Parents’ Involvement in Learner’s Reading Achievement in the New Normal (original) (raw)
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Psychology and Education: A Multidisciplinary Journal, 2022
Education system in the Philippines is constantly changing and more is being expected out of students at a much younger age. The levels of parental involvement had higher expectation to the literacy skills of the students. This study aimed to analyzed the collective influence of the predictor's family structure, parental involvement and socioeconomic areas and students' perspective interest of the classroom learning environment on Grade 3 students of San Rafael Elementary School. Thus, the intention was to provide an analysis of these predictors of academic performances of the grade 3 students in the areas of reading and writing development. To expand knowledge of the interrelationships between the variables correlated in the study. The data treatment was performed in order to evaluate and determine the descriptive statistics between parental involvement, family structure, low-socioeconomic status and student's performances in reading and writing areas. The descriptive research design was used to assess and measure the linear coalition between the independent variable and dependent variable. The quantitative data was obtained along the parental involvement survey using and basing on the set of thirteen Likert scale questions. As the results of the descriptive statistics results in Table 1 revealed that among the 30 parent participants or as corresponding assessor and evaluator 19 (63.32%) were underneath from lowest family affluence scale, which represented the highest number of the parent sample on the study. Based on the findings, the reading assessment scale of the respondents were on the mean value of 5.72±3.82 that indicates as text reading speed (syllables per seconds). Whereas, the words reading (syllables per seconds) variable has the mean value of 3.70±2.33, hence, for the non-word reading (syllables per seconds) were gathered the results of 1.79±0.66. The parental involvement was grounded on the time spent offered and parental guidance of the students.
Psychology and Education: A Multidisciplinary Journal, 2024
Scholars widely recognize parental involvement in education as a significant factor in children's academic success, particularly in the domain of reading. This systematic review aimed to examine the role of parental involvement in the implementation of reading programs and its effect on the reading achievement of elementary school learners. Through a comprehensive search of academic databases, relevant studies published in peer-reviewed journals between 2010 and 2023 were identified and analyzed. The review included various forms of parental involvement, such as participation in reading-related activities at home, communication between parents and teachers, and parental engagement in school-based reading initiatives. Findings indicated a positive association between parental involvement in reading programs and children's reading achievement. Specifically, active parental engagement, such as reading with children at home, providing a print-rich environment, and communicating regularly with teachers about their child's progress, was consistently linked with higher levels of reading proficiency among elementary school learners. Moreover, the review highlighted the importance of collaborative efforts between schools and families in designing and implementing reading programs. Programs that actively involved parents in decision-making processes, provided resources and support for parental involvement, and fostered positive relationships between parents and educators were more likely to yield significant improvements in students' reading outcomes. However, challenges related to parental involvement, such as socioeconomic disparities, language barriers, and varying levels of parental education, were also identified. Addressing these challenges required tailored strategies that recognized and accommodated the diverse needs and circumstances of families. In conclusion, this review underscored the crucial role of parental involvement in enhancing the effectiveness of reading programs and promoting reading achievement among elementary school learners. It provided insights for educators, policymakers, and practitioners to develop evidence-based strategies that fostered meaningful partnerships between schools and families to support children's literacy development. The researcher further recommended further research to explore the specific mechanisms through which parental involvement influences reading outcomes and to identify best practices for promoting sustained engagement among diverse populations.
Challenges on Parental Involvement and the Reading Ability Skills of Grade Three Learners
Psychology and Education: A Multidisciplinary Journal , 2023
This study determined the involvement of the Grade III learners' parents in facilitating the reading ability skills of the learners of Francisco Lluch Laya Memorial Integrated School, South I District, Division of Iligan City during the school year 2021-2022. It also determined the challenges encountered in facilitating the learners reading skills, and the reading ability skills of the learners in terms of word recognition, speed, and comprehension, the significant relationship between the reading ability skills of the learners in terms of word recognition, speed, and comprehension and parental involvement in facilitating reading were assessed. Random sampling was used to determine the 50 Grade Three parent respondents. The instrument utilized was PHIL-IRI material for Grade Three learners reading ability skills and the researcher-made test questionnaire for the parental involvement and challenges. The research design was descriptive correlational and the statistical tools utilized used were frequency and percentage, Mean and Standard Deviation, One-Way ANOVA (F-test), and Regression analysis. Based on the results the reading ability skills of the learners in terms of word recognition, speed, and comprehension fell in the frustration level. Parental involvement and the learners' reading ability skills in terms of word recognition, speed, and comprehension were significantly related. Thus the null hypothesis stating that there is no significant relationship between the reading ability skills development of the learners and parental involvement in facilitating reading was rejected. This study concluded that the parents need to be enhanced their involvement, so an action plan was proposed and recommended to be implemented.
Psychology and Education: A Multidisciplinary Journal, 2024
Using a descriptive research method, the study examined parental involvement in the Mother Tongue-Based Multilingual Education (MTB-MLE) Reading Intervention Program for Grade One learners in the Division of Quezon. Data were collected through a questionnaire from 370 participants, treated and analyzed using statistical tools including percentage, mean, Kruskal Wallis H-Test, and Dunn Test. Results showed that most of the respondents were aged 31-40, predominantly female, held regular job positions, were college graduates, earned 15,000 pesos or less, had 3 to 4 family members, and were active members of the Parent-Teacher Association (PTA). Moreover, findings revealed that parents actively participated in the reading intervention program, focusing on teaching their children letter sounds and words for Oral Language Development. It was also evident that the parents participated during the program's implementation and post-implementation stages. Challenges faced by parents included limited instructional materials both at schools and at home. While there were no significant differences in parental involvement assessments based on most demographic profiles, occupation, and educational attainment showed notable distinctions. Recommendations include fostering collaboration with parents for reading skill development, continuous monitoring and evaluation of program implementation, providing training and lectures to enhance parental involvement in homebased reading activities, and enhancing intervention programs, and consultation with parents to ensure their participation. Lastly, further research is recommended using upgraded intervention programs coming from the monitoring and evaluation of the existing program while utilizing different population and location.
Parental Involvement and Pupils Reading Performance
Psychology and Education: A Multidisciplinary Journal, 2024
This study examines the impact of parental involvement on Grade 4 learners' reading performance in Sierra Bullones, Bohol. The research aimed to assess the status of parental involvement and its relationship with learners' reading abilities, based on data from 113 parent-child pairs. Key findings include a significant positive correlation between the extent of parental involvement and learners' reading performance. The study reveals that most respondents are female, aged 31-40 years, and have diverse educational backgrounds, primarily high school graduates. Parental involvement is characterized by active participation in reading activities and communication with teachers, highlighting their dedication to supporting their children's reading development. Effective communication between schools and parents emerges as crucial for enhancing learners' reading skills, emphasizing the need for consistent updates and guidance from educational institutions. The Philippine Informal Reading Inventory (Phil IRI) results indicate that learners perform at an instructional reading level, underscoring the importance of tailored instruction to improve reading proficiency. Recommendations include developing a Parental Involvement Guide to equip parents with effective strategies for supporting reading skills, fostering regular communication between parents and teachers, and organizing workshops to enhance parental involvement. This study contributes valuable insights into enhancing educational practices through effective parental engagement, aiming to improve Grade 4 learners' reading proficiency in similar educational contexts.
Parental Involvement and Pupils’ Reading Strategies: its Relationship to Reading Performance
International Journal of Research Publications
Reading is the gateway to all other knowledge. This study aimed to determine the level of parental involvement, and pupil's reading strategies, and reading performance this School Year 2022-2023 and to find the significant relationship of parental involvement, reading strategies and reading performance based on the Phil-IRI result. This study was conducted among the small schools of Libona District II, Division of Bukidnon. This study employed descriptive correlational design on which one hundred twenty (120) Grade 6 pupils and their parents as the respondents using purposive =of this study were one hundred twenty (120) Grade 6 pupils and their parents. Correlational design was used in the study. Mean, standard deviation, frequency, percentage and Pearson Coefficient of Correlation were the statistical treatment employed in interpreting the data. The result of the study revealed Parental Support construct under parental involvement got the highest mean rating. On the other hand, Reading Activities got the lowest mean rating. Conclusion were drawn that Parental Support, Problem-solving and Support strategies are statistically associated with the reading performance of the pupils. However, parental involvement in terms of Reading Activities and Reading Instruction, and Global Reading Strategy are not significantly related to pupils' reading performance. Therefore, Parents may enroll their child in any training centers be engaged and motivated as they learn and discover meaningful learning experiences.
Parent Involvement in Children Reading Development
International Journal of Multidisciplinary and Current Research, 2018
The research was aimed to develop home reading programs for parent to tutor the children learn to read at home. The development procedure owed the work of Borg and Gall’s research and development model. Tryout and implementation were conducted in a Kindergarten School in Bogor, Indonesia. The data was collected through observation, interview and checklist. The product was considerably feasible referred to the judgments of five experienced kindergarten teachers, three early childhood education and 15 parents participating in the implementation. It was concluded that the model contributed to overcome the problem encountered by both parents and kindergarten teachers in how to help children learn to read at home. Keywords: Parent’s involvement, kindergarten reading program, research and development
Parents’ Impact on Students’ Reading Achievement
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference
Scientific studies have proved that a family has a high impact on the students’ academic achievement, including their reading literacy. This paper focuses on the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age (reading together, singing, discussing the read text with a child, playing together, etc.) to explore the impact of these activities upon the reading literacy achievement of students in Grade 4. The research problem addresses the following questions: whether and to what extent the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age have an impact on students’ reading skills at the end of their fourth school year.The analysis is based on the research results from students’ tests, students’ and parents’ questionnaires of the Progress in International Reading Literacy Study (PIRLS) 2016, organised by the International Association for Evaluation of Educational Ac...
Psychology and Education: A Multidisciplinary Journal, 2023
The study aimed to determine the effects of parental engagement and nurturance on the reading performance of intermediate pupils in Sta. Cruz Elementary School, School Year 2020-2021. The respondents of the study were the 370 Intermediate pupils consisting of 118 Grade 4 pupils, 78 Grade 5 pupils and 174 Grade 6 pupils who are included in the Blended Learning modality in the said school. They were described in terms of their age, sex, sibling position, number of children in the family, monthly family income and parents' educational attainment. Descriptive survey research design was utilized in this study. The first research instrument is a researcher made questionnairechecklist to determine the extent of effects of parental engagement and nurturance on the reading performance of the pupil-respondents with respect to inferential, critical thinking, assimilation and comprehension. The other set is a parallel objective type of test consisted of 40 items. This was used to determine the level of reading performance of the respondents. The study revealed that the pupil-respondents are mostly 8-10 years old; predominantly males; are first and second born child and mostly belong to families with two children in the family. A higher number of the respondents belong to family with monthly income below ₱10,000 and whose father and mother are mostly college undergraduates. Parental engagement and nurturance moderately affects the reading performance of the pupils with respect to inferential, critical thinking, assimilation and comprehension. Sex, sibling position, number of children in the family, monthly family income, father's educational attainment and mother's educational attainment are not significant on the effects of parental engagement and nurturance on the reading performance of pupils. However, when grouped by mother's educational attainment with respect to comprehension is significant. Pupils have a satisfactory reading performance as revealed by the results of their Reading test. The test on the significant relationship between the extent of effects of parental engagement and nurturance with respect to inferential, critical thinking, assimilation and comprehension and their performance do not relate.