“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

I. Introduction

II. The Educational Context

III. Project Implementation Roadmap

IV. Project Implementation Plan

Chapter 1: Inspiration Phase

Subphase 1: Design Challenge

Subphase 2: Project Plan

Subphase 3: Secondary Research

Subphase 4: Interview and Observations

Chapter 2: Ideation Phase

Subphase 1: Finding Themes

Subphase 2: Creating Insight Statements

Subphase 3: Creating Frameworks

Subphase 4: Creating Concepts

Subphase 5: Get Feedback & Iterate

Chapter 3: Implementation Phase

Subphase 1: Live Prototyping

Subphase 2: Monitor and Evaluate

V. References

VI. Appendices

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

 Introduction
The Covid-19 pandemic has immensely affected the way Science is
taught especially in the elementary grades. Science is an activity-based
and inquiry-based subject. Thus, teaching Science concepts through
DepEd’s distance learning modalities poses a great challenge for both
teachers and learners.

It is now, more than ever, that the role of parents in the learning
process significantly recognized. With the innovation like the “Pa-Share”,
parents and guardians will have the opportunity to help their children
conduct Science experiments and activities at home and they will have
the appropriate equipment to use in these said experiments.

Several studies highlight the importance of parental involvement in a

child’s success in learning concepts in Science. For instance, Mellon and
Moutavelis (2009) as cited in Karibayeva & Boğar (2014), mentioned in their
research parents’ interest help to form students’ self- confidence, self-
perception and general sense of psychological well-being. Students whose
parents support and motivate them tend to have a great sense of coping
with academic challenge (Fan and William, 2010 as cited in Karibayeva &
Boğar, 2014). Furthermore, Chen and Gregory (2010) argue that if parents
have good attitudes toward teachers, it may beneficially affect student
teacher relationships as well as academic excellence. Involvement of
parents may improve children’s behaviour, social abilities, relationship to
society in general (Regner, Loose and Dumas, 2009; Trung and Ducreux,
2013). According to research conducted in 2009 by You, Chhuon and
Hudley, high parental involvement reduces the amount of disobedience
and students’ aggressive behaviour (Trung and Ducreux, 2013).

However, as any other innovation in education, the use of parental

involvement in teaching science faces several challenges. In a research
conducted by the Department for Children, Schools and Families in 2007,
found that majority of parents want to be involved more, however,
educational background, job responsibilities, family life, childcare and
other reasons tend to be barriers of more involvement (DCSF-00924-2008 as
cited in Karibayeva & Boğar, 2014). In another research by the British Cohort

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

Study and National Child Development Study found that children whose
parents have good literacy and numeracy levels show better reading and
math abilities, than children who have parents with poor functional skills
(DCF-00924-2008) such as practical skills in Math, English and ICT
(Karibayeva & Boğar, 2014). Apart from parents’ educational background,
research shows that 44% of respondents indicate career and their
obligations at work to be the foremost barrier of involvement in children’s
school life. Hill and Taylor (2004) also mentioned other factors that may
affect parental involvement, these are: low family income & characteristics
of surroundings (high rate of unemployment and crime, degree of poverty
and lack of housing conditions).

Furthermore, looking at the lens of the “Funds of Knowledge

Framework”, the “Pa-SHARe” innovation project recognizes parents and
community members as “cultural experts”.

Indeed, this innovation project is the answer to the call for a more
activity-based Science lesson despite the current limitations brought by the
pandemic. This project considers the factors that play a crucial role in the
learning process especially in distance learning during this global crisis. It
sees to it that those parents who have difficulties in understanding the
science experiments to be done at home will have an open
communication and assistance from the teachers as well as other
stakeholders. This partnership between the parents, teachers and
community members will bridge the educational gaps between what the
parents already knows and what they should know.

The Educational Context

I. The Setting

This innovation project will be carried out at Sara Central Elementary

School. This school is situated in Brgy. Poblacion Ilawod, Sara, Iloilo.
Currently, the school has a total of 976 enrollees, 517 of which are males
and 459 are females. With the limited access to internet and the lack of

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

sufficient gadgets for the learners, the school adapted the modular
distance learning modality for S.Y. 2020-2021.

II. The Learners & Parent Partners

The participants of this innovation project are Grade 5 – Granite

learners and parents of Sara Central Elementary School. The section is
comprised of 16 male and 24 females, with a total of 40 learners in all. The
families of the learners have a socio-economic status raging from poor to
average. Most of the learners’ homes are situated within the catchment
areas of the school.

III. The Teacher

The proponent of this innovation project will also be the Science

teacher in-charge of implementing it. The teacher is a M.A.Ed. – Elementary
Science graduate from West Visayas State University. She has been a trainer
as well as a facilitator of different Science related seminars. Also, she has
been part of the Quality Assurance team that is task to craft Science
Assessment Tools.

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”
“Pa-SHARe: Parents’ Home Activity/Experiment Resources”
 Chapter 1: Inspiration Phase
I. Design Challenge
The first step in crafting the innovation project is to ask yourself: “What
is the problem you’re trying to solve?”. In this case, the answer to that
question is that as a Science teacher, the project designer aims to solve the
problem in the lack of training of parents in helping their child conduct
Science activities/experiments at home. Now, “How can we train the
parents in conducting Science experiments at home?”. Well, with the “Pa-
SHARe” the parents will be able to help their children experience doing
Science experiments at home. Also, with the help of the teachers, subject
experts as well as the school administrators, they will have access to
Science equipment that will be useful in their activities and experiments.

II. Project Plan

After the process of framing the design challenge, a project plan
should be crafted. The table below shows the project plan.

Table 1. Project Plan

Timeline Activity Persons Involved

November 2020 • Framing of design -Designer
challenge
• Creating a project plan
December 2020 • Secondary Research -Designer
• Interviews and -Teachers
Observation -Parents & Learners
January 2021 • Finding Themes -Designer
• Creating Insight
Statements
February 2021 • Creating Frameworks -Designer
• Creating a Concept -Teachers
• Getting Feedback &
Iterate
March 2021 • Seeking Approval from -Designer
administrators -Teachers
• Development of Resources -Administrators
April 2021 • Evaluation of Resources -Designer
• Getting Feedback & -Teachers
Iterate -Parents & Learners
• Reproduction of Resources -Administrators
• Live Prototyping -Curriculum Experts & Subject
Specialists
May 2021 • Monitoring and Evaluation -Designer
-Teachers
-Administrators

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

III. Secondary Research
Finding related literature that will further support and enhance the project
is crucial to its successful implementation. Several researches have been
conducted regarding parental involvement in Science education. These studies
have presented the innovation project designer with a myriad of possibilities that
can be explored. Also, it enables one to discern certain challenges that may
emerge before, during and after the project’s implementation.

IV. Interviews and Observations

Dialogues with peers in the field is also a must after one has done readings
on researches published on the internet regarding the use of parental
involvement in doing Science experiments. Hence, the project designer took the
liberty of consulting various Science teachers about their views in teaching
Science in this new normal in education. A Grade 4 Science teacher said, “It is
very hard for learners to learn the concept that we are teaching without them
experiencing the concept or seeing the concept unfold in front of them”.
Another teacher teaching Grade 6 Science said that “Science is an inquiry-
based and an activity-based subject. That’s what makes Science fun! However,
this pandemic has prevented us from teaching important Science concepts
which the child can only appreciate if he/she has experienced doing activities
or experiments related to those concepts.”

Parents’ views about the way of teaching Science through modular

instruction is also crucial in this innovation project. Hence, the designer took the
time to converse with the parents regarding their difficulties about the subject.
One parent said while she was returning her child’s module at school: “Ma’am,
nabudlayan gid bala ako ipa-intindi sa bata ko ang mga nakasulat sa module
namun sa Science.” Furthermore, she added that some terms in the module
were hard to understand and that she would want to explain it better to her child
but she doesn’t know how.

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

 Chapter 2: Ideation Phase
I. Finding Themes
After gathering ideas and concepts through secondary sources and
interviews as well as observations in the field, the designer’s next step is to
find themes that emerge from her research. These themes are illustrated in
Figure 1 below.

Figure 1. Emerging Themes

II. Creating Insight Statements

From the themes above, the designer has gathered insights and
listed them below.

Design challenge: “How can we train the parents in conducting Science

experiments at home?”

Insights:

1. Parental Involvement
a. Parents want to be involved in their child’s learning.
b. Different factors affect the parent’s involvement in their
child’s learning. These are: educational background,
career and their obligations at work, socio-economic
status, & characteristics of neighborhood.

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

 2. Learning Resources
a. Learning resources needed for this innovation project
should contain parent’s guide on how to help their child
conduct Science experiments at home.
b. The learning resources should be validated by subject
experts to ensure that quality education is delivered.
c. Reproduction of learning resources may come from the
MOOE fund through the approval of the school
administrator.
3. Availability of Science equipment
a. Several Science activities/experiments require the use of
specialized Science equipment. However, the use of
contextualized materials that are readily available in their
environment.
4. Teacher’s skills and capability
a. Teachers must be trained in the distance learning
modality that is used in delivering lessons in Science.
b. The Department of Education have provided trainings
and webinars on the different distance learning delivery
modalities which are really beneficial for teachers.
5. Administrator’s Support
a. In order for this innovation project to be successful, support
form the school administrator is a must so that all the
resources and equipment will be provided.

III. Creating Frameworks

The framework below illustrates how this innovation project will come
to life and will be implemented in the field. This framework is based on the
themes and the insights gathered by the designer through brainstorming.

Getting
Conceptualizing Planning Developing
Feedback

Iterating Pilot Testing Evaluating

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

IV. Creating Concepts
The framework above can now bring the process of implementing
the innovation project into focus. Let’s first go back to the design challenge
mentioned earlier: “How can we train the parents in conducting Science
experiments at home?”. To answer this question, we have the concept of
the “Pa-SHARe: Parent’s Home Activity/Experiment Resources”

Firstly, in the planning stage or the inspiration phase of the innovation

project, the designer researches as well as seeks insights from other
stakeholders in the school to get a picture of what the current situation is.
Then, formulate ways on how the issues raised by the stakeholders can be
solved. In this case, the issue is the lack of Science activities done during
this pandemic and the insufficient knowledge and training the parent’s
have in helping their child in his endeavors at home. Now, with the
conceptualization of the “Pa-SHARe”, the parent’s will be given learning
resources called the “Pa-SHARe Learning Packets” which shall include
detailed guidelines and procedures on how to carry-out Science
Experiments at home. Since the timeline of the implementation of this
innovation project is set in the Fourth Quarter of S.Y. 2020-2021, the lessons
will focus on experiments and activities related to the content, Earth &
Space.

Once the learning activities/experiments have been crafted, it will

undergo validation from subject experts in order to ensure that it follows the
correct guidelines and criteria and that It is aligned with the learning
competencies set by the Department of Education. Afterwards, with the
approval of the school administrator, distribution of the learning resources
will be made. Additionally, open communication between the parent and
the Science teacher will be established. There will also be an orientation of
the parents just before the distribution of the learning resources. These
learning resources will also be accompanied by flash drives which shall
contain supplementary materials such as videos from reliable resources in
order to aid the parents in their explanation of the Science concepts
behind the experiments. For Science activities and experiments that require
special equipment, the teacher will provide this equipment given that the

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

parents will sign a waiver ensuring the correct use and handling of the
materials. The teacher will prepare an inventory of the materials so that a
system of borrowing materials will be followed religiously and the materials
will be properly accounted for.

V. Get Feedback and Iterate

After the live prototyping of the LRs, there will be an evaluation and
monitoring which will be done by the designer, the administrators and the
curriculum experts. This will determine the things to be improved on the
innovation project and whether the use of this innovation will also be
adapted by other grade levels in the school.

Chapter 3: Implementation Phase

I. Live Prototyping
In this phase of the implementing process, the developed Pa-SHARe
Learning Packets that contain experiments/activities aligned to the K to 12
MELCs will be set out into the real world. These learning resources will be in
the 4th Quarter of the year which involves topics related to Earth & Space.
Specifically, the following MELCs (Most Essential Learning Competencies)
will be the focus of the activities/experiments embedded in the Pa-SHARe
Learning Packets:

a) Describe how rocks turn into soil (S5FE-IVa-1)

b) Investigate extent of soil erosion in the community and its
effects on living things and the environment (S5FE-IVb-2)
c) Infer the pattern in the changes in the appearance of the
Moon (S5FE-IVg-h-7)
d) Identify star patterns that can be seen at particular times of
the year (S5FE-IVi-j-9)

Before the distribution of the learning packets, it will first undergo

validation of subject experts. The DepEd LR Rapid Assessment Tool will be
used to judge the quality of these learning resources. See Appendix A for a
copy of the tool.

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

 As for the process of distributing these learning resources, the
teacher will follow the schedule of the distribution of modules set by the
school which is done every Friday, from 8:00 a.m. to 4:00 p.m. while teacher
consultation and monitoring will be done from Monday to Thursday.

II. Monitor & Evaluate

During the scheduled consultation and monitoring of the teacher
using Facebook messenger and other messaging apps. Pictures or videos
of the learner conducting the Science experiments will serve as outputs.
Also, the success of the implementation of the innovation project will be
determined by teacher-made Learner Self-Assessment Tool as well as
Parent’s Feedback Form that will be administered by the teacher at the
end of the quarter. Furthermore, the learner’s grades will determine
whether there is an increase in understanding of the lesson brought about
by the introduction of the innovation project in the lesson. The
administrator’s as well as the curriculum expert’s role here is to make a
decision whether to continue this project for the next school year or not and
whether adaptation of this innovation will be done by the other grade
levels.

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

References:
o Chen, W., & Gregory, A. (2009). Parental involvement as a protective
factor during the transition to high school. Journal of Educational
Research, 103, 53–62.
o DepEd LR Rapid Assessment Tool
o DepEd Guidelines and Processes for LRMDS Assessment and
Evaluation
o Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and
children’s academic achievement. Current Directions in
Psychological Science, 13, 161–164.
o IDEO.org (2015). The Field Guide to Human-Centered Design. ISBN:
978-0-9914063-1-9
o K to 12 Most Essential Learning Competencies (MELCs)
o Karibayeva, A. & Boğar, Y. (2014). To what extent does parents’
involvement in middle school influence children’s educational
progress? Procedia - Social and Behavioral Sciences 152 ( 2014 ) 529
– 533 Retrieved on December 5, 2020 from:
https://pdf.sciencedirectassets.com/
o Regner, I., Loose, F., & Dumas, F. (2009). Student’s perception of
parental and teacher academic involvement: Consequences on
achievement goals. European Journal of Psychology of Education,
24 (2), 263-277.
o Trung Lam, B., & Ducreux, E. (2013). Parental Influence and
AcademicAchievement among Middle School Students: Parent
Perspective, Journal of Human Behavior in the Social Environment,
23 (5), 579-590.

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”

Appendices:
Appendix A

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be determined

1. Connected and relevant to the

MELCs?

2. Appropriate to the grade level

and learner characteristics in
terms of language, activities?

3. easy to reproduce and/or

disseminate?

4. from a credible
source/author?

5. culture- and gender-fair?

6. free from red flags on

possible copyright and
plagiarism issues?

7. the layout and format easy to

read and pleasing to the eyes?

“Pa-SHARe: Parents’ Home Activity/Experiment Resources”