PARENTAL INVOLVEMENT AND COMMUNITY LINKAGES OF COLLEGE OF

TEACHER EDUCATION IN THE MIDDLE OF THE PANDEMIC

In Partial Fulfillment of the Requirements

In Language Education Research- Writing with Oral Defense

By

ERICA C. SENO

REAHLYN T. LEYA

CAMILA A. ABORDO

KRISZLE MAE D. ESTROPE

KRYSTAL JOY F. OBONGEN

KAYE ANNGIELETTE C. CABRILLAS

JUNE 2022
 Chapter 1

PROBLEM AND ITS SETTING

Introduction

With the spread of COVID-19, countries implemented emergency plans to slow down

and limit the virus’s transmission such as the closure of schools, either nationwide, regionally, or

in a targeted way. Some schools and universities were temporarily closed for face-to-face

educational activities. This new situation has significantly affected families’ work-family

balance, parental support, community involvement, and school-family modes of collaboration.

Necessarily, this imposed changes that affected the entire community, parents, students, and

schools; and shaped parents’ role in their children’s education and learning during this time, in a

form never previously experienced.

Many researchers recognize the important role that a strong positive bond between homes

and schools, plays in the development and education of children (Edwards & Alldred, 2000;

Henderson & Berla, 1994; Richardson, 2009; Sanders & Sheldon, 2009; Sheldon, 2009). The

theories put forward have been supported, and reaffirmed, by numerous studies that have shown

that good cooperation between schools, homes, and the communities can lead to academic

achievement for students, as well as to reforms in education. Research has also shown that

successful students’ have strong academic support from their involved parents (Sheldon, 2009).

Sanders and Sheldon (2009) maintain that schools become successful when a strong and positive

relationship among students, parents, teachers, and the community has been established. All
students are more likely to experience academic success if their home environment is supportive

(Henderson & Berla, 1994; Sanders & Sheldon, 2009).

According to Garcia and Thornton (2014:1), current research shows that the involvement

of family in learning helps to improve student performance, reduce absenteeism and restore

parents’ confidence in their children’s education. Expanding the involvement of parents in the

education of their children has recently been viewed as an important strategy to advance the

differences and improve the quality of education.

The importance of community involvement in education has “taken on the force of

common sense” (Anderson, 1998, p. 572, as cited in Schutz, 2006, p. 691) for educators and

policymakers. For some time now, educational researchers have been talking about the benefits

of partnerships between schools, families, and communities as a way to boost student

achievement and well-being (see for example Epstein, 2001; Epstein & Sanders, 1998;

Henderson & Mapp, 2002; Henderson, Mapp, Johnson, & Davies, 2007; Sheldon, 2005).

The community and the school are two important social institutions. Both community and

school have linkages as the school cannot be seen as an independent institution that is isolated

from the society in which it is located. Linkages between these two institutions are a proven and

effective way for a school to expand what they can offer to children and provide more

meaningful learning experiences making a real difference in the lives of children, families, and

communities. School and community linkages engage parents to improve children’s educational

outcomes. Standard parent involvement practices such as monitoring children’s homework,

reading to them, and volunteering in schools are linked to students’ positive academic and

behavior.

Communication between the school and the community is critical to a successful

relationship, as in the case of any relationship. The better the relationship and engagement, the

more positive the impact on student learning. What schools or communities can’t do alone, they

can often do together. As the proverb says, “It takes a village to raise a child”. Partnerships will

allow the whole village to help educate the children.

As a result, the purpose of this study is to determine the parental involvement and

community linkages of the College of Teachers Education in the middle of the pandemic.

Statement of the Problem

This study generally aims to determine the parental involvement and community linkages

of College of Teacher Education in the middle of the pandemic.

Specifically, it sought to answer the following questions:

1. What is the parental involvement in College of Teacher Education in the

middle of pandemic?

2. How is the community linkages of the department?

Conceptual Framework

The major concept of this study is focused on the parental involvement and community

linkages of College of Teacher Education in the middle of the pandemic.

Pandemic

Parental Involvement:

• Parental involvement at home Community Linkages

• Parental involvement at school

Figure 1. The Conceptual Framework of the Study

The paradigm shows the individual but connected aspects of parental involvement and

community linkages in the middle of the pandemic which serves as the foci of this investigation.

Scope and Delimitation

 This study was limited only to the College of Teacher Education of Ramon Magsaysay

Memorial Colleges during the Academic Year 2021-2022. This study primarily focuses on the

Parental Involvement and Community Linkages of the College of Teacher Education in the

Middle of the Pandemic. Recent studies and research will be used as a reference in finding out

the efficacy of this study. Researchers aim to determine if there is still parental involvement and

community linkages among the College of Teacher Education in the middle of the pandemic

with the compliance of basic health protocols during the crisis. This study will also involve

teachers from the education department and not the students alone.

Significance of the Study

This research paper provides information and insights into parental involvement and

community linkages of College of Teacher Education in the middle of the pandemic. Vital result

of this study could be highly significant and beneficiary specifically to the following:

To the Students, this study will help the students to have an insight on the importance of

parental involvement in their academic performance.

To the Parents, who are directly concerned with the education of their children

considering school performance in different discipline.

To the Teachers, the outcome of the study will facilitate them to have a deeper

understanding, allowing them to teach in a more personalized and effective way.

To the Community, this research will give them information of the importance of

parental involvement and community linkages of College of Teacher Education.

 To the Future Researcher, the researcher can also gain knowledge in this study. The

indispensable data presented may be used as reference in conducting new researches.

Definition of Terms

For better clarification and understanding of the terms related to this study, the following

terms are defined conceptually and operationally.

Parental Involvement. This refers to the parents' participation when it comes to the

schooling of their children.

Community Linkages. Refers to the shared responsibility and reciprocal process and

engagement of other community agencies and organizations to RMMC (College of Teacher

Education).

College of Teacher Education. This refers to the specific program of the whole

population of Education Students (BSED, BEED, BPED) of RMMC.

Chapter 2

Review of Related Literature and Studies

Parental Involvement

According to Levanda (2017), parental participation encompasses a wide range of efforts

taken by parents to assist their children's academic achievement in school. Existing research has

highlighted the importance of parental participation in children's education and achievement.

Parental involvement is a complicated concept that has been described in a variety of ways.

According to the study of Ntekane (2018), parental involvement refers to a situation in

which parents are directly involved in their children's education, they involve themselves and are

involved by the school and teachers in their children's learning process, and they fulfill their

responsibilities as parents by ensuring that the learner is assisted in the learning process as much

as possible. It refers not only to parents enquiring about their children's academic achievement,

but also to them taking an active role in communicating with their children in order to establish a

healthy connection with them, allowing for real encouraging, mentoring, leading, and inspiring.

Erdem and Kaya ((2020) found the following parental involvement definitions used in

various articles: parent-child communication about school; home-supervision; checking

homework; homework assistance; education expectations and aspirations; attendance and

participation in school activities; reading with children; communication with schools; parenting

style; and parental attitudes toward education. Parental homework engagement, for example, is a

frequent operationalization of parental involvement, which can be viewed as a kind of

quantitative aid (e.g., doing homework, assisting with questions) or qualitative help (e.g.,

organizing the tasks, helping with the creation of a no-distraction environment, supporting the

search for answers).

 Many academics have questioned the importance of parental involvement and its

relevance to student academic progress during the last few decades. The conventional belief has

been that the greater the degree of parental participation, the higher the student's academic

accomplishment. However, it has been discovered that several factors, such as the connection

with the teacher, school size, kind of school (public vs private), grade level, ethnicity, and the

student's gender, impact the amount to which parents display participation (Smokoska, 2020).

A variety of meta-analyses undertaken across varied ethnicities and educational levels

show that parental engagement has a positive influence on academic performance (Castro et al.,

2015; Jeynes, 2016; Ma et al., 2016). Furthermore, despite a wide range of parental engagement

criteria, some more general and others more specific, study findings suggest that parental

involvement has a positive influence on child academic performance.

According to Packman (2020), when schools prepared to close for the summer holidays,

they noticed that more than half of parents (53 percent) were more interested in their children's

education than they were before lockdown. The start of a new academic year is often an

excellent time for schools to keep parents involved in their children's education. It's more

difficult than ever in the Covid-19 era, as even mixing and mingling at the school gates has

become impossible.

Parental involvement in children's education, in its broadest meaning, may be defined as

active efforts to help them in the learning process while taking into consideration their cognitive,

emotional, social, and personality development (Szumski & Karwowski, 2017). Furthermore,

teachers anticipate that parents will assist them in creating a healthy collaborative learning

environment with no harsh school–home borders. Staff, (e) involvement in school decisions, and
(f) participation in activities Home-based parental participation refers to the first three categories

of parental involvement (a–c) that are based on interactions between parent and kid. The others

(d–f) necessitate interaction between parents and school personnel and are referred to as school-

based parental participation.

Parental participation influences students’ educational outcomes. The relationships

between parental participation and academic success are mediated by students' attitudes and

aspirations. The relationships between parental participation and academic accomplishment

differ depending on the school level, gender, and disciplines studied (Otani, 2015).

Parental engagement is important in both the education of children and the contribution it

makes to society. Despite the fact that there exist programs and current practices in the

Philippines to encourage parental engagement, national laws and frameworks are not in place to

support Early Childhood Education. Statistics suggest that children have a poor degree of reading

proficiency, and studies show a gap in comprehending PI from the perspective of parents

(Bartolome, Mamat, 2017).

There are miscommunications between schools and parents, demonstrating each side's

opposing viewpoint. This gap contributes a significant component to the construction of a

framework that will strengthen the interaction between parents and schools, as well as children's

educational outcomes. As a result, programs and activities should not just focus on recognized

models, but also on cultural aspects that impact a child's holistic development. Education alone

cannot fully satisfy the demands of a changing society, and schools alone cannot fully fulfill

what is required and relevant for education. Parents must play a supporting role in education for

the benefit of a complete education (Masnan, 2017).

 Garbacz et al. (2017) claimed that the degree of parental involvement is a crucial factor in

children's academic progress, particularly during their initial school years, emphasizing the

necessity to collect empirical data from the Chilean setting. The majority of studies in this

domain are from anglophone nations, but research in Latin America is relatively limited. The

findings of our study confirm that parental engagement may be beneficial in diverse cultural

situations, highlighting the need for legislation to promote it.

According to studies, student and family variables influence parental participation levels.

Working-class families and families with moms who work full-time are less interested in their

children's education. Furthermore, parents of elementary school students are more active in their

children's education than parents of older students. Other characteristics, however, have been

demonstrated to be more relevant predictors of parental participation than family wealth or

structure (Andrew, 2018).

The school has always been responsible for a child's educational development. During the

pandemic, however, parental involvement in the school has become vital. Only a few parents'

involvement can influence the quality of education in the classroom or at home, and hence the

children's academic progress. As a result, parental involvement has a major influence on

children's academic achievement. Despite the fact that the educational community recognizes the

significance of parental engagement in children's education, most parents stated that many

parents do not participate effectively in their children's education, whether at school or at home

(Durisic, & Bunijevac, 2017).

Parental Home-Based Involvement during the Pandemic

 Ribeiro (2021) stated that with the COVID-19 pandemic and the changes it brought to

students’ learning, parental home-based participation was especially important. The importance

of parents in overseeing their children's learning was reinforced, mostly through following their

children's studies and establishing self-regulation skills for online learning.

Abuhammad (2020) claimed that numerous challenges to distance and home-learning

have been highlighted from the viewpoints of parents. These include a lack of technological

skills and the notion that online learning does not fit the specific needs/learning rhythms of

students. Parents also discovered that it was ineffective as a substitute for the face-to-face

learning process.

During the pandemic, more stressed parents were less active in their children's learning

activities, according to Spinelli and colleagues. According to Dong and colleagues, the majority

of parents felt the need to be present with their children at least once a day during online learning

activities (Lau, 2021).

According to Masa (2017), despite the obstacles, parental involvement in children's

learning may have grown during lockdown home learning. Parents of children of all ages, from

primary to secondary school students, felt more connected to their children's learning by gaining

a more in-depth understanding of their children's learning, which created opportunities to

contribute more to their children's learning. Furthermore, most parents, particularly those of

younger students, thought that the home-learning environment strengthened parent-teacher

connections, enhancing parents' enthusiasm for instructors, and this perspective was mirrored by

teachers.
 Several research have found that the experience of home learning has a significant impact

on their subjective well-being. In this area, research has suggested that the quantity and difficulty

of school homework is a predictor of well-being, i.e., when the school work load is large and/or

challenging, there is a decline in subjective well-being during the week (Abreu, 2021).

According to the study of Ribeiro, Cunha, and Silva, Carvalho & Vital (2021), parental

homework engagement, for example, is a frequent operationalization of parental involvement

that may be viewed as either quantitative (e.g., assisting with homework) or qualitative (e.g.,

helping with questions) (e.g., organizing the task, helping with the creation of a no-distraction

environment, supporting the search for answer). Parents' attitudes toward school life and

activities related to school learning with their children at home, such as parents helping their

children with homework, parents discussing schooling with their children, parental monitoring of

school tasks, and rule-setting, are also frequently studied in the literature.

School-Based Parental Involvement

Schools play an important role in involving parents and family members in their

children's education. Dauber and Epstein discovered that school and teacher practices were the

biggest predictors of parental participation in their 2015 book Families and Schools in a

Pluralistic Society. Assignment of homework geared to improve student-parent connections,

having family workshops, and communicating with parents about their children's education are

all activities that have been demonstrated to predict parental participation.

From an ecological standpoint, parental involvement in their children's education is

critical. According to research, there is a positive association between parental involvement in

school and academic achievement. Family involvement has also been connected to positive

school climates, self-esteem, and academic success in children (Ross, 2016).

Previous research has shown that parental participation improves student grade point

averages (GPAs), standardized test scores, and other academic outcomes. Because of the good

impact of parental participation on adolescent academic success, many parents and school

employees want increased collaboration between the home and the school.

According to Dauber and Epstein (2015), parental beliefs and views have been found to

be a substantial predictor of parental participation. It has been demonstrated that parents'

educational objectives and level of comfort with the school and personnel predict levels of

engagement. Furthermore, parents' opinions about their parental obligations, abilities to influence

their children's education, and judgments of their children's interests in school topics have been

proven to predict their children's engagement at home and at school.

Community Linkages

It is indeed essential in the academe to have good relationships with the rest of the

community's stakeholders. The school and community are the primary sources of effective and

powerful sources that can have an impact for mutual benefit and betterment. As a result, we must

collaborate as a community to develop our school to meet the specific requirements of our

community. The link between educational programs and community projects can clearly

demonstrate the presence of strong communication and development goals (Teacher III of Betis

High School, 2016).

 O'Keefe (2020) believed that strong, authentic community relationships and activities are

the solution to true education/school change. When families, community groups, businesses, and

schools work together to promote learning, young people achieve more, stay longer in school,

and have a better overall experience.

According to Burns (2020), the relationship between home and school determines each

child's educational journey. What happens within the school's walls is not the end of community

participation. Outside of school, parents provide considerable support for all activities, including

sports, in their children's life.

 Chapter 3

METHODOLOGY

Research Design

The researcher utilized the descriptive method using a qualitative approach in gathering

information, it aims to analyze and discuss the phenomenon, which is Parental Involvement and

Community Linkages of College of Teacher Education in the middle of the pandemic. Nassaji

(2015) stated that the goal of descriptive research is bringing out and classify the phenomenon.

In addition, Walliman (2011) defines that descriptive research relates to an observation in

collecting data. The study focuses on a qualitative research, an approach that is used in exploring

and understanding the meaning of individuals or groups ascribed to a social or human problem.

(Creswell 2014).

Respondents of the Study

The study involved ten (10) College of Teacher Education students at Ramon Magsaysay

Memorial Colleges School Year 2021-2022 as the participants who answered the interview

questions that were conducted.

Research Locale

This research will be conducted through online. Online questionnaire is created in the

form of Google forms to be shared by the researcher. The study will be conducted in first week

of June 2022.
Data Gathering Procedures

The data for this research were collected using a survey questionnaire. The survey was

created using suitable questions modified from related research and individual questions found

by the researchers. The survey was comprised of thirty (30) questions. In the questions, interview

questions were used to determine if the respondent agreed or disagreed with a statement. The

researchers distributed the survey questionnaires and collected them after the respondents

finished answering. The collected questionnaires were then tallied for interpretation.

Data Analysis

To guarantee the meticulousness in this qualitative study, the researcher employed

Creswell‟s (2007) steps in making a phenomenological qualitative study data interpretation. The

researchers analyzed the data by highlighting significant phrases, sentences, quotes, or

statements that reflected the lived experience of the participants. Mainly, the researcher used

thematic analysis which is the clustering of meaning.

Thematic Analysis is a widely-used qualitative data analysis method. It is one of a cluster

of methods that focuses on identifying patterned meaning across a data set. Thematic Analysis is

theoretically-flexible which means that it can be used within different frameworks, to answer

quite different types of research questions. It suits questions related to people’s experiences, or

people’s views and perceptions (Ugarriza, 2000).

After identifying the significant statements, the researcher grouped these statements into

themes. Themes bring meaning identity to a recurrent experience and its various manifestations
(DeSantis, 2000). The data that were collected from the participants were analyzed. All the said

data in the study were highly systematized from the participants during the virtual interviews.

Ethical Considerations

Ethics is based on well-founded standards of right and wrong that prescribe what humans

ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific

virtues. (Velasquez, Andre, Shanks, Meyer, 2010). The researchers in this study made sure that

our participants were safe. As a result, the researcher incorporated ethical issues into this study.

When conducting research, the researcher ensures that ethical considerations are taken into

account.

           Informed Consent. The participants signed consent forms and were informed about the

study's purpose. The researcher considered the needs and concerns of the participants when

doing research, that adequate oversight for the conduct of research is provided, and that a

foundation of trust is formed between the researcher and the studied participants. It is critical to

maintaining formality when conducting research. Participants in the study were given a consent

letter to participate in the study. The consent form included information regarding the research's

advantages, risks, and information so that the participants were well-informed and aware of the

study. Informed consent is a strategy for ensuring that individuals understand what it means to

take part in a research study so that they may make an informed decision about whether or not

they wish to take part. 

           Anonymity and Confidentiality. The primary goal of the research is to deliver information

to readers, thus it must be completed. However, some restrictions must be taken into account.

The researcher collects information from participants, which is then turned into data to be

examined. However, the participants' personal information must be kept anonymous and

confidential. 
 PARENTAL INVOLVEMENT AND COMMUNITY LINKAGES OF COLLEGE OF
TEACHER EDUCATION IN THE MIDDLE OF THE PANDEMIC

Questionnaire

Cognitive:

1. What do you think about online learning?

2. How do you see yourself as a student during this pandemic?

3. How much are your parents interested in getting to know you?

4. What is the role of the parents in your online learning?

5. How aware are the parents of your academic and extracurricular achievements?

6. How does parent support students' learning during this pandemic?

7. How parent involvement leads to student success?

8. Why is important that parent must involve in student’s education?

9. How are the community linkages of your department in the midst of the pandemic?

10. What is the role of the community in student’s success during online classes?

Affective:
 1. How does a pandemic affect the engagement of parents and the involvement of the
community in student’s success?

2. How do your parents react to your academic status during this pandemic?

3. Do your parents become your support system in the middle of the pandemic?

4. Does this pandemic make you productive? Or do you find it hard to motivate yourself?

5. How does a pandemic limit you from participating in community events?

6. Is it important for students to feel the presence of their parents towards their learning in
the middle of the pandemic? Why?

7. Has there been any influence on learning outcomes, including the community events?

8. How hard is it without parental involvement in your learning during this pandemic?

9. What is it like to have sometimes- parents’ presence at school?

10. Does it affect your academic success if your parents and the community are not involved?

Psychomotor:

1. What are your preparations before attending online classes?

2. In what events do your parents usually go to school?

3. How often do your parents go to school before the pandemic and during the pandemic?

4. Upon your years in college as Education student, what are the experiences you could
remember that involved the community?
5. As a college student, what guidance do you need from your parents? 

6. In what ways do your parents become your comfort person when dealing with stress?

7. How well do your parents check on your progress?

 8. What are the ways in which the parents should do to make sure that they are still involved
in their children’s success in the middle of the pandemic?

9. How can parents and the community be involved in students during the pandemic?

10. How does a parent ensure the effectiveness of their involvement towards the academic
success of the learner?

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