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WE VALUE YOUR PRIVACY We and our partners store and/or access information on a device, such as cookies and process personal data, such as unique identifiers and standard information sent by a device for personalised ads and content, ad and content measurement, and audience insights, as well as to develop and improve products. With your permission we and our partners may use precise geolocation data and identification through device scanning. You may click to consent to our and our partners’ processing as described above. Alternatively you may click to refuse to consent or access more detailed information and change your preferences before consenting. Please note that some processing of your personal data may not require your consent, but you have a right to object to such processing. Your preferences will apply to a group of websites. You can change your preferences at any time by returning to this site or visit our privacy policy. MORE OPTIONSDISAGREEAGREE ArticlePDF Available PARENTAL INVOLVEMENT IN THE PHILIPPINES: A REVIEW OF LITERATURES * December 2017 DOI:10.37134/saecj.vol6.5.2017 Authors: Melissa Bartolome * Philippine Normal University Nordin Mamat * Universiti Pendidikan Sultan Idris (UPSI) Abdul Halim Masnan * Universiti Pendidikan Sultan Idris (UPSI) Download full-text PDFRead full-text Download full-text PDF Read full-text Download citation Copy link Link copied -------------------------------------------------------------------------------- Read full-text Download citation Copy link Link copied Citations (57) References (18) Figures (1) ABSTRACT AND FIGURES Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents' involvement in and expectations of their children's development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children's learning is increasingly moving toward a broader vision of the 21 st century learning. As children's educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children's specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children's education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school's activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework. SPin Framework … Figures - uploaded by Abdul Halim Masnan Author content All figure content in this area was uploaded by Abdul Halim Masnan Content may be subject to copyright. Discover the world's research * 25+ million members * 160+ million publication pages * 2.3+ billion citations Join for free Public Full-text 1 Content uploaded by Abdul Halim Masnan Author content All content in this area was uploaded by Abdul Halim Masnan on Feb 25, 2023 Content may be subject to copyright. International Journal of Early Childhood Education Care Vol.6, 2017 ISSN 2289-3156 /eISSN 2550-1763 (41-50) 41 PARENTAL INVOLVEMENT IN THE PHILIPPINES: A REVIEW OF LITERATURES Melissa T. Bartolome1, Nordin Mamat2, Abdul Halim Masnan3 bartolome.mt@pnu.edu.ph1, nordin@fppm.upsi.edu.my2, abdul.halim@fppm.upsi.edu.my3 Philippine Normal University, Philippines1, Universiti Pendidikan Sultan Idris ABSTRACT Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents’ involvement in and expectations of their children’s development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children’s learning is increasingly moving toward a broader vision of the 21st century learning. As children’s educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children’s specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children’s education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school’s activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework. Keywords: Parental involvement, Philippines, School-facilitated Parental Involvement (SPIn) Framework INTRODUCTION Each child is vulnerable and can either be molded to be successful or made to fail in life. According to the Child and Youth Welfare Code of the Philippines, the child is one of the most important assets of the nation, the promotion and enhancement of the child's life and welfare is also anchored on the moral supervision and support given by his parents or guardians. In order for a child to succeed, parents exert a lot of influence on their child's cognitive development in the early years and thus, the contact between home and school should be maintained, especially during the primary school years. Although family background appears to be a powerful determinant of parental involvement, most parents, if duly encouraged, are able to devote extra time and effort to assisting with their children’s education, both in the home and school settings (Ho, 2009). Parent support and participation are well defined if the Parental Involvement In The Philippines: A Review Of Literatures 42 principal, teachers and parents go hand in hand in achieving the progress of the pupils and of the total school community (Evangelista, 2008). Hoover-Dempsey & Sandler describes parental involvement as a “rich vein” of continued parental influence in the lives of children as they develop through the elementary, middle and high school years. This implies that benefits of a strong home-school relationship don’t end with children’s achievement in early years of education but it persists through their adult life. Importance and Benefits of PI Many schools involve parents in school-based or school related activities. This constitutes parental involvement rather than parental engagement. According to Harris and Goodall (2007), parental involvement can encompass a whole range of activities with or within the school while parents view parental engagement as offering support to students while teachers tend to view it as a means to improved behavior. Peters (2012) notes that “when schools have reputations for being successful, they generally have lots of engagement from parents” (p.46). Mwai Kimu (2012) concludes in his qualitative study on Parent Involvement in Public Primary Schools in Kenya that a society needs to increase its level of educational involvement and that starts with the support by the parents. He claims that parent-school linkages can be enhanced through the teacher/parent relationship because teachers are the main linkage of parents to the school, the teacher/parent relationship is critical to pupils’ success and parent involvement. Parents must be considered a constant and principle component of curriculum. (Nihat Şad & Gürbüztürk, 2013). They add that success at school is guaranteed if school-based instruction is supported by parents’ involvement at home. Involving parents in education has been reported to yield positive outcomes in many aspects including increased student attendance to and satisfaction with school, better academic achievement, motivation, school attachment, responsibility and confidence, better social adaptation and less discipline problems. According to Sapungan, and Sapunga. (2014), if we involve the parents in educating their children, it is tantamount to saying that the school is proactive in implementing changes or development among the students. As parent’s involvement is increased, teachers and school administrators also raise the chance to realize quality reform in education. Background of PI in the Philippines Family in the Philippines is perceived as an important part of the society. It has been shaped by the unique history, values, experiences, adaptations, and ways of being that characterize the International Journal of Early Childhood Education Care Vol.6, 2017 ISSN 2289-3156 /eISSN 2550-1763 (41-50) 43 Filipino people and their culture (Alampay, n.d.). Coupled with the long history of political and social strife, it would seem that Filipino parents face insurmountable challenges in raising their children (Blair, 2014). According to Alampay (n.d), Filipino parents, in general, subscribe to authoritarian attitudes. Her study reveals that the foregoing cultural values of kapwa (helping others), hiya (shyness), and utang na loob (paying back) are among the interdependent themes that pervades the dynamics of Filipino parenting and parent- child relationships, which are characterized by respect for parental authority and obedience on the part of children, family cohesion, and meeting familial obligations. In her qualitative study on Parenting in the Philippines, findings show that Filipino parenting behaviors may shift in the years to come. The consequences of these emergent beliefs and behaviors for Filipino families and children’s development will need to be fully examined before coming out with policies and framework for PI. Although Filipino parents across all social class levels typically regard education as essential to their children's success and are willing to go to great lengths to help their children through school, retention is a major concern in Philippine school, as many students do not continue past their elementary grades (Blair, 2014). In his Comparative study of Filipino and U.S. Parents which uses Questionnaires from six different measures, it concludes that Filipino parents are engage in their children's education, and want them to succeed, yet the filial responsibilities engrained in their culture necessitates the needs of the family ahead of the needs of the individual child. In his study, it uses theories which envision the flow of family capital. It recommends future studies to attempt to examine more international samples, so as to explore cultural variations, and develop theories which can more readily account for both structural and cultural traits. Challenges of PI in the Philippines Due to the prevailing problem of the country which is poverty, a substantial number of students do not make the transition from elementary school to high school. The Department of Education (DepEd) data shows that for every 100 children who enter Grade 1, close to 15 do not make it into Grade 2, and roughly one-quarter or 24 percent have dropped out before Grade 4 (Luz, 2007). Meanwhile, on December 2013, the NSO Census of Population and Housing (CPH) shows that out of the 71.5 million individuals who are 10 years old and above, 97.5 percent or 69.8 million are literate or could read and write (Selangan, 2015). Under-investment in children is an identified problem in low-income developing countries (Monteflor et al., 2006) and because of the emerging economic problems of the country, both parents tend to work harder to earn money for them to meet the needs of the family (Evangelista, 2008 ; Ochoa & Torre, n.d.). In Monteflor (2006) study, parent interview and survey questionnaires in Cebu, Philippines is use to determine some over-weighting of parents on the academic achievement Parental Involvement In The Philippines: A Review Of Literatures 44 in their children. It reveals that parents’ motivation is associated with preschool performance. It recommends that longitudinal studies on parent–child developmental strategies should be done to help learn more about early childhood education. These future researches can contribute to the later growth and development of children, income generation and occupational success, and offsets for observed vulnerabilities in disadvantaged environments. However, the social contexts in which Filipino families are embedded have changed rapidly over the past ten years, possibly shaping in turn the ways in which parents and children think about and relate with each other (Ochoa & Torre, n.d.). Nowadays, Filipino parents make enormous efforts to be involved in their children’s schooling. In the mixed method study of Evangelista (2008), it aims to find the relationship between academic involvement of grade one parents and their children’s scholastic performance. It shows that academic involvement of parents is still visible to their children in terms of peers, school activities, and others. Because of this, parents are still involved in their child’s learning with regards to other linkages he/she is in. It recommends that parents should participate and be involved in the development of their children’s education especially during their fundamental years because this stage will be the foundations of children for them to accelerate in the next level of higher education and the school should consider informing parents on how much involvement they should give to improve their child’s scholastic performance. According to Nierva (2009), parent involvement in the Philippines is vague because there is still a need to improve parent involvement practices, especially those promoting the parents’ active involvement in the child’s learning at home and in school. Much of the practices of Filipino are brought about by history including the ways parents race their children. The Philippines are facing different problems that are cause and greatly affects families. Thus, our country, like other countries continually seeks for solutions to bridge the gap. Ochoa and Torre (n.d.) recommend that “parenting programs may focus on facilitating communication between parent and child, training parents to communicate in a non- confrontational manner, while also giving children an opportunity to express their thoughts and feelings” (p.49). In their study, it review published and unpublished researches on parenting, child-rearing and discipline conducted among Filipino families from 2004 to 2014 using document analysis. However, other researches have been more critical of the relevance of conceptions of parenting, as Filipino children may have different interpretations of parental control. PI Programs in the Philippines Like in other countries, in the Philippines, public or private schools have PTA or the Parent- Teacher Association. It is guided by the Department of Education Memorandum No. 74 series of 1999. Every PTA provides mechanisms to ensure proper coordination with the members of the community, provides an avenue for discussing relevant concerns, and provides assistance and support to the school for the promotion of their common interest. Regular meetings are International Journal of Early Childhood Education Care Vol.6, 2017 ISSN 2289-3156 /eISSN 2550-1763 (41-50) 45 conducted with local government units, civic organizations and other stakeholders to foster unity and cooperation. As an organization operating in the school, the PTA adheres to all existing policies and implementing guidelines by the Department of Education. The PTA serves as support group and as a significant partner of the school whose relationship shall be defined by cooperative and open dialogue to promote the welfare of the students. Another program held by Department of Education is the Brigada Eskwela. It is an annual program that brings together nationwide voluntary efforts of different stakeholders. Parents, teachers and other members of the community where a public school is located help one another for the school’s maintenance and beautification every two weeks before the official start of classes. It started on 1998 upon the implementation on Republic Act 8525 or the Adopt- A-School program (ASP). Its mission is to practice shared governance, bring the spirit of education to the community level, and utilize local resources to improve public schools. (www.deped.gov.ph) Home-School Connection in the Philippines The home as a learning support has been found as an important variable in child development (Arriero, 2006). Children perform better in school when they have opportunities to learn from their two primary contexts of development, namely, the home and school (Nierva, 2009). When parents, teachers and schools support one another and build a strong partnership, it will result to academic success. According to Pineda (2008), mutual effort toward a shared goal implies shared responsibility of families and educators for supporting students as learners. In his study of the comparison of the parents’ and school personnel’s perceptions on the existing home-school collaboration program of a private school in Muntinlupa City, Philippines, it notes that forming connections among families and schools foster positive school and learning experiences for children and youth. Meanwhile in the study of Arriero (2006), findings show that there are two main issues that arise from the amount of involvement the parents in their children’s learning in the home -- the first is the type of communication the parents are able to sustain with the children and the second is the general influence of the parents in the home environment in terms of creating a learning environment. This implies that communication with parents tends to range either positive or praising of the children to negative disciplining for them to learn. Although public or private schools have PTA in the Philippines, an organization which shows parents support and participation on school activities, parent practices are limited. Nierva (2009) study shows the relationship between parental involvement and family status variables of grade one parents in one of the private schools in Quezon City, Philippines using a survey questionnaire. It finds out that in order to facilitate a better home-school partnership, policies to guide practices regarding home-school collaboration at national, regional, division, Parental Involvement In The Philippines: A Review Of Literatures 46 and school levels must be developed. Thus, this study has a small number of participants and didn’t use other instruments to validate the result of the survey. Models Brofenbrenner (1994) argues that in order to understand human development, one must consider the entire ecological system in which growth occurs. He further notes that this system is composed of five socially organized subsystems that help support and guide human growth. They range from microsystem, which refers to the relationship between a developing person and the immediate environment, such as school and family, to the macrosystem, which refers to institutional patterns of culture, such as the economy, customs, and bodies of knowledge. Parents, teachers and school should be working hand in hand in preparing children spiritually, socially, emotionally, physically and intellectually. According to the works of Epstein, parents and schools recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students. She explains this connection through her theory of overlapping spheres of influence which expresses that the external model of overlapping spheres of influence recognizes that the three major contexts in which students learn and grow—the family, the school, and the community—may be drawn together or pushed apart. In the theory of overlapping spheres, there are some practices that schools, families, and communities conduct separately and some that they conduct jointly to influence children’s learning and development. The internal model of the interaction of the three spheres of influence shows where and how complex and essential interpersonal relations and patterns of influence occur between individuals at home, at school, and in the community. These social relationships may be enacted and studied at an institutional level and at an individual level. Connections between educators or parents and community groups, agencies, and services can also be represented and studied within the model. From this theory of overlapping spheres of influence comes a framework of six major types of involvement which evolves from many years of continuous studies. This framework has been a great help for educators around the world in developing home-school partnership programs and for researchers as well in finding ways on how to improve parenting involvement practices. Epstein typology of PI comprises Parenting. Assist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level; Communicating. Communicate with families about school programs and student progress and create two-way communication channels between school and home; Volunteering. Improve recruitment, training, activities, and schedules to involve families as volunteers and as audiences at the school or in other locations that enable educators to work with volunteers who support students and the school; Learning at Home. Involve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities; Decision-Making. Include International Journal of Early Childhood Education Care Vol.6, 2017 ISSN 2289-3156 /eISSN 2550-1763 (41-50) 47 families as participants in school decisions, governance, and advocacy activities through school councils or improvement teams, committees, and parent organizations; and Collaborating with the Community. Coordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges or universities. Enable all to contribute service to the community. Hamunyela (2008) concurs that “for an education system to be in tune with change it needs to be flexible, adaptable, and responsive to constantly changing circumstances and needs. Furthermore, he notes that the concept of cultural capital gives us significant insight in understanding the role schools can play in fostering parental involvement; influences parental participation in education; and helps us understand the power relations that occur within a school” (p.18). Cultural factors have great impact on effective parental involvement. Therefore, understanding the culture of a specific group of people to be studied should be seriously taken into consideration for better understanding of parental involvement in a particular context. However, it is also important for schools to recognize the existence of cultural differences in parent involvement. The attitudes, practices and values at home influence how parents involve themselves in school which results to the achievement gap of their children. Applying the concepts of social and cultural capital to the home-school mesosystem may promote a greater understanding of the gap and eventually how schools can address it. Consequently, Figure 1 below is the representation of the School-facilitated Parental Involvement (SPIn), a framework which the researcher opt to develop. In this framework, the child who is the most important asset of the society is placed at the center of the paradigm to represent that he is the reason and at the same time one of the beneficiaries of the parental involvement framework. Surrounding the child is the two primary contexts in his life – home and school. The home where parent-child interactions happen, and the complex roles, meanings, and consequences associated with parenting, are embedded in and shaped by broader contexts such as extended kin networks, neighborhoods, socioeconomic class, and culture (Alampay & Jocson, 2012). The school where the process of teaching and learning occurs and the rapport, camaraderie and assistance of parents and teachers, are formed. Relationship between the home and school are in Brofenbrenner’s Bio-Ecological system which proposes that the sociocultural environment represents blueprints or prescriptions that influence and support the particular practices of parents as they interact with their children, and in turn children’s responses to and behaviors towards their parents. To bridge the connection of home and school, Epstein typology of parental involvement develops aspects in which the current study is investigating. These includes Communicating (design effective forms of school-to-home and home-to-school communications about school programs and children's progress), Volunteering (recruit and organize parent help and support), Parental Involvement In The Philippines: A Review Of Literatures 48 and Learning at home (provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning). The existing literatures and stakeholders’ viewpoints on the three aspects stated which are of equal value and revolves around the child will be used and highlighted in developing a School-facilitated Parenting Involvement (SPIn) Framework. Figure 1: SPin Framework CONCLUSION Parent involvement placed a vital role in the education of children as well as the contribution it gives to the society. Although, there are programs and current practice on parental involvement in the Philippines, national policies and framework are not in placed to support Early Childhood Education. Statistics shows the low level of reading competence of children, studies reveal the gap in understanding PI in parents’ perspective, and the Philippine EFA goals recommends to expand access of parental involvement programs in every barangays. Literatures on parental involvement are primarily on American and western literature which are of great benefit in this area. However, it yields effects which need to be contextualized. Although different researchers state its importance and positive effects, there are still some studies that noted the barriers in promoting and doing it. Some of the studies did not consider parents’ perspectives, while some have language and cultural limitations in data gathering. There are miscommunications between the schools and parents and shows the different views of each side. This gap brings a meaningful component in the development of a framework that International Journal of Early Childhood Education Care Vol.6, 2017 ISSN 2289-3156 /eISSN 2550-1763 (41-50) 49 will improve the relationship between parents and schools, and educational outcomes of children. Thus, programs and activities should not just focus on the established models, but also in cultural factors that influences the holistic development of a child. Education alone cannot completely meet the needs of the changing society and the school alone cannot fulfill completely what is needed and relevant for the education. For the sake of a holistic education, parents need to play a supportive role in education and Philippine government must take into account the enactment of a council or policy for family affairs. REFERENCES Alampay, L. (n.d.) Parenting in the Philippines. Ateneo De Manila University (Research). Arriero, M. L. (2006). Beginning Learning in the Home and School Readiness. University of the Philippines (Dissertation). Blair, S. L. (2014). Parental involvement and children's educational performance: A comparison of Filipino and U.S. parents. Journal of Comparative Family Studies, 45(3), 351-36. Retrieved from http://www.jstor.org/stable/24339542 Brofenbrenner, U. (1994). Ecological Models of Human Development. International Encyclopedia of Education,Vol. 3, 2nd Ed. Oxford: Elsevier. Epstein, J. L. (1994). Theory to Practice: School and Family Partnerships Lead to School Improvement and Student Success. Boulder, CO: Westview Press. Evangelista, A. D. (2008). Academic Involvement of Parents and their Children’s Scholastic Performance. Trinity University of Asia (Thesis). Goodall, J., & Vorhaus, J. (2010). Review of Best Practice in Parental Engagement. Department for Children, Schools and Families (DCSF) which has now been replaced by the Department for Education (DFE), United Kingdom. Hamunyela, M. (2008). A Critical Analysis of Parental Involvement in the Education of Learners in Rural Namibia. University of Pretoria (Dissertation). Ho, E. S. (2009). Educational Leadership for Parental Involvement in an Asian Context: Insights from Bourdieu’s Theory of Practice. The School Community Journal. Vol.19, No.2. Luz, J. M. (2007). A Nation of Non-readers. Literature and Literacy Report. Retrieved from http:/pcij.org/stories/a-nation-of-nonreaders/ Monteflor et al. (2006). Parent motivation strategies and the performance of preschoolers in a rural Philippine municipality. Early Childhood Education Journal, 33(5). DOI 10.107/s10643-005-0035-1 Nierva, M. (2009). Relationship between Parental Involvement and Family Status Variables of Grade One Parents of Siena College Quezon City SY 2006-2007: Implication for the School Shared Responsibility of the Home and the School. Ateneo de Manila University (Thesis). Nihat Şad, S., Gürbüztürk, O. (2013). Primary School Students’ Parents’ Level of Involvement into their Children’s Education. Educational Sciences: Theory & Practice, 13(2) Educational Consultancy and Research Center. Retrieved from www.edam.com.tr/estp Ochoa, D., & Torre, B. (n.d.). Parenting in the Philippines: A Review of the Research Literature from 2004 to 2014. PETA Arts Zone Project Terre de Hommes Germany. Peters, M. (2012). Parental Involvement: How Much is Enough and What Can Schools Do to Encourage It? William Paterson University of New Jersey (Master Thesis). Parental Involvement In The Philippines: A Review Of Literatures 50 Pineda, K. (2008). Comparison of the Parents’ and School Personnel’s Perceptions on the Existing Home-School Collaboration Program of Woodrose School, SY 2006-2007, Implications for the Program. Ateneo de Manila (Thesis). Sapungan, G., & Sapungan, R. (2014). Parental involvement in child’s education: importance, barriers and benefits. Asian Journal of Management Sciences & Education, 3(2). Selangan. (2015). The Reading Profile of Children in the Philippines. Literacy and World Languages Article. Retrieved from http://www.edutopia.org/discussion/reading-profile-children-philippines CITATIONS (57) REFERENCES (18) ... Also, they are primarily in charge of their children's professional and academic development. In the Philippines, parenting is important in Philippine society because the family is the center of one's social world (Bartolome et al., 2017). Regarding their children, they especially regard their education because it's their sense of accomplishment if their children finish their studies. ... Examining the Impact of Single Parenting on the Academic Performance of Junior High School Students Article Full-text available * Sep 2023 * Aubrae Frances E. Bannawi * Novia Praise Foy-awen * Amir Sam Joseph * John Rey Osben Pelila This study aimed at knowing the relationship between single parenting, particularly the level of involvement of single parents, and the academic performance of their children who are in high school level. The study employed a quantitative method, specifically a correlational design, and through purposive sampling, 42 Junior High School (JHS) respondents were surveyed in one of the diocese schools in Baguio-Benguet. The researchers used a survey questionnaire to gather data; all the information was statistically analyzed using descriptive statistics and the Pearson correlation coefficient. Based on the findings, it was found that single parents had a high level of involvement in terms of giving words of wisdom or moral support but not in physical actions, particularly in attending school activities. However, the respondents showed good academic performances based on their satisfactory grades. Nevertheless, it was revealed that there was a weak negative correlation between single parenting and the academic performances of the respondents. Therefore, it is imperative to note that too much meddling by single parents with their children can lower their academic performances. View Show abstract ... As children of this generation go through 21stcentury learning, the parents' support is increasingly needed to ensure the best support for their children's education [53]. Aquilo and Icamen [37] conducted a study determining the factors that affect Filipino secondary students' viewing skills, and the results revealed that when it comes to the evaluation level of viewing comprehension, home environmental factors were significantly related to students' viewing skills. ... Macro Communication Skills and Anglo-American Literary Competence of Grade 9 Students in a Public High School Article Full-text available * Aug 2023 * Joycee Marabe * Marisa Petalla Aims: This paper assessed the levels of macro communication skills in terms of reading and viewing and the levels of Anglo-American literary competence of the Grade 9 students in a public high school in Cadiz City during the school year 2022-2023. It also determined the significant differences in students' reading and writing skills and Anglo-American literary competence when grouped according to birth order, parents' highest educational attainment, and class classification. Lastly, it determined whether a significant relationship exists between the students' macro communication skills and Anglo-American literary competence. Study Design: This quantitative study utilized descriptive, comparative, and correlational research approaches. Place and Duration of Study: The study was conducted among the Grade 9 junior high school students in Cadiz City, Negros Occidental, Philippines, during 2022-2023. Methodology: The study was responded to by 290 stratified randomly sampled students using a validated and reliability-tested researcher-made test questionnaire. In assessing the study, it utilized the scale in ascending order: very low, low, moderate, high, and very high. Data analysis procedures employed mean, standard deviation, frequency count, percentage, rank, Kruskal Wallis, and Spearman rank correlation. Results: Generally, the grade 9 students attained a moderate level of macro communication skills in terms of reading (M=10.97, SD=3.92) and viewing (M=9.80, SD=5.54), and a moderate level of Anglo-American literary competence (M=8.33, SD=3.86). In terms of birth order, there were no significant differences found in students' reading skills [χ2(4)=1.249, p=0.870], viewing skills [χ2(4) =5.108, p=0.276], and Anglo-American literary competence [χ2(4)=8.287, p=0.082]. When grouped according to parents' highest educational attainment, significant differences were found in their reading skills [χ2(5) =16.726, p=0.005], viewing skills [χ2(5)=13.329, p=0.020], and Anglo-American literary competence [χ2(5)=12.224, p=0.032]. Additionally, in terms of class classification, significant differences were found in students' reading skills [χ2(2) =46.851, p=0.000], viewing skills [χ2(2)=69.761, p=0.000], and Anglo-American literary competence [χ2(2)=72.247, p=0.000]. Lastly, a significant relationship was found between students' reading skills and Anglo-American literary competence [rs(288)=0.495, p=0.000], and a significant relationship between viewing skills and Anglo-American literary competence [rs(288)=0.550, p=0.000]. Conclusion: The findings indicate the need for further practice, improvement, and intervention to improve students' macro communication skills and Anglo-American literary competence. Employing differentiated teaching interventions and strategies plays a vital role in addressing these aspects. View Show abstract ... As children of this generation go through 21stcentury learning, the parents' support is increasingly needed to ensure the best support for their children's education [53]. Aquilo and Icamen [37] conducted a study determining the factors that affect Filipino secondary students' viewing skills, and the results revealed that when it comes to the evaluation level of viewing comprehension, home environmental factors were significantly related to students' viewing skills. ... Macro Communication Skills and Anglo-American Literary Competence of Grade 9 Students in a Public High School Article * Aug 2023 * Joycee Marabe * Marisa Petalla Aims: This paper assessed the levels of macro communication skills in terms of reading and viewing and the levels of Anglo-American literary competence of the Grade 9 students in a public high school in Cadiz City during the school year 2022-2023. It also determined the significant differences in students' reading and writing skills and Anglo-American literary competence when grouped according to birth order, parents’ highest educational attainment, and class classification. Lastly, it determined whether a significant relationship exists between the students’ macro communication skills and Anglo-American literary competence. Study design: This quantitative study utilized descriptive, comparative, and correlational research approaches. Place and Duration of Study: The study was conducted among the Grade 9 junior high school students in Cadiz City, Negros Occidental, Philippines, during 2022-2023. Methodology: The study was responded to by 290 stratified randomly sampled students using a validated and reliability-tested researcher-made test questionnaire. In assessing the study, it utilized the scale in ascending order: very low, low, moderate, high, and very high. Data analysis procedures employed mean, standard deviation, frequency count, percentage, rank, Kruskal Wallis, and Spearman rank correlation. Results: Generally, the grade 9 students attained a moderate level of macro communication skills in terms of reading (M=10.97, SD=3.92) and viewing (M=9.80, SD=5.54), and a moderate level of Anglo-American literary competence (M=8.33, SD=3.86). In terms of birth order, there were no significant differences found in students’ reading skills [χ2(4)=1.249, p=0.870], viewing skills [χ2(4) =5.108, p=0.276], and Anglo-American literary competence [χ2(4)=8.287, p=0.082]. When grouped according to parents’ highest educational attainment, significant differences were found in their reading skills [χ2(5) =16.726, p=0.005], viewing skills [χ2(5)=13.329, p=0.020], and Anglo-American literary competence [χ2(5)=12.224, p=0.032]. Additionally, in terms of class classification, significant differences were found in students’ reading skills [χ2(2) =46.851, p=0.000], viewing skills [χ2(2)=69.761, p=0.000], and Anglo-American literary competence [χ2(2)=72.247, p=0.000]. Lastly, a significant relationship was found between students’ reading skills and Anglo-American literary competence [rs(288)=0.495, p=0.000], and a significant relationship between viewing skills and Anglo-American literary competence [rs(288)=0.550, p=0.000]. Conclusion: The findings indicate the need for further practice, improvement, and intervention to improve students’ macro communication skills and Anglo-American literary competence. Employing differentiated teaching interventions and strategies plays a vital role in addressing these aspects. View Show abstract ... In the Philippines, researches and forums have been highlighting this problem more frequently. In fact, some studies mentioned reasons causing learning gaps among students in public schools such as (a) disparities in resource allocation [2], (b) limited parental involvement [3], and (c) teacher quality and training [4]. ... Post-Pandemic Challenges in Addressing Learning Gaps: Experiences of Teachers in Public Elementary and Secondary Schools Article Full-text available * Jul 2023 * Lucky Ondras * Jevanni Alvero Aims: This research focused on identifying challenges faced by public elementary and secondary school teachers after the pandemic, as they tried to address the learning gaps found among students and the potential risks these challenges posed to their learning. Study Design: The study followed a qualitative approach, specifically utilizing a phenomenological design. Place and Duration of Study: This was conducted in selected public elementary and secondary schools in Abuyog, Javier, and MacArthur Leyte while teachers were addressing learning gaps among students during the school year 2022. Methodology: A total of 25 teachers from elementary and secondary schools willingly participated in the study through convenience sampling. Researchers employed a survey method using researcher-made semi-structured questionnaires distributed through Google Forms and various social media platforms. Data analysis was conducted using the method of Colaizzi (1978). Results: The findings revealed that elementary teachers faced challenges such as learners' lack of interest and attention, teachers overlapping tasks, the complexity of students' learning needs, and inadequate support from parents or guardians. Secondary school teachers encountered difficulties including students' low motivation, teachers’ overlapping tasks, insufficient administrative support, and the complexity of students' learning needs. These challenges were found to have potential risks to students' learning, impeding their learning progress and potentially leading to permanent disconnection from school. Conclusion: This study concluded that teachers were struggling in addressing learning gaps among students after the pandemic. The need of allowing them to concentrate in teaching struggling learners must be given importance by school administrators. Strong collaboration between teachers, parents or guardians, and other stakeholders in fostering student motivation to continue their education must also be prioritized. View Show abstract ... On the other hand, schools also play an important role in building the child personality and developing the cognitive style. The role of the teacher is more important because he/she is in direct contact with the child; so that the contact between home and school must be enhanced, especially during the elementary school years (Bartolome et al., 2017). ... Evaluation of Elementary School Teachers’ Knowledge about Signs and Symptoms of Attention Deficit Hyperactivity Disorder in AL-Diwaniyah City Article * Jul 2022 * Ashwan hamed * Hawraa Ghafel View ... Learning to share with their classmates is thus, a good indicator that the pupils realize not all of them are equally fortunate, but it is also not a reason to withhold their blessings. Bartolome, et al (2017) claimed that the positive attitude of sharing can be influenced by parents and family members are observed and emulated by the learners. Pupils tend to idolize and imitate the older individuals, so what they see and observe is likely to be copied by them as well. ... Teachers’ Management Styles and Pupils’ Interactions Article * Jun 2023 * Shellaine S. Cabugsa * Rochelle Luzano View ... With proper training and intervention on the child, which focuses on developing communication skills, this occurrence can be minimized or avoided in the future [11]. The child's success in learning new skills and minimizing disruptive behaviors depends on the extent of the parent's involvement in providing intervention on the child's skills [12], [13]. This is because when parents are involved in creating and implementing the program, the program can provide learning to the child relevant to the program designed to be executed to address the child's deficiencies while the child is immersed in society. ... Impact of parental involvement on the communication skills of children with autism Article Full-text available * Jun 2023 * Janine Joy L Tenerife * Emerson De Luna Peteros * Joseph L. Bunghanoy * Margie D. Fulgencio In pursuit of every individual’s access to education regardless of one’s statusin life, the Philippines establishedspecial education(SPED) centers to caterto children with special needs.Children with autism are the expectedbeneficiaries of these centers. This research assessed the impact of parentalinvolvement on the communication skills of children with autism at a SPEDcenter in Cebu City, Cebu, Philippines. Their teachers, regardingtheircommunication skills, assessed thirty children with autism. At the sametime, parents were asked to rate their extent of involvement in their child’sschool activities using survey questionnaires. Different statistical tools wereused to treat the data gathered, such as the weighted mean, standarddeviation, andPearsonproduct moment correlation coefficient. Resultsrevealed that parents were involved in the school activities of their children.However, the children had a moderate manifestation of communicationskills. It was found that there is a moderate positive significant relationshipbetween the parents’involvement and the communication skills of thechildren. Thus, teachers are encouraged to design programs for the childrenthat would involvethe parents in enhancing the communication skills ofchildren with autism. View Show abstract Home Learning Environment and Parent-Teacher Ecology towards Academic Performance and Positive Social Behavior Article * Jul 2023 * Myca F. Geneta * EdD Michelle B. Sarmiento The present study was focused on determining and analyzing the extent of home learning environment and parentteacher ecology towards the academic performance and positive social behavior of Grade 6 pupils in the S.Y. 2022-2023. The target respondents of the study included Grade 6 students. The study utilized the descriptive quantitative research design in gathering data and information for the completion of this research endeavor. The survey questionnaire was utilized as the main tool for the data gathering process of the research. The researcher concluded that that based on the students’ experience in their home learning environment, this is more related to the way that they are being influenced by the kind of environment they have at home; that the established good relations between parent and teacher can be concluded to have a significant role in terms of helping children or learners learn better and integrate or incorporate important values and attitudes into their lives as part of their daily learning experience at school; and that academic success among the learners can be concluded to be attainable with the help of parents and teachers and the willingness of the pupils themselves. On the other hand, the researcher recommended that conduct parent-teacher conferences and meetings help the parents develop better attitudes and approaches to guide their children in doing assignments or projects; that in order to enrich the parent-teacher ecology aspect, parent-teacher conferences are again recommended in order to effectively address any emergence of problems and misunderstandings between parents and teachers. View Show abstract Parental Involvement and Parenting Styles in Relation to Pupils’ Academic Motivation Article Full-text available * May 2023 * Maria Fe S. Mabao * Azel Valle View Pupils’ Motivation and Reading Performance Article * May 2023 * Grendelle Charmis E. Casino * Rosalinda C. Tantiado View Show more Educational Leadership for Parental Involvement in an Asian Context: Insights from Bourdieu’s Theory of Practice. The School Community Journal 19 (2): 101-122. Article Full-text available * May 2009 * Esther Ho This article examines how educational leadership defines parental involvement and shapes the nature of home-school collaboration in schools in an Asian context. Results show three major types of principal leadership, or habitus of parental involvement: bureaucratic, utilitarian, and communitarian, which provide a more powerful explanation for the extent and nature of homeschool collaboration than parents’ capital in this context. The present article adds to the existing literature by application of Bourdieu’s concepts of field, habitus, and capital to understand the relationship between principals’ leadership and different types of home-school relationships. View Show abstract Parental Involvement and Children's Educational Performance: A Comparison of Filipino and US Parents Article Full-text available * Jun 2014 * Sampson Lee Blair Researchers, hive long noted that. parental involvement, can substantially influence children's academic performance.. There is a paucity. Of research Which,has focused. on this relationship in developing nation's. Using data from two surveys Of parents, one sample from the Philippine, and one Sample from the United States,this study examines the nature of parental involvement, and how it affect's the school success of elementary students. Among American parents, direct involvement (e.g., helping With homework) yields positive benefits for., children's. grade performance, Among Filipino parents,. indirect forms involvement (e.g., volunteering at their children's schools) are associated with higher grade performance. Overall. Filipino parent are. shown to be more active in their children's school activities. The influence. of parental involvement upon children's,performance in school is shown to vary Substantially between the two, Countries, "depending upon the type of parental involvement and household characteristics. Household income,, in particular, different effects upon Filipino and U.S, children's, grade performance. The results are discussed within a social capital paradigm. View Show abstract Primary School Students' Parents' Level of Involvement into their Children's Education Article Full-text available * Mar 2013 * Süleyman Nihat Şad * Oguz Gürbüztürk The aim of this study was to investigate the extent to which parents of elementary students (1st to 5th) participate in their children's education with regard to some variables. The study was designed based on descriptive survey model and comparative and correlational associative models. The sample of the research comprised 1252 parents whose children studied at 1st to 5th classes of six primary schools in Malatya province. The Parental Involvement Scale was used to collect data. As a result of the analysis, it was found out that parents' level of involvement was high for such tasks as communication with children, creating enabling home settings, supporting child's personality development, and helping with homework, but low especially for volunteering. Also mothers were found to support their children's homework significantly more than fathers (eta(2)=.05 and d=.48). Finally, families' monthly income was found to be positively and moderately associated especially with involvement tasks of supporting child's socio-cultural development and creating enabling home settings, and negatively and moderately with volunteering task. View Show abstract Parental Involvement in Child's Education: Importance, Barriers and Benefits Article Full-text available * Apr 2014 * Gina Madrigal Sapungan * Ronel Mondragon Sapungan This research article explicates the importance, barriers and benefits of parental involvement in child's education. The authors exemplify the fact that parents' involvement in their child's learning process offers many opportunities for success-improvements on child's morale, attitude, and academic achievement across all subject areas, behavior and social adjustment (Centre for Child Well-Being, 2010). This study underscores that the most common obstacle to parental participation is the parents' pessimistic attitude towards supporting school where their children are enrolled in, and the " we-don't-care-attitude " among parents. It further elucidates the truth about parents' role in the personal and academic performance of the child, as revealed by Conway and Houtenville's (2008) study, stating that " parental effort is consistently associated with higher levels of achievement, and the magnitude of the effect of parental effort is substantial. " Pinantoan (2013), Olsen (2010), and Henderson and Berla (1994) corroborate this contention and other claims on the importance and benefits of parental participation in the child's holistic development. View Show abstract Education and Parenting in the Philippines Chapter * Sep 2019 * Liane Peña Alampay * Aileen S. Garcia Filipino families place a high value on children’s educational achievement. Providing for children’s education is a primary goal of Filipino parents and conversely, children consider educational success as the means by which they can meet filial obligations and parental expectations. Interdependence in Filipino families is such that education-related decisions and behaviors reflect on family rather than individual welfare. This chapter presents the current Philippine education system and its challenges vis-a-vis this cultural context of the Filipino family, focusing particularly on families belonging to the lower socioeconomic class. Major education reforms known as the K-12 law occurred in 2013, expanding basic education to 13 years, but issues with low quality and ineffective resource allocation remain. Poverty has significant effects on student enrollment and completion rates, especially at the secondary or high school level. Given socioeconomic constraints, Filipino parents employ strategies to meet their family’s education aspirations, such as overseas migration. View Show abstract Theory to Practice: School and Family Partnerships Lead to School Improvement and Student Success Chapter * May 2019 * Joyce L. Epstein View Nation Readers on the Iraq War Article * Jan 2006 * NATION * J McCabe View Parental Involvement: How Much Is Enough and What Can Schools Do to Encourage It? Article * May 2012 * Meredith J. Peters This study investigated how much parental involvement occurred between participants and their children, what kind of involvement was used, and what school programs exist and should exist in order to encourage parental involvement. A sample of 75 parents selected by way of convenience and snowball sampling was used. A survey instrument was utilized and included multiple choice, checklists, and open ended questions in order to determine the attitudes and practices of parents toward involvement and their opinions about school programs. In summary, all eight hypotheses were supported by this study although significance levels differed. This study showed relatively positive scores pertaining to the amount of direct and indirect involvement of participants and their children. Also, utilizing Joyce Epstein’s framework of the “Six Types of Involvement for School-Family-Community Partnerships,” participants’ survey answers matched perfectly within each of Epstein’s categories of involvement, proving that most participants used various methods for involvement. These findings may prove useful for all schools in strengthening their efforts to gain parental support in students’ education. View Show abstract Parent Motivation Strategies and the Performance of Preschoolers in a Rural Philippine Municipality Article * Jan 2006 * Marites O. Monteflor * Arthur R Williams * Phoebe Dauz Williams * Sandra K Bruggeman Although under-investment in children is an identified problem in low-income developing countries (LDC) and the establishment and use of preschools has been advocated as a partial remedy, the readiness of children and parents for preschool in LDC has been little studied. This paper assesses motivational techniques that parents report using with preschool children in a rural Philippine municipality. The purposes of this study were to examine: (a) whether the motivation strategies used by parents are consistent with a “balanced, holistic approach” to child development and (b) whether the parents’ motivational strategies are associated with school performance. The study suggests some over-weighting by parents of academic achievement, but otherwise more appropriate child-oriented behaviors were observed than reported in some research. Motivation by parents also was associated with preschool performance. View Show abstract Beginning Learning in the Home and School Readiness * Jan 2006 * M L Arriero Arriero, M. L. (2006). Beginning Learning in the Home and School Readiness. University of the Philippines (Dissertation). Show more RECOMMENDED PUBLICATIONS Discover more Article THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENT SUCCESS: SCHOOL AND FAMILY PARTNERSHIP FROM THE PERSPE... December 2017 * Tyler Bailey THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENT SUCCESS: SCHOOL AND FAMILY PARTNERSHIP FROM THE PERSPECTIVE OF STUDENTS by Tyler M. Bailey Kennesaw State University, 2017 In this study, the impact of school-family relationships on student success were examined through the narratives of three fifth-grade students, their teachers, and the school’s curriculum coach. The study used these stories to ... [Show full abstract] understand better how student success was altered by parental involvement in the students’ academic, social, and emotional life. The participants were selected from the same school located in a major southeastern city. The students and teachers were in the same class (within their respective roles) and the curriculum coach was closely connected to the other five participants through his administrative role. The students varied with regards to academic ability, demographics, and socioeconomics. Through data gleaned from interviews, the study illuminated how participant students and educators interpreted various events within the students’ academic and family lives and how those events influenced personal success. All six narratives provided a more robust understanding regarding the interactions, relationships, communication, motivations, and responsibilities within the school-family relationship and how these elements impacted student success. This research used a narrative method that guided analysis of significant elements and trends from the participants’ stories. Narrative research is a type of qualitative research that focuses entirely on individual narratives, whether written, spoken or otherwise visually represented. This study employed the Overlapping Spheres of Influence of Parent, School, and Community Involvement (Epstein, 2009) as a theoretical framework. Epstein’s six types of identified involvement including; parenting, communication, volunteering, learning at home, decision making, and collaborating in the community framed both the research questions and analysis within the study. The findings of this study offer insightful personal accounts that may aid in the success of other students, families, and schools. Due to the qualitative nature of the methodology, this research, and its findings, cannot provide generalizable best practices for student success. Rather, the study offers insights that may assist educators and parents in better approaching the school-family relationship utilizing family structure, schools, and the surrounding community. Ultimately, four areas of investment were identified in the research including; responsibility, motivation, communication, and student relationships with teachers and parents. These identified areas formed a well-rounded perspective on student success and how parents played a role in that success. Ultimately, the personal accounts imparted by the students, teachers, and curriculum coach provided valuable perspectives into their educational experiences and viewpoints and formed relevant insights to be reviewed by teachers, parents, and school community. Keywords: Joyce Epstein’s Spheres of Influence, Parental Involvement, Communication Read more Article PARENT INVOLVEMENT IN THE CLASSROOM: THE FINE LINE January 2000 · Young Children * Nancy DeSteno Notes that while parental involvement in the classroom is beneficial, it can be difficult for teachers to maintain a balance between classroom needs and parent preferences. Briefly describes six successful activities for parental involvement and what is expected of parent volunteers for each activity. Outlines five other considerations for managing parent involvement in the classroom. (TJQ) Read more Article Full-text available ROLES ENABLING THE MOBILIZATION OF ORGANIZATIONAL KNOWLEDGE April 2014 · Journal of Knowledge Management * Krishna Venkitachalam * Rachelle Bosua Purpose – Knowledge-based work is growing at a significant pace in the context of large organizations. As a consequence, use and transfer of knowledge are considered important activities of knowledge mobilization. Existing literature suggests that there is an increasing gap in the understanding of roles and typical responsibilities in knowledge mobilization. The purpose of this article is to ... [Show full abstract] examine how roles enable knowledge mobilization in large organizations. Design/methodology/approach – A qualitative research design was used where three large organizations representing multiple sectors were selected to study roles that enable the mobilization of organizational knowledge. Findings – This study explains the understanding of five roles and their typical responsibilities to enable the mobilization of knowledge in large organizations – knowledge mentor, broker, taxonomist, content editor, and gatekeeper. These roles foster collaboration and communication activities within and between teams enabling knowledge mobilization. Research limitations/implications – The authors acknowledge the limitations of this paper. Although the recognized roles provide valuable insights with respect to mobility of knowledge, it does not specify how each role can be assessed in terms of performance. Another limitation is that these roles were studied in the context of large-scale organizations where knowledge work is central to their performance. Originality/value – This study ' s findings suggest that there is a strong need for management to recognize and value roles and responsibilities to realize organizational knowledge mobilization. View full-text Article Full-text available A PARENT'S PLACE: PARENTS', MENTORS' AND PROGRAM STAFF MEMBERS' EXPECTATIONS FOR AND EXPERIENCES OF... November 2015 · Children and Youth Services Review * Antoinette Basualdo-Delmonico * Renée Spencer Youth mentoring has been conceptualized largely as a dyadic relationship between a mentor and mentee, with less attention paid to the role of parents. This study contributes to an emerging body of research on parent involvement by examining expectations for parents' roles in the mentoring process held by program staff, mentors, and parents themselves. In-depth interviews with mentoring program ... [Show full abstract] staff (n = 12), mentors (n = 30), and a parent or guardian of the youth being mentored (n = 30) were analyzed to identify these participants' views on the role of parents. Findings indicate that mentors and program staff were more aligned in their views and tended to be more focused on the ways that parents could potentially interfere with or otherwise disrupt the mentor–youth relationship. Parents' views were more varied and rooted in differences in both their individual values and beliefs about the role of a mentor in their child's life, their parenting styles and ways they expected adults outside of the family who were interacting with their child to engage with them. Implications for future research on parent involvement and for mentoring program practices are discussed. View full-text Discover the world's research Join ResearchGate to find the people and research you need to help your work. Join for free ResearchGate iOS App Get it from the App Store now. Install Keep up with your stats and more Access scientific knowledge from anywhere or Discover by subject area * Recruit researchers * Join for free * Login Email Tip: Most researchers use their institutional email address as their ResearchGate login PasswordForgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login PasswordForgot password? Keep me logged in Log in or Continue with Google No account? Sign up Company About us News Careers Support Help Center Business solutions Advertising Recruiting © 2008-2023 ResearchGate GmbH. 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