Title: Teacher-Family Communication and Student Engagement

among students in Langub Elementary School

Submited by:

Ian Val Cabel

Guendelyn Cabonce

Jaisal Jone Bautista

 Chapter 1

Background of the study

Student engagement is critical for student success ( Krause, 2005 ;

Kuh et al. 2008; Strydom and Mentz , 2010 ; Wawrzynski et al. 2012; Ivala et al.

2013). It denotes the appetency of students to partake in everyday school activities.

These school activities are classified as academic and non-academic activities

Nelson et al. (2014) whereby students invest in interactions with others through

educationally purposeful activities (Tarantino & McDonough ,2014) .

According to Harris, (2008) increasing high levels of student

disengagement have occurred across Canada, evidenced by poor student behavior

and low levels of academic achievement. It was reported in a recent research by

Willms, Friesen and Milton , (2009) , only less than one- half of Canadian students’

population were deeply engaged in their academics.Hence, it is obvious that this

problem must be addressed.

In addition Durban and Cansalan , (2012) said that formal education in

the Philippines has not achieved what it was supposed to achieve. Schools in the

country were presently in a quandary on how to keep children in school, with the

increasing rate of drop outs. Wherein, only seven out of ten pupils who enroll in

Grade 1 finish the elementary curriculum, and from the seven who continue to

secondary, only 3 are able to complete the curriculum.

 According to one of the faculty members that the researcher interviewd in

Langub Elementary School, many students do not manifest active participation in

class despite the quarterly parent-teacher conference conducted by the school in

order for parents to monitor the progress of their children.

Thus, there is a need to conduct a study to find out the relationship

between teacher-family communication and student engagement and the result

would be of great help for the improvement of student engagement. This study is

deemed important since it assist the involvement of both teachers and parent on

student’s education.

Statement of the Problem

This study aimed to determine the significant relationship between teacher-family

communication and student engagement among students in Langub Elementary

School.

Specifically , it sought answer to the following questions:

1. What is the level of teacher-family communication in terms of:

1.1 one-way communication;

1.2 two-way communication; and

1.3 communication through technology?

 2. What is the level of student engagement among students in Maa National

High School in terms of:

1.1 Academic Engagement;

1.2 Behavioral Engagement; and

1.3 Social Engagement ?

3. Is there a significant relationship between teacher-family communication

and student engagement?

Hypothesis

There is no significant relationship between teacher-family communication

and student engagement in terms of:

1.1 academic engagement;

1.2 behavioral engagement ; and

1.3 social engagement.

Review of Related Literature

The following selected literature and readings related to the study are

presented in this section in order to provide background and framework of this

investigation. This section includes principles, theories, concepts and views

regarding the subject under investigation.

Teacher- Family Communication

Appropriate and effective communication and involvement is critically

important as children progress through school (Patrikakou, 2008). As cited by Clay,

(2005) teachers strive to establish partnerships with parents to support student

learning. Strong communication is fundamental to this partnership and to building a

sense of community between home and school.

In these changing times, teachers must continue to develop and expand their

skills in order to maximize effective communication with parents.

School and family partnership enhances skill sets (whether social, emotional or

academic ) when they are mutually supported at home and school. It reinforces the

complementary roles of families and educators, and extends opportunities for learning

across the key developmental contexts of home and family (Albright & Weissberg, 2010).

In a study by Kraft and Dougherty (2013) they found that frequent teacher-parent

phone calls, a time-intensive bi-directional intervention, increased student engagement as

measured by homework completion, in-class behavior, and in-class participation during a

summer school program. Such communication represents a style of parenting which is

supportive of a child’s academic progress, places value on learning, and models behaviours

appropriate for achievement (Hoover-Dempsey and Sandler 2005).

Clay , (2005) cited three avenues of communication in which teacher could actively

incorporate to maximize sharing information with parents.

One-Way Communication

“Written communication is probably the most efficient and effective way we

can provide valuable ongoing correspondence between school and home” (Williams

& Cartledge, 1997, p. 30). Written communication is a permanent product that

requires careful consideration regarding format and content. The goal is to organize

concise, accurate information so that parents will read and understand it.

Newsletters are commonly used to share written information with a parent

community. Consistent application of several specific strategies can make classroom

and school newsletters even more effective communication tools. Many teachers use

daily communication books to share information with parents, particularly for children

who have special learning needs. Several authors propose strategies to enhance the

effectiveness of communication books (Davern, 2004; Williams & Cartledge, 1997).

To maximize efficiency, alternate day or twice weekly notes may be adequate, as

long as the communication is frequent enough to engage parents and to monitor

student success. Finally, Davern (2004) notes that it is important to consider when a

face-to-face meeting is more appropriate than a written exchange, depending on the

issue. Report cards are the traditional mode of conveying permanent, written

evaluative information regarding student progress. Report cards should be clear and

easy for parents to understand records should provide an analysis of academic

development across content areas, information about student strengths and learning

style, an assessment of the child’s social development, specific goals for the student

to work on, and associated suggestions for the parent (Aronson, 1995. Significantly,

teachers can prevent confrontations with parents by ensuring that the report card is

not the first communication when concerns exist. Rather, frequent progress reports,

phone calls, and/or e-mail messages should support and improve student

performance prior to the traditional report card (Giannetti & Sagarese, 1998).

Two-Way Communication

Two-way communication occurs when teachers and parents dialogue

together. Effective dialogue “develops out of a growing trust, a mutuality of concern,

and an appreciation of contrasting perspectives” (Lawrence-Lightfoot, 2004). A

teacher may contact parents to celebrate a child’s successful school experience.

However, more frequently, the contact is to share a concern about the child, which
can be a source of significant tension for both teachers and parents alike. One

popular communication strategy is a phone call home.

Another traditional occasion for dialogue is the parent-teacher conference.

Effective parent-teacher conferences are an opportunity to create a successful

partnership, but they may be anxiety provoking for both teachers and parents alike

(Minke & Anderson, 2003). Indeed, Metcalf (2001) suggests that instead of viewing

the conference as a reporting session for what is not working in school, teachers can

construct an opportunity to discuss what is working with the student” (p. 18).

Effective parent-teacher conferences also require important interpersonal skills on

the part of the teacher (Evans, 2004; Perl,1995; Studer,1994).

Communication Through Technology

In recent years, educators have experimented with various technologies to

communicate with parents in innovative and time-efficient ways. Integrating

technology can help schools communicate quickly to a broad parent community

(Ramirez, 2001). One creative teacher, for example, maintained a daily one-minute

voice mail message for parents and students to call at the end of each day

(Clemens-Brower, 1997). recorded message provided updates on homework

assignments, classroom highlights, and also invited parents and children to respond

with a message of their own. Cameron & Lee (1997) conducted two studies to

explore satisfaction by teachers and parents regarding the use of voice-mail

technology. Findings demonstrated enhanced communication in both quality and

quantity for upper elementary-aged students. Aronson (1995) further suggests that

schools create a brief 10-minute video to welcome new families to the school
including an introduction, tour of the school, portions of a “lesson in action,” and an

invitation to become involved.

One school expanded this idea and developed 50 short videos to be

circulated to families on a variety of topics (Clevenson, 1999). Parents reported the

videos enhanced communication with teachers and understanding of their child’s

school program (Alberto et al., 1995). Radio announcements are often used to

provide specific information related to weather and school activities. However, one

radio station and school district took a novel approach and organized a series of

“book reports” presented by 4th to 6th grade students (Winger, 1995). brief radio

reports communicated student achievement to the school community in a unique

way.

Internet technology is the most recent tool used by schools to communicate

to a parent community. Increasingly, school Web sites are used to convey a broad

range of school information. Students often become involved with both the

technology and the content of the Web site and may work together with teachers to

create and maintain the site. Teachers trained to use the school Web site can

provide updates easily accessed by parents regarding homework assignments, test

schedules, resource links, and so on. Technology also holds promise to allow

teachers communication opportunities “not limited by school hours or location”

(Brewer & Kallick, 1996, p. 181). Student performances can be videotaped and

presented to a larger audience at convenient times. Students may create digital

portfolios that can be shared with parents on an ongoing basis. Ultimately, student

learning plans may be accessed online, enabling goals and progress to be shared

with parents. Indeed, the capacity to link homes and schools with new technologies
provides many novel opportunities to enhance communication with parents beyond

the traditional formats.

Student Engagement

Authors such as Dunleavy & Milton (2009); Harris (2008); Claxton (2006 &

2007); and Meyer & Turner (2006) started looking at engagement as a means to

help students both improve in academics and participation, of course, and to build a

genuine disposition . Student engagement is primarily and historically about

increasing achievement, positive behaviors, and a sense of belonging in all students

(Willms, Friesen and Milton, 2009).

The term student engagement is used bysome in the literature to denote the

readiness,need, desire and compulsion of students to actively participate in everyday

school activities involving things like attending classes, adherence to instructor’s

directives in the class, and submitted required course works or assignments (Coates

2006; Kenny et al. 1995). Ivala et al. (2013) define student engagement as the

amount of physical and psychological energy that students devote to educationally

purposeful activities.

For Kuh et al. (2008), student engagement represents both the time and

energy students invest in educationally purposeful activities and the effort institutions

devote to using effective educational practices. Wawrzynski et al. (2012) add that the

policies and practices that institutions use to induce students to take part in these

educationally purposeful activities should be included in the definition of student

engagement.

Harris , (2008) cited core types of student engagement that are most

frequently noted in current literature.

Academic Achievement

Researchers have suggested that better connections among schools, social

service agencies, and families can positively influence children’s school functioning,

including academic achievement (e.g., Anderson et al., 2007; Harry, 2002;

Henderson & Mapp, 2002; Jeynes, 2005; Meyer, Anderson, & Huberty). Anderson ,

(2005) found a positive and convincing relationship between family involvement and

benefits for students, including improved academic achievement. This relationship

holds across families of all economic, racial/ethnic, and educational backgrounds

and for students at all ages.

In addition, (Durlak et al., 2011) found that school-family connection

revealed positive outcomes on children’s social skills, attitudes, and school

performance.

Behavioral Engagement

Dunleavy (2008) defined behavioral student engagement referring to value of

schooling outcomes, participation in extracurricular and non-academic school

activities. Willms, Friesen, and Milton (2009) described students today as intensely

social and interactive learners as evidenced by the survey they conducted wherein

they found out that students want to interact with people both within and beyond the

classroom and school environment. This gives an insight that interaction beyond

classroom such as parent and teacher communication can influence engagement of

students in school activities.

Effective learning experience are shaped when students have opportunities to

connect with adults who approach these relationships with a genuine desire to know

students personally, they can make a unique contribution to young peoples’

emerging adaptive capacity, self-sufficiency, resiliency, confidence, and knowledge

of themselves as learners (Dunleavy & Milton, 2009, p. 15). Hence, they learn to

behave according to social norms that are established by the school making them

active participants who are not only engage academically but in behavioral aspect as

well.

Social Engagement

According to Dunleavy , (2008) social engagement refers to a sense of

belonging, relationships, perception of capacity for success/sense of competence,

motivation, interest, need for choice and autonomy. In a study cited by Flamboyan

Foundation, (2011) trust among school staff and parents is an important predictor of

school performance. Through consistent reinforcement of two-way communication

systems parents and teachers mutually develop respectful relationship and trust.

Furthermore , Kraft and Rogers.(2014) identified that students’ parents who

had frequent interaction with teachers were able to display themselves positively in

interacting with their peers and the school community. This findings would tell us that

efficient parent-teacher communication would help a child to socialize in a desirable

manner since parents are informed.

Research examining the role families play in children’s education has

investigated a variety of activities or methods through which parents participate in

learning. These programs are typically characterized as parent involvement models,

which are defined as the participation of significant caregivers (including parents,

grandparents, stepparents, foster parents, etc.) in activities promoting the

educational process of their children in order to promote their academic and social

well-being Fishel and Ramirez, (2005).

Theoretical Framework

This study examines the efforts of school officials to draw on family and

community resources to create or maintain safe schools and a school climate

focused on learning. Epstein (1987, 1995) asserted that students are influenced by

the family, school, and community contexts in which they develop. She referred to

the three contexts as “spheres of influence,” which overlap to a greater or lesser

extent depending on the nature and degree of communications and collaborative

activities among school personnel, parents, and community members.

According to the study of Fagnano and Werber (1994), school and family

partnerships lead to school improvement and student success. The connections

between families and teachers are important because it aims to help more students

to succeed in school.

It is supported by the study of Ryan and Adams about The Family-School

Connection: Theory , Research and Practice wherien family-school connection invite

mutual respect and sharing between teachers and parents focus toward activities

that foster student learning and development.

Conceptual Framework

Independent Variable Dependent Variable

Teacher-Family Communication Student Engagement

 One-way communication  Academic Engagement

 Two-way communication  Behavioral Engagement
 Communication through  Social Engagement
technology  Psychological Engagement
Significance of the Study

The results of this research could be highly significant and beneficial

specifically to the following:

Students. The findings of this research will benefit the students from Maa

National High specifically those students whose parents do not have frequent

interaction with their teachers to monitor their performance.

Teachers .They are the ones involved in evaluating the student’s

performance. The findings of this research will help them to identify which areas

students are disengaging. Allowing them to create intervention programs if

recognized as necessary.

Parents. They are principal benefactors of this study aside from the students

for the findings of this study will give them relevant knowledge of the significance of

parent-teacher communication.

Definition of Terms

The following terms are defined according to their operation use in this

study:

Teacher-Family Communication. The term refers to the effective partnership

between teachers in Maa National High School and parents in meeting the needs of

the students. It also describes parent involvement practices particularly

,communication , to establishing strong working relationship between teachers.

 Student Engagement. It refers to the academic, behavioral and social

engagement in the academic and non-academic activities wherein students in Maa

National High are exposed.