Involvement of Parents in Structured Learning of Children with Special Needs in

Guinobatan Elementary School in this

Pandemic Time

City College of Calapan

(Dalubhasaan ng Lungsod ng Calapan)

Guinobatan, Calapan, City

In partial Fulfillment of the

Requirements for the Degree of

Bachelor of Special Needs Education

Major in Teaching Deaf and Hard of Hearing

by:

Karla Mia M. Solis

June 2021

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 ABSTRACT

This research aims to determine the possible parental involvement in structured learning of

children with special needs in this pandemic time. In obtaining the necessary information needed,

the researcher makes use of books and the internet to search for the related literature and study that

serves as an important reference which is critical for the accomplishment of the research. The

researcher then makes use of descriptive design to describe the relationship between the variables

being studied.

Using a self-made questionnaire, the researcher interviews the respondents of this study

which are the ten (10) parents of children with different special needs in Guinobatan Elementary

School. Three (3) of them are parents of children with a learning disability, two (2) of them are

parents of children with intellectual disability and the remaining one (1) is a parent of a child with

physical impairment, health impairment, and multiple disabilities. The researcher then makes use

of the weighted mean and ranking for data description and data interpretation. The results that were

gathered revealed that parents are involved in terms of facilitating and coaching strategies. It

strongly agreed that they are the one, who gets their children’s modules at school and collaborate

and communicate with their children’s thoughts to meet their demands. Moreover, they prefer to

use cellphones to provide some videos, examples, and pictures for their children's lessons to

understand them easily. In terms of home and time management, it is strongly agreed that they

give their children a 10-minute break if they are struggling in answering their modules and check

their subject’s schedule to meet the acquired activities. Also in terms of reinforcement of child’s

skills use at home, parents revealed that they strongly agree that they let their children play after

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answering the modules, hug and kiss them if they are tired. In terms of life skills, it is neither

agreed nor disagreed that their children can determine healthy and non-healthy foods, can identify

verbal and non-verbal communication and demonstrates speaking appropriately in conversation.

Parents agreed that their children can identify their strengths and be industrious in terms of care

skills. They also agreed that their children can recognize rhyming words and weaknesses, shows

appreciation in one’s abilities, and demonstrates career valuing like punctuality, diligence in

poems and songs, and can follow one to two directions in terms of English. Furthermore, based on

the results in terms of Mathematics, parents neither agreed nor disagreed that their children can

rename numbers into tens to ones and can read and write numbers up to 100 in symbols and words.

Aside from that, the results showed that parents used different strategies like facilitating and

couching strategies where they collaborate and communicate with their children’s thoughts to meet

their demands, home and time management where they check the subject’s schedule to meet the

acquired activities, and reinforcement of child’s skills use at home where they give reward to their

children after doing the modules.

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 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God the Almighty, for His showers the blessings

throughout my research work to complete this research successfully.

I would like to express my deep and sincere gratitude to my research professor, Miss

Teresita M. Acedera, RGC for allowing me to do research and providing invaluable guidance

throughout this research. Her dynamism, vision, sincerity, and motivation have deeply inspired

me. It was a great privilege and honor to work and study with her guidance. I am extremely grateful

for what she has offered me. I would also like to thank her for her empathy and great sense of

humor.

I would like to thank also the department head of Bachelor of Special Needs Education

(BSNED), Mrs. Nelma L. Viana, for her assistance, motivation, and guidance.

I would like to express my deep appreciation and indebtedness also to the principal of

Guinobatan Elementary School, Mr. Prisco M. Mendoza, and SPED teacher, Mr. Christian T.

Paratcha, for allowing me to gather information and for helping and guiding me to make this

research possible.

Most importantly, I am very much thankful to my family, friends, and boyfriend for their

love, prayers, care, understanding, sacrifices, and supports to complete this research paper.

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 TABLE OF CONTENTS

Title Page i

Abstract ii

Acknowledgement iii

Table of Contents v

Chapter I

Introduction 1

Statement of the Problem 2

Statement of Hypothesis 3

Scope and Delimitation of the Study 3

Significance of the Study 5

Definition of Terms 6

Theoretical Framework 6

Conceptual Framework 10

Chapter II

Foreign Literature 11

Local Literature 12

Foreign Studies 13

Local Studies 15

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Chapter III

Research Design 17

Respondents of the Study 17

Research Instrument 18

Validation of the instrument 18

Reliability of the Instrument 18

Data Gathering Procedure 18

Chapter IV

Presentation, Analysis, and Interpretation of Data 20

Chapter V

Summary 28

Conclusion 29

Recommendation 30

Intervention Plan 31

References 35

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iii
 Chapter I

Introduction

Background of the Study

Children with or without disabilities are vulnerable and can either be molded to be

successful or made to fail in life. These children with special needs need the full assistance of their

parents or guardians or family. According to the Child 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 are also anchored on the moral supervision and support given by his parents

or guardians.

For a child to meet the demands, 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 in this pandemic time.

Hoover-Dempsey and Sandler describe parental involvement as a “rich vein” of the

continued parental influence in the lives of the children as they develop through elementary,

middle, and high school years. This implies that the benefits of a strong home-school relationship

don’t end with children’s achievement in the early years of education but persists through their

adult life.

Parental involvement is the participation of parents in all terms of child activities. This

means the amount of participation the parents give to his/her child’s life, whether it is academic,

social, or any other activity is very crucial in this pandemic time. Without parents, no one will

guide and facilitate to meet the demands of their children with or without disability.

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 According to Cooper (1994), students with disabilities and without disabilities ,parents,

and teachers can all benefit from involvement in student’s learning process. Students can achieve

better in and out of the classroom with reinforcement and will keep parents better informed about

their children’s learning abilities.

In Guinobatan Elementary School there is a total of ten (10) students with different

disabilities who are enrolled in the SPED class. These students who are enrolled are still fighting

and do their best to not be left behind even in pandemic times.

Statement of the Problem

This study aims to determine the following questions:

1. What are the possible involvements of parents in structured learning of children with

special needs in Guinobatan Elementary School in this pandemic time?

2. What are the strategies used by the parents in involving the structured learning of children

with special needs in Guinobatan Elementary School in this pandemic time?

3. How do parents get involved in structured learning of children with special needs in

Guinobatan Elementary School in this pandemic time?

Statement of Hypothesis

Null Hypothesis:

There is no parent’s involvement in structured learning of children with special needs in

Guinobatan Elementary School in this pandemic time.

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Alternative Hypothesis:

There is parent’s involvement in structured learning of children with special needs in

Guinobatan Elementary School in this pandemic time.

Scope and Delimitation of the study

This study focused only on determining the involvement of parents in structured learning

of children with special needs in Guinobatan Elementary School in this pandemic time in terms

of:

a. Parent’s Education Background

b. Facilitating and Coaching Strategies

c. Home and Time Management

d. Reinforcement Skills

In Modular Structured Learning in terms of:

a. Life Skills

b. Care Skills

c. English

d. Mathematics

This study is limited only to the three parents of children with learning disabilities, two

parents of children with intellectual disabilities, and one parent of children with physical

impairment, health impairment, and multiple disabilities. A total of ten (10) parents of children

4
with different special needs who are enrolled in SPED classes in Guinobatan Elementary School

school year 2020-2021 will be the respondents of this study.

These were the main limitations of this study that the proponent encountered:

a. Time Constraints – length of the time waiting for the approval of the letter of the principal

of Guinobatan Elementary School and the availability of parents of children with special

needs as the subjects of this research were the major constraints.

b. Weather Conditions – the uncontrollable and unpredictable weather conditions caused

the delay in the distribution of letters and other necessary documents used in the study.

c. Acceptance and approval of Parents of Children with special needs - some parents or

guardians were very strict and conservative in terms of giving information about their child.

d. Respondents – the respondents of this research are the mother or father or any guardian of

the child and there is some instance wherein one or both of the parents were busy with their

works thus the researcher needs to find time to talk with them.

Significance of the Study

This research study will be beneficial to the following:

To the Parents of children with special needs – this research will serve as a tool for them to be

aware of how they can get involved in the structured learning of their children and the strategy that

may use to accomplish the task of their children successfully as well as to collaborate with special

educators to meet the demands of their children.

5
To the children with special needs – the findings of this research will help them to meet their

different needs in structured learning and to accomplish the different tasks assigned to them.

To the Special Educators – it will serve as a tool to them to be aware of the involvement of

parents in structured learning of their learners with special needs as well as to collaborate with the

parents to meet successfully the needs of the learners.

To the Future Researchers – this will provide their knowledge about the involvement of parents

in structured learning of children with special needs in Guinobatan Elementary School at this

pandemic time. Furthermore, this would serve as their guide and basis in conducting further studies

related to this research.

Definition of Terms

For a better understanding of the research, the researcher uses and defines the following

terminologies.

Children with special needs – they are learners with a disability or a combination of disabilities

that makes learning or other activities difficult, also need extra attention and care.

Confusion – unclear in one’s mind about something or lack of understanding.

Facilitator – a person that makes an action to bring out an outcome.

Involvement – engaged or participate in an activity or situation.

Pandemic Time – the time where experiencing Corona Virus.

Parents – guardian/s of a student.

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Reinforcement – the action of causing a subject to learn to give or to increase the frequency of

the desired response.

Remove - to delete or eliminate.

Strategy – a plan of action design to achieve a particular goal.

Structured Learning – the process of learning with objectives and structure or the subject matter.

Theoretical Framework

Cognitive Development Theory

Having been called a constructivist as well as an interactionist, Jean Piaget proposed a

theory of cognitive development in children and emphasized the constructive role of experience

with peers and family members. The basic assumption of his theory was that young children are

active learners with a constant drive to match their internal constructions (their view of the real

world) and external constructions (the external realities they face within their surroundings)

(Piaget, 1981).

Within this environment, social interaction and context are “indissociable” from their

cognitive development. Children assimilate new learning and accommodate their incorrect views

of the world more quickly if they are more actively involved with people and things in their

surroundings. In this regard, children learn best when they have opportunities to interact with their

environments, and particularly with their parents who are a vital part of children’s environments

(Athey, 2007). For example, parent involvement activities such as practicing interactive homework

create opportunities for children to interact meaningfully with their parents such that children

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construct their knowledge within both a social and physical environment through this process

(Bailey, Silvern, Brabham, & Ross, 2004).

This theory has a connection to this study because it supports the idea that parent

involvement is a crucial factor in children’s development and achievement. In the theory, it

discusses that children gain new learning and construct their knowledge in both social and physical

thru interactions with the environment particularly with their parents and family

Sociocultural Theory of Development

The Zone of proximal development (ZPD) concept used by Vygotsky in this theory

appeared to focus more on the type of interaction that involves schooling and academic learning.

His perspective seems to insist on the ideal role of the teacher and parents in providing scaffolding

as a means to assists learners on tasks within their zone of proximal development. Scaffolding is

temporary support that parents or teachers can give to a child to assist him/her to accomplish the

task. After mastering the task, scaffolding will be gradually removed and the learner will be able

to complete the task on his/her own. (Vygotsky, 1978; Papalia. et al, 1998).

This theory supports the idea of involving parents in providing appropriate assistance and

tools gives to students specially learners with special needs to accomplish their tasks. Additionally,

parents and teachers provide scaffolding to meet the demands of the students successfully.

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Ecological Systems Theory
Another theory, advocated by Urie Bronfenbrenner, is known as the Ecological Systems

Theory. According to this theory, the development of children is affected not only by factors within

the child but also by their family and the surrounding world (Bronfenbrenner, 1979).

In his masterpiece, The Ecology of Human Development (1979), he described ecology as

the settings and institutions that impact humans as they grow. The ecological environment is

pictured as a nested arrangement of concentric structures, with each of these structures contained

within the next. He arrayed these ecological systems as micro-, meso-, exo-, and macro systems

(Bronfenbrenner, 1979). This theoretical approach focuses on the developing child and the child’s

interactions with people, objects, and symbols in “proximal processes” across multiple settings,

contexts, and environments (Prior & Gerard, 2007).

Based on Bronfenbrenner’s theory, one can easily argue that children’s school experience

is not just made up of interactions between different settings and schools or teachers. It also

includes a broader system involving parents, family, and community. It connects to this study that

the involvement of parents can influence in child’s development or growth. As a result,

understanding the influences of a child’s environment provides theoretical support for the idea of

parent involvement in children’s education.

Social Cognitive Theory

The social cognitive theory was first developed by the Canadian-American psychologist

Albert Bandura (1925). Social cognitive theory is premised on the notion that humans learn by

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 observing and reflecting upon the behaviors of role models. As such, the learner’s internal mental

state at the time of observation significantly shapes what is learned. What and how much is learned

depends on the degree to which the learner is attentive to the events; learning is likely to be more

focused when the role model behaves in intriguing ways, or when there is a novel aspect to what

is being observed.

This theory has a connection to this study because it’s about how parents get involved in

structured learning of their children with special needs. Parents can serve as role models to them

to do their tasks successfully. Students can learn by observing how and what their parent/s reflect

on them.

Conceptual Framework

IV DV
Parents Involvement Modular Structured Learning

in terms of:
in terms of:
Intellectual Disability and Multiple
Disability
a. Parent’s Education Background
a. Life Skills
b. Facilitating and Couching Strategies b. Care Skills

c. Home and Time Management Physical Impairment/Hearing

d. Reinforcement Skills Impairment/Learning Disability

a. English
b. Mathematics
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 The figure above represents the conceptual framework of the study. The box on the left

side is labeled as parent’s involvement in terms of parent’s educational background, facilitating

and coaching strategies, home and time management, and reinforcement skills. The two boxes on

the right side which labeled as the modular structured learning in terms of Life Skills and Care

Skills for those students with intellectual and multiple disabilities then, English and Mathematics

for those students with a learning disability, physical and hearing impairment. These dependent

and independent variables will determine and measure the researcher by interviewing the parent/s

of the child with special needs by the use of a self-made questionnaire. Lastly, the one-headed

arrow indicates the relationships between the independent and dependent variables and the

connection or links among the ideas represented above.

Chapter II

Review of Related Literature and Study

Foreign Literature

According to the Michigan Department of Education (2002), those children who do well

in school have involved parents based on the following ways: (a) parents establish daily routines,

(b) monitor out-of-school activities assuring structured time and set attainable goals, and (c) offer

encouragement by expressing interest in progress (MDE, 2002). Moreover, parental involvement

encourages activities filled with reading, writing, and meaningful family moments (MDE, 2002).

Fan and Chen (2001) identified three constructs of parent involvement: (1) communication

refers to parents' frequent and systematic discussions with their children about schoolwork, (2)

supervision includes monitoring when students return home from school and what they do after

school, overseeing time spent on homework and the extent to which children watch television and
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(3) parental expectations and parenting style include the manner and extent to which parents

communicate their academic aspirations to their children which were found to be the most critical

of the three. In brief, the expectations of parents and the children’s perceptions of those

expectations are associated with enhanced learning achievements. Parents’ involvement leads to a

forging relationship between schools and families. Family school partnerships are child-focused

approaches wherein families and professionals cooperate, coordinate, and collaborate to enhance

opportunities and success for children and adolescents across social, emotional, behavioral, and

academic domains (Albright & Weissberg, 2010 cited by Kim, et al.2012).

.According to Catsambis (1998), parental involvement is viewed as one of the most

effective educational strategies in student achievement and reducing education imbalances.

Researchers show parent involvement in their child’s education is linked to success (Yan & Lin,

2005), and a key factor related to success for children with disabilities.

According to McLoughlin, Edge, and Strenecky (1978), actively involved parents of

students with disabilities are more likely to follow these processes: (a) parents and professionals

exchange information, (b) increased encouragement in the role of the parent, and (c) there is a

more productive and trusting relationship between the parents and teachers.

Local Literature

Bartolome and Mamat (2017), in their article “Parental involvement in the Philippines: A

Review of Literature” expressed the idea that children’s education occurs across a range of

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settings, parents are uniquely positioned to have ensured that these settings best support their

children specific learning needs.

The aforementioned literature has to bear to the present study since it deals with the

importance of parents in ensuring that their children achieve the highest possible learning by

ensuring the attainment of their specific learning needs. The fact that the study aims to identify the

importance of parent’s involvement in the structured learning of the students makes it significant

to the accomplishment of the research.

Another related journal by Abulon and Saquilabon (2016) in their “Enhancing Academic

Performance through Parental Involvement Strategies” expressed the idea that parents became

more involved in home-based and school-based activities because of the conduct of the various

strategies which have implicitly enhance academic performance.

The study has to bear to the present study since it states the importance of parental

involvement in enhancing the student’s academic performance. The fact that it deals with the

involvement of parents for the betterment of the student’s knowledge acquisition makes it

necessary for the success of the research.

Magno and Orillosa (2013), in their journal “Parental Involvement in Children's

Assessment in Kindergarten,” states that the seriousness of the school in the conduct of assessment

places the parents in a situation to mimic the kind of assessment done by schools. Aside from that

they also expressed that these practices need to be documented to situate parental involvement

factors within a more specific context in education such as assessment.

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 The aforementioned journal has a bearing on the present study because it deals with the

idea that the school influences the parents' involvement as a substitute facilitator in their children’s

learning. The fact that the study deals with the parent's involvement in the learning of their children

makes the study necessary for the accomplishment of the research.

Foreign Studies

Lara and Saracos (2019), in their study “The Effect of Parental Involvement on Children's

Academic Achievement in Chile,” states that there are differences in children’s academic

achievement between parental involvement, indicating children whose parents have a low

involvement have lower academic achievement.

The study has to bear to the present study since it deals with the importance of parents

being involved in their children’s learning to ensure their academic achievement in which a low

involvement in the children’s education may lead to unnecessary academic failure. The fact that

the study creates a big impact on student’s academic achievement and the parent’s involvement in

the process makes it valuable to the success of the research.

Mahuro (2016), in his study “Parental Participation Improves Student Academic

Achievement: A Case of Iganga and Mayuge Districts in Uganda” expressed the idea that if the

students are to reap the maximum benefits in their schooling, they must enjoy parental support, He

also added that in all spheres of learning, there is substantial research evidence that involvement

of parents in their children’s schooling gives a positive effect on their learning outcomes.

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 The aforementioned study has a bearing on the present study because it states the

importance of parental involvement in making a positive effect on student’s learning. The fact that

the study deals with the parent's involvement in the learning of their children makes the study

necessary for the accomplishment of the research.

Rahman (2001), in his study “The Effects of Parent's Involvement on Students Success”

expressed that parent's interaction with their children is more important in predicting the academic

outcomes than the extent to which that they are involved in the school. Aside from that he also

added that, if students and their parents understand the advantages offered by something as simple

as parent’s involvement some may choose to become more involved and therefore help their

children be more successful.

The aforementioned study has a bearing on the present study because it deals with the

importance of the parent's involvement in their children’s academic success. The fact that the

present study aims to identify the significance of the said involvement especially in the structural

learning of the children makes the study a vital foundation in the accomplishment of the research.

Local Studies

` Jabar (2019), in his study, “Qualitative Inquiry on Parental Involvement in Children's

Education: Perspectives of Parents, Children, and Teachers in select Elementary Schools in the

Philippines” expressed the idea that to compensate for the limited direct involvement in education,

Filipino parents look for other means to be able to help their children excel such as exempting the

latter from doing household chores, avoiding vices, and maintaining a quality family relationship.

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 The aforementioned study has to bear to the present study due to the fact it shows the

parents' indirect involvement in the children’s learning. The fact that the parent’s involvement in

their children's education was emphasized in the research makes it significant to the success of the

research.

De Guzman (2018), in his study, “Parental Involvement Among Low-Income Filipinos: A

Phenomenological Inquiry” states that Filipino parents who help their children with schoolwork,

motivating them, and providing structure at home help their children succeed in school, consistent

with the extant literature on parental involvement.

The aforementioned study has a bearing on the present study because it states the

importance of parental involvement in making a positive effect on student’s learning. The fact that

the study deals with the parent's involvement in the learning of their children makes the study

necessary for the accomplishment of the research.

De Jesus (2014), in his study, “Parental Involvement and Children's Academic

Performance in School” states that if parents want the child to reach the standard of excellence,

they have to work hard for improvement to inspire and support the child. He also added it is

established in some studies that parental involvement is linked to children’s success in school.

The aforementioned study has a bearing on the present study since it deals with the

importance of the parent's involvement in their children’s academic success. The fact that the

present study aims to identify the significance of the said involvement especially in the structural

learning of the children makes the study a vital foundation in the accomplishment of the research.

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 CHAPTER III

Methods and Design

This chapter presents the methodology employed by the researchers in conducting the

study. This includes the research design, research instrumentation, data gathering procedure, and

statistical treatment of data.

Research Design

A descriptive research design was used in this study. Best and Khan, 1998 state that a

descriptive study describes and interprets what is. It is concerned with conditions or relationships

that exist, opinions that are held, processes that are going on, or trends that are developing.

Moreover, descriptive research deals with the relationship between variables, the testing of the

hypothesis, and the development of generalizations, principles, theories that have universal

validity.

Respondents of the Study

The sources of data are the respondents of this study which are the ten (10) parents of

children with different special needs in Guinobatan Elementary School. Three (3) parents of

children with learning disabilities, two (2) parents of children with intellectual disability, and one

(1) parent of children with physical impairment, health impairment, and multiple disabilities.

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Research Instrumentation

The research instrument used in this study is a self-made questionnaire in gathering the

data. The questionnaire was based on the involvement of parents in the structured learning of

children with special needs.

Validation of the Instrument

The researcher prepared the questionnaire used by the respondents to ensure the validity of

the instrument. The researcher asked experts in inspecting the questionnaires. Suggestions and

comments were considered in making the final draft of the instrument. The draft of the validated

questionnaires was then finalized for printing.

Reliability of the Instrument

To determine the reliability of the instrument used in this study, the researcher performed

the test-rest of the same instrument. This involved administering the survey with the respondents

and repeating the survey with the same respondents at a later point in time. Then the researcher

compared the response of the respondents.

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Data Gathering Procedure

A permission letter signed by the research adviser was forwarded to Guinobatan

Elementary School and asked permission to administer the questionnaire to the ten (10) parents of

children with special needs enrolled in SPED classes school year 2020-2021. Upon receiving the

approval letter, the researcher personally administered the questionnaire to the house of

respondents. The directions and objectives of the study were explained to the respondents before

answering the formulated questionnaire. After answering the questionnaires, the researcher

collected them for tabulation, analysis, and interpretation of data.

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 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the discussion of data gathered through a self-made questionnaire.

This also presents the analysis and interpretation of data.

Table 1 Computed Mean on the Involvement of Parents in Structured Learning of

Children with Special Needs in terms of Facilitating and Coaching Strategies.

Table 1 presents that the respondents are get involved in structured learning in terms of

facilitating and coaching strategies of their children which is shown with the overall mean of 4.98

interpreted as strongly agree.

The results show that all parents strongly agree with all items with the mean of 5 and ranked

as 3. It means that parents are the ones who get their child’s modules at school, collaborate, and

communicate with the teacher to meet the demands of their children. Also, they discuss the

modules one by one based on the capacity of their child. Lastly, they use cellphones to provide

some videos, pictures, and examples enable to understand it easily

20
 Items Weighted Rank Description
Mean
1. I get my child's modules at school. 4.9 3 Strongly Agree
2. I collaborate and communicate with my child's 5 3 Strongly Agree
teacher to meet the demands of my child.
3. I use CP to provide some videos and pictures for 5 3 Strongly Agree
my child's lesson enable to understand it easily.
4. I discuss the modules one by one to my child 5 3 Strongly Agree
based on her/his capacity.
5. I give simple examples for him/her in order to 5 3 Strongly Agree
understand the lessons.
Overall Mean 4.98 Strongly Agree

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 Table 2 Computed Mean on the Involvement of Parents in Structured

Learning of Children with Special Needs in terms of Home / Time Management.

Table 2 shows that the respondents strongly agree on structured learning as home

and time management of their children as result shown with an overall mean of 4.9.

The data also revealed that parents strongly agree on all items in terms of home

and time management which are shown in the table below. Item numbers 1 to 5 have the

same mean of 5 and are ranked at 3.

Items Weighted Rank Description

Mean
1. After taking a bath, I will let him to eat first 5 3 Strongly Agree
before answering the modules.
2. I give him 10 - 15 minutes in the morning and 5 3 Strongly Agree
afternoon to take snack.
3. Every time he struggling in his modules, I will let 4.9 3 Strongly Agree
him to take a break for about 10 minutes.
4. I check his subjects’ schedule to meet the acquired 4.8 3 Strongly Agree
activities.
5. At night after dinner, I help him in doing his other 4.8 3 Strongly Agree
assignments.
Overall Mean 4.9 Strongly Agree

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 Table 3 Computed Mean on the Involvement of Parents in Structured Learning of

Children with Special Needs in terms of Reinforcement of child’s skills use at home.

Table 3 shows the data about respondents’ answers regarding structured learning of the

children in terms of reinforcement of child’s skills use at home and its description, rank and mean.

The results show that they are strongly agreed in all items with an overall mean of 4.84.

The items have the same ranked of 3.

Items Weighted Rank Description

Mean
1. I tell my child that I let him play after he 5 3 Strongly Agree
answering the modules.
2. I give him high five every time he accomplished 4.8 3 Strongly Agree
the modules.
3. I praise my child if his answers are correct. 5 3 Strongly Agree

4. I tap my child’s shoulder and smile at him, after 4.9 3 Strongly Agree
completed the modules.
5. I hug and kiss him, if he feels tired. 4.5 3 Strongly Agree

Overall Mean 4.84 Strongly Agree

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 Table 4 Computed Mean on the Involvement of Parents in Structured Learning of Children with

Special Needs in terms of Life Skills.

Table 4 reveals the involvement of parents in structured learning in the area of life skills.

The results are shown with an overall mean of 3.4 interpreted as neither.

Upon computing the results, the respondents revealed that their child demonstrates

personal practices and also can practice eating the right kind and amount of foods with the highest

mean of 4 and interpreted as agree. However, item numbers 1, 3, and 4 ranked last with the mean

of 3and interpreted as neither.

Items Weighted Rank Description

Mean

1. My child determines healthy and non-healthy foods. 3.25 4 Neither

2. My child demonstrates personal safety practices. 4 1.5 Agree

3. My child identifies verbal and non-verbal 3 4 Neither

communication.

4. My child demonstrates speaking appropriately in 3 4 Neither

conversation.

5. My child practices eating right kind and amount of foods. 3.75 1.5 Agree

Overall Mean 3.4 Neither

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 Table 5 Computed Mean on the Involvement of Parents in Structured Learning of

Children with Special Needs in Guinobatan Elementary School in this Pandemic Time in

terms of Care Skills.

Table 5 presents that the respondents agree on structured learning in terms of care skills

of their children with special needs which are shown in the overall mean of 3.55.

The results explained that the respondent's children are can demonstrate career valuing,

identify their strength, weaknesses, talent, skills and shows appreciation one’s ability with the

highest mean of 4 and interpreted as agree.

Additionally, parents revealed that they neither agree nor disagree in items numbers 3 and

5 which ranked last with the mean of 3.

Items Weighted Rank Description

Mean
1. My child demonstrates career values like punctuality, 4 2 Agree
diligence, and industriousness.
2. My child can identify his strength, weaknesses, talent 3.5 2 Agree
and skills.
3. My child has ambition to be achieved. 3.25 4.5 Neither

4. My child shows appreciation in one’s abilities. 4 2 Agree

5. My child develops plans based on the chosen ambition or 3 4.5 Neither

profession.
Overall Mean 3.55 Agree

25
 Table 6 Computed Mean on the Involvement of Parents in Structured Learning of

Children with Special Needs in terms of English.

Table 6 shows the data about the parent’s answers regarding structured learning in terms

of English. It includes the description, mean, and rank of every item.

The data revealed that all items have the same mean of 4, ranked 5, and interpreted as

agree. This means that parents agree that their children are can recognize rhyming words in poems,

songs, characters, setting and events in a short story, can give the correct sequence of three events

in the story, the meaning of words using clues (body movements, facial expression, sign language,

and verbal communication) and also can follow one –to-two directions.

Items Weighted Rank Description

Mean
1. My child can recognize rhyming words in poems and 4.17 3 Agree
songs.
2. My child can recognize the character, setting, and events 4.17 3 Agree
in a short story.
3. My child can give the correct sequence of three events 4 3 Agree
in the story
4. My child can give the meaning of words using clues 4 3 Agree
(body movements, facial expressions, sign language, and
verbal communication).
5. My child can follow one –to-two directions. 4.17 3 Agree

Overall Mean 4.10 Agree

26
 Table 7 Computed Mean on the Involvement of Parents in Structured Learning of

Children with Special Needs in terms of Mathematics.

Table 7 reveals the involvement of parents in structured learning in terms of Mathematics

with an overall mean of 3.67 and interpreted as agree.

The data explained that parents agree that their child can identify numerals up to 100 and

read and writes ordinal numbers: 1st, 2nd, and 3rd up to 10th. Also identify whether the numbers are

greater than, less than, or equal with the highest mean of 4 and ranked of 2.

However, the respondents neither agree nor disagree that their child can rename numbers

into tens to ones and reads, write numbers up to 100 in symbols and words with the mean of 3.

Items Weighted Rank Description

Mean

1. My child can identify numerals up to 100. 4 2 Agree

2. My child can read and writes ordinal numbers: 1 st, 2nd, and 3rd 4.17 2 Agree
up to 10th.

3. My child can rename numbers into tens to ones. 3.17 4.5 Neither

4. My child can read and write numbers up to 100 in symbols and 3 4.5 Neither
words.

5. My child can identify whether the numbers are greater than, 4 2 Agree
less than, or equal.

Overall Mean 3.67 Agree

27
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions, and recommendations.

Summary

Based on the analysis and interpretation of the results, the significant findings of this
study are as follows.

1. What are the possible involvements of parents in structured learning of children with special

needs in Guinobatan Elementary School in this pandemic time?

The parents revealed that they are involved in terms of facilitating and coaching strategies.

They strongly agreed that they are the one who gets their children’s modules at school and

collaborate and communicate with their thoughts to meet their demands. Moreover, they prefer to

use CP to provide some videos, examples, and pictures for their children's lessons to understand

them easily. In terms of home and time management, parents strongly agreed that they give their

children a 10-minute break if they are struggling in answering their modules and check their

subject’s schedule to meet the acquired activities. Also in terms of reinforcement of child’s skills

use at home, parents revealed that they strongly agreed that they let their children play after

answering the modules, hug and kiss them if they are tired. In terms of life skills, it is neither

agreed nor disagreed that their children can determine healthy and non-healthy foods, can identify

verbal and non-verbal communication and demonstrates speaking appropriately in conversation.

Parents agreed that their children can identify their strengths and be industrious in terms of care

28
 skills. They also agreed that their children can recognize rhyming words and weaknesses, shows

appreciation in one’s abilities, and demonstrates career valuing like punctuality, diligence in

poems and songs, and can follow one to two directions in terms of English. Furthermore, based on

the results in terms of Mathematics, parents neither agreed nor disagree that their children can

rename numbers into tens to ones and can read and write numbers up to 100 in symbols and words.

2. What are the strategies uses by the parents in involving the structured learning of children

with special needs in Guinobatan Elementary School in this pandemic time?

The results show that parents used different strategies like facilitating and couching

strategies where they collaborate and communicate with their children taught to meet the demand

of their children, home and time management where they checks the subject’s schedule to meet

the acquired activities and reinforcement of child’s skills use at home where they give reward to

their children after doing the modules.

Conclusion

The researcher concludes that the involvement of the parents in structured learning in terms of

life skills is the least with the computed overall mean of 3.4 interpreted as neither. It indicates that

life skills are the researcher's target for the intervention plan. Also, the educational backgrounds

of the parents are affecting their involvement with their children with special needs. Most of the

29
parents did not finish their studies that cause a lack of awareness, pieces of training, and knowledge

compared to the teachers.

Recommendations

1. Special Education Program catering to learners with special needs, in Guinobatan

Elementary School, should integrate the involvement of parents in structured learning to

meet the demands of the children successfully.

2. Special Educators and parents should collaborate for the students with special needs to

develop holistically.

3. Guinobatan Elementary School which caters to children with special needs should provide

training and seminars to the parents of the learners about their involvement in their

children's education.

4. The proponent of the study recommends the future researchers to conduct further studies

related to the present study.

30
 Intervention Plan

Results show that there are differences in children’s structured learning between the

parental involvement profiles indicating children whose parents have a low involvement have

lower academic achievement.

Target Problems Specific Goal Strategies/Intervention

1. Most of the children Students enrolled in the SPED Parents and teachers will

enrolled in the SPED class class at Guinobatan Elementary collaborate in guiding and

at Guinobatan Elementary School will be able to determine teaching the children about healthy

School are confused in healthy and non-healthy foods. and non-healthy foods. They may

determining healthy and use different activities and games

non-healthy foods. that will help the children to

determine it successfully.

2. Most of the children Students enrolled in the SPED Parents may provide a picture and

enrolled in the SPED class class at Guinobatan Elementary video presentation about personal

31
 at Guinobatan Elementary School will be able to demonstrate safety practices for children. The

School are have difficulties personal safety practices. teacher will provide an activity

in personal safety that will help the students to

practices. demonstrate it.

3. Most of the children Students enrolled in the SPED Parents will be role models in the

enrolled in the SPED class class at Guinobatan Elementary house about verbal and non-verbal

at Guinobatan Elementary School will be able to identify communication. The teacher will

School are having a hard verbal and non-verbal make house to house, then help

time identifying verbal and communication. and guide the parents and students

non-verbal communication. in identifying verbal and non-

verbal communication.

4. Most of the children Students enrolled in the SPED Teachers and parents will

enrolled in the SPED class class at Guinobatan Elementary collaborate to help students in

at Guinobatan Elementary School will be able to demonstrate speaking appropriately in the

School are can’t speaking appropriately in conversation. They may use video

communicate properly. conversation. clips, pictures, and real-life

situation activities.

5. Most of the children Students enrolled in the SPED The teacher will help students and

enrolled in the SPED class class at Guinobatan Elementary parents to determine and practices

at Guinobatan Elementary the right kind and amount of food.

32
 School are not eating the School will be able to practices the Parents will serve their children

right kind of food. right kind and amount of food. the right kind and amount of food.

6. Most of the children Students enrolled in the SPED Parents will help to inspire and

enrolled in the SPED class class at Guinobatan Elementary encourage their children to show

at Guinobatan Elementary School will be able to demonstrate and cultivate their talents, interest,

School are can’t their ambition to be achieved. and skills.

demonstrate their ambition Teachers will develop student’s

to be achieved. skills, interests, and talents by

giving productive on-hand

activities to demonstrate their

ambitions.

7. Most of the children Students enrolled in the SPED Parents will ask their children

enrolled in the SPED class class at Guinobatan Elementary regarding the ambition and

at Guinobatan Elementary School will be able to develop profession that they are interested.

School are did not develop plans based on their chosen The teacher will collaborate with

plans based on their chosen ambition and profession. the parents to guide them in

ambition and profession. making plans to achieve it and

make some ways to build the skills

33
 of the children connected to their

chosen professions.

8. Most of the children Students enrolled in the SPED class Parents will guide their children in

enrolled in the SPED class at Guinobatan Elementary School renaming numbers into tens to

at Guinobatan Elementary will be able to rename numbers into ones.

School are struggling to tens to ones. The teacher will make a house-to-

rename numbers into tens house visit and make some activity

to ones. to be answered by the children

about renaming numbers into tens

to ones.

9. Most of the children Students enrolled in the SPED Parents will help to practice their

enrolled in the SPED class class at Guinobatan Elementary children in writing 20 numbers in

at Guinobatan Elementary School will be able to read and words and symbols per day.

School are have difficulties write numbers up to 100 in The teacher will collaborate with

in reading and writing symbols and words. the parents and make house to

numbers up to 100 in house once a week to improve

symbols and words. student’s reading in numbers up to

100 and observed students in

writing the numbers and symbols.

34
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