/phrases and choose from the given
options by marking each box with a check (/) on to what extent does a parent
exhibit his/her involvement using the following rating scale.
Numerical Descriptive
5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
Items Rated
Levels of Involvement
1. Parents Involvement with their child’s education.
a. Parents are interested to know their child’s teacher.
5 4 3 2 1
b. Parents encourage their child to education.
5 4 3 2 1
c. Parents are involved in their child’s classroom activities.
5 4 3 2 1
d. Parents are supportive to their child’s academic progress and extra – curricular activities.
5 4 3 2 1
e. Parents checked their child’s regular attendance in school.
5 4 3 2 1
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2. Parent’s involvement on Pupils study time
a. Spending time to follow up your children's study time at home.
5 4 3 2 1
b. Spend time in tutoring my child with materials and instructions provided by teachers.
5 4 3 2 1
c. Spend time to talk with my children about school in a daily basis.
5 4 3 2 1
d. Spend time reading together with children at home to help improve their reading skills.
5 4 3 2 1
e. Visit the school and observe your child/children during classroom activities.
5 4 3 2 1
f. Assist my children in classroom activities when needed.
5 4 3 2 1
g. Listening or lecturing my children about the Importance of education.
5 4 3 2 1
h. Give time to communicate with teacher on a regular basis to see how the child is progressing.
5 4 3 2 1
i. Spend time in giving appreciation with my children's accomplishments in school.
5 4 3 2 1
j. Give time to provide materials to help my child/children project done.
5 4 3 2 1
k. Give and supply motivational aids and offer suggestion to encourage my children's learning.
5 4 3 2 1
l. Give time to your children in homework, class project and assignments.
5 4 3 2 1
m. Assist my child/children on their assignment given by teacher to be done at home.
5 4 3 2 1
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3. Parents adherence to school/classroom policy
a. Parents abide with school rules and regulations.
5 4 3 2 1
b. Parents obey school/classroom policy.
5 4 3 2 1
c. Parents understand and accept pupil-grade policy
5 4 3 2 1
d. Parents support school policy and programs
5 4 3 2 1
e. Parents adopts school policy/programs’ innovation.
5 4 3 2 1
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