PARENT – TEACHER PARTNERSHIP AND ACADEMIC PERFORMANCE OF

GRADE ONE LEARNERS: BASIS FOR ENHANCEMENT PROGRAM

A Thesis Proposal Presented

To The Graduate School

University of Perpetual Help System Dalta

Las Piñas

In Partial Fulfillment of the Requirements

For the Degree – Master of Arts in Education

Major in Educational Management

Monakil, Maria Andrea B.

2022
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The child's development inside the classroom has always been the

education target. As education changes and becomes flexible because of global

demands and uncertainties, it will always have ways to deliver quality education.

Adjustments should be made to embrace the changes and innovations in

education. Various needs necessitate thorough dissemination of information,

especially in teaching and learning. The teaching-and-learning process should be

appropriately established in any developments and improvements as the

students will be directly affected. Teachers should be flexible enough to grasp

and get the necessary need for developing the child's full potential. In making

improvements and innovations, the education sector should follow the

Sustainable Development Goal 4 of the United Nations Educational, Scientific

and Cultural Organization (UNESCO) which has a goal in 2030 which states to

wit:

“Ensure inclusive and equitable quality education and promote

lifelong learning opportunities for all.”

Effective partnership between parents and teachers has been eyed by the

Department of Education as it will bring significance to the performance of the

learners in the public schools. Research suggests that it should be done as it

focuses on their general welfare and improves the academic performance of the

learners over time. Learners may benefit a lot from this partnership. They will feel

valued knowing that these important persons in their lives are partnering in order

to achieve desirable results. They will also develop a sense of responsibility with

their actions and studies.

In this study, the researcher, who is (a parent and a teacher) seeks to

know more and better understand how Parent and Teacher partnership could

affect the academic performance of grade one learners in Tayuman Elementary

School.

Background of the Study

Education is not oblivious to it and its school arm – the teachers. In

school, teachers aim to instill values, discipline, knowledge, and skills in learners.

They use differentiated instructional materials, teaching strategies, and

classroom management techniques to ensure that learners develop holistically.

Thus, their initiatives made the learners' learning experience remarkable in

studying even now that education shifted to distance learning. Nevertheless,

obviously, teachers cannot do this alone. They need the help and support from

the parents of the learners.

 School partnerships are vital for good school growth. School partners or

stakeholders include: Administrators, teachers, and students are internal

stakeholders. External stakeholders include business sectors, national and local

governments, and parent-teacher associations. Schools are encouraged to have

partnerships that are ready to improve learning, advancement, and prosperity for

learners, including partnerships that establish association relationships with

organizations whose qualities, items, purposes, and goals are reliable with the

schools as well as Department and Government approaches, qualities, needs,

and targets.

In the BEDP of 2030 of the Department of Education, parent-teacher

association is one of those named partners or stakeholders that were put. DepEd

believes that with the help of the parent agreements made between the teachers

and the parents, it could help the learners inside the classroom to be

academically progressive. In this parent-teacher association clarity on the

processes inside the classroom could be made. Questions and other relative

queries could be addressed as parents and teachers could work hand-in-hand on

the child’s status and development. DepEd has seen its importance in following

the Department of Education mission which is to engage family, community, and

other stakeholders to have shared responsibility for developing lifelong learners.

With this, the researcher of the present study would like to look into the

parent-teacher partnership in Tayuman Elementary School for Grade 1 Pupils

and how this parent-partnership affects the academic performance of the

learners. This present study will be an eye-opener for the teachers and parents

that their association between each other could make a larger impact on child’s

development. This could also help everyone realize that parent-teacher

partnership helps students and those people behind them such as their teachers

and parents are partnering for their own success and academic progress.

Theoretical Framework

Figure 1.  Epstein’s Overlapping Sphere of Influence of family,

school and community on children’s learning

The present study is anchored to the theory of School-Family Partnership

of Epstein and Sheldon in 2016. Parents, teachers, and members of the

community all have a role in raising children's awareness and dedication to their

well-being. Education stakeholders, including teachers, parents, and community

members, should work together to assist students succeed in school. Epstein

posited in this idea that stakeholders' overlapping spheres of influence help

children improve academically. It is in Epstein's view that kids are the major focus
of the educational system while schools, parents, and the community all have

separate responsibilities to play in achieving the shared objective. The goal of

this idea is not to make pupils more productive, but to provide them the skills they

need to succeed on their own. Students' success depends on the shared

commitment of all stakeholders, according to Epstein and Shapiro in 2016. It's

clear from Epstein's theory outside construction that children are the primary

focus of their families, schools, and communities. Depending on the extent of

media coverage or stakeholder engagement, many events, encounters, and

theories can push or pull the circles apart. A few strategies have emerged as a

result of changes in the degree of overlap between families, schools, and

communities.

Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the
Respondents

Teachers Action Plan on the

Age;
Sex; Enhancement on the
Civil Status;
Educational Parent-Teacher
attainment;
Length of service; Construction and Partnership in
Position title; and
Validation and Modular Distance
Webinars attended?
Administration of
Parents Learning and
Questionnaire
Age;
Sex; Checklist. Academic
Monthly income
Parent’s educational Performance of
attainment; and
Occupation? Grade 1 Learners in
Data Gathering
Questionnaire-Checklist Tayuman Elementary
on Parent-Teacher
Partnership; School
Analysis and
Communication
Interpretation
Consistency; and
 Figure 2: Conceptual Model of Parent-Teacher Partnership in Modular

Distance Learning and Academic Performance of Grade 1

Learners of Tayuman Elementary School

Statement of the Problem

The present study seeks to identify the parent-teacher partnership in

Modular Distance Learning and Academic Performance of Grade 1 Learners in

Tayuman Elementary School.

It seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. Teachers

1.1.1. Age;

1.1.2. Sex;

1.1.3. Civil Status;

1.1.4. Educational Attainment;

1.1.5. Length of Service;

1.1.6. Position Title; and

1.1.7. Webinars Attended?

1.2. Parents
 1.2.1. Age;

1.2.2. Sex;

1.2.3. Monthly income:

1.2.4. Parent’s educational attainment; and

1.2.5. Occupation?

2. What is the level of parent-teacher partnership with respect to:

2.1. Communication;

2.2. Consistency; and

2.3. Collaboration?

3. Is there a significant difference in the profile of the respondents and the

level of performance of grade one pupils?

4. What opportunities and challenges can be drawn from Parent- Teacher

5. Partnership in the academic performance of grade one pupils?

6. Based on the results, what programs can we develop to enhance Parent-

Teacher Partnership?

Hypothesis of the Study

In this study, the null hypothesis being tested is:

Ho: There is no significant relationship in the profile of the respondents and

the level of performance of grade one pupils.

Scope and Limitations of the Study

 This study focuses on the effects of Parent-Teacher Partnership and

Academic performance of Grade one learners in Tayuman Elementary School,

enrolled for school year 2022 – 2023. The researcher preferred to work on this

study because many people are still not aware of how significant the parent and

teacher partnership is in the academic performance of our learners. This

research study is only limited to the presentation of parent – teacher partnership

and its effect/s on our learners’ academic performance. The study will be

conducted for 7 days in Tayuman Elementary School in Tayuman, Binangonan,

Rizal. There were 430 (four hundred thirty) learners in the Modular Distance

Learning Modality. The respondents’ age ranges from 6-8 years old.

The study will focus on developing an action plan on the Enhancement on

the Parent-Teacher Partnership and Academic Performance of Grade 1 Learners

in Tayuman Elementary School.

The tool that will be used in the present study will investigate the Parent-

Teacher Partnership in Modular Distance Learning and Academic Performance

of Grade 1 Learners of Tayuman Elementary School.

Significance of the Study

The study is beneficial to the following:

Students. They will be educated on the importance of parent-teacher

partnership in their studies

 Parents. They will be informed on how parent-teacher partnership in

modular distance learning helps their child to perform academically.

Teachers. They will be informed on the parent-teacher partnership in

modular distance learning and its effect on the academic performance of the

learners.

School Administrators.  The results of the study will open their mind on

the parent-teacher partnership in modular distance learning which will help

improve the performance of the learners and will serve as basis in the conduct of

various in-service training.

Curriculum Planners. They will be given feedback in the evaluation of

curriculum and policies concerning the parent-teacher partnership in modular

distance learning and may use them in educational planning.

Future Researchers.  The result may be used by future researchers in

pursuing related studies using other variables. This may also be of help to them

in making a follow-up study in the parent-teacher partnership in modular distance

learning and its effect in the academic performance of the learners.

Definition of Terms

For clarity purposes in this study, the following terms are defined

conceptually and/or operationally.

 Academic Performance. It refers on how grade one students perform

academically which focuses on reading, writing and numeracy.

Collaboration. This refers on understanding the goals and expectation of

the teachers to the development of the child.

Communication. It may refer to the two-way communication of the parent

and teachers in understanding status and dealing the issues concerning the

learner.

Consistency. This may refer to the frequency of communication between

the parents and the teacher.

Parent – Teacher Partnership. This may refer to how parents and teachers

work together to better facilitate parental participation in school to achieve

students’ success.

Level of performance. This may refer to an assessed skill development in

academic and other areas such as adaptive functioning, behavior, cognition,

communication and physical development.

 Chapter 2

Review of Related Literature and Studies

Parent-Teacher Partnership

According to Mapp, Carver and Lander in 2017, parents and teachers

have shared responsibility as equal participants with complementary roles and

skills. Efforts were made to reach out and invite families to get involved in the

students’ learning. In line with this, Kaiser and Rasminsky in 2017 named some

of the basic ideas behind family- centered approach, wherein families are at the

center of children’s lives as their first and main teachers. They believe that

families have their own strengths, capabilities, resources, ways of coping and

dreams for their children.

Every family is unique on its own way and it should be respected without

judgements. Their values, beliefs, culture, religion, and socioeconomic status

must be acknowledged. Involvement of families is a key component in a school

functioning. Mapp, Carver and Lander in 2017 believed that families are the

schools’ true partners in the teaching and learning process. They are also valued

as knowledgeable and relevant contributors in the school and student

improvement.
Benefits of a strong parent – teacher collaboration

According to Kaiser and Raminsky in 2017, there are powerful incentives

that we can get from having a positive parent and teacher partnership. We may

get additional support and mutual understanding of the challenges under various

circumstances. Parents can get better insights into what their child is learning

and can assist teachers by helping cement lessons passively outside the

classroom. Also, if a child is struggling, there is a room for honest dialogue

between parents and teachers which can help resolve problems more

comfortably. When there is a good relationship between parents and teachers,

the child’s ability to learn improves.

According to research, the correlation between a child showing healthy

learning habits, better social skills and better adaptability is evident if there is a

strong parent and teacher collaboration. As Iheoma Iruka, chief research officer

and director of the Center for Early Education Research, “Strong partnerships

between parents and teachers support children’s learning and ability to develop

lifelong skills and networks, while also strengthening parents’ capacity to be

engaged in their child’s school experience”. And when researchers asked

parents and professionals what they look in a partnership, six important matters

were identified: communication, commitment, equality, skills, trust and respect.

Parents request their communication with professionals to be frequent, open and

honest. They wanted a two-way communication wherein professionals also

respect their privacy. Parents also want professionals to find positive things to

say, without judging them. And when teachers initiate actions and efforts to

improve partnership with parents, those parents are most likely to support their

children’s learning at home. These students are also most likely to be perceived

by teachers to have a positive involvement in classroom learning activities.

Obstacles for parents and teachers

Kaiser and Raminsky in 2017 believe that like other individuals and
organizations, families also experience barriers, most especially those families
with extremely low income. Our current economy leads most of the parents
working two jobs. Families may feel uncomfortable because of the different
barriers or even painful memories that they had from their own school
experience. Many working-class and low-income families believe that school and
family are in separate domains.
. Obstacles in parent and teacher communication does not fall solely on
parents’ shoulders. Teachers also experience certain hurdles specially when
teachers have a limited life experience wherein, they may know little about a
family’s daily experience.

Factors that may affect students’ academic performance

There are a lot of factors that may affect students' academic

performances. But during today's situation, there are primarily familiar factors

which includes Parenting Styles where a supportive style has the expected effect

on students, Characteristics of the Students in which laziness is the common

problem for today's generation. Level of Internet Connectivity, where not only

students but everyone suffers from weak internet connectivity, and lastly, having

no motivation or having insufficient motivation affects students' academic

performance the most. The students' capability to improve or enhance their

performance academically is based on their environment and personal

characteristics. Social assistance, which includes support, motivational help, and

parents' involvement is a great way to increase students' success and

accomplishments. Regular study punctuality in school and self-motivation are the

keys to determining the factors influencing students' academic performance. The

availability of teaching and learning materials, students' personality traits,

personal goals, and teachers' levels of experience significantly affect students'

academic performance. Research proves that the students' environment has

excellent effects, enhancing or weakening their academic performance. While In

time management, a student should learn how to balance their time between

studies and other matters. But in today's situation, time must be managed more

efficiently. Adjusting to this current situation wherein both students and teachers

suffer can really be challenging. Parents should also provide moral support and

give motivation to their child as things get worse. Also, teachers should take

advantage of each student's capability and internet stability.

Importance of creating an effective home literacy environment

 Creating an effective home literacy environment has been an essential

part of early literacy for decades. With the support of families to help children

flourish and develop the literacy skills they need to become successful readers is

also a key component of creating effective home literacy environments (Albaiz &

Ernest, 2021). According to Bronfenbrenner (1979), basic human development a

student’s home and school are the two primary environments for a student, as

well as being the most influential. Considering this, it is suggested for schools

and families to continue to try and work together to create strong parent-teacher

relationships. Bang et al. (2021) stated that when it comes to the development of

children and their educational habitat, parents and teachers must cooperate with

one another actively, not as simple informers or passive participants, but as

engaged partners. (p.1). There has been quite a bit of research on the

significance of family literacy, home literacy environments, and the effectiveness

of developing strong parent-teacher partnerships, yet there is still a need for

ways on how to properly implement this research and ideas throughout many

communities in the world (Bang et al., 2021). It is recommended that most low-

socioeconomic communities are in need of more strategies to create thriving

home literacy environments, as well as ways to create strong parent-teacher

partnerships (Pears et al., 2014). Alexander et al. (2001) believed, that although

early intervention programs for disadvantaged socio-economic children exist,

most of these programs can be very resource intensive.

Importance of healthy parent – teacher relationships

According to Sheridan in 2018, parent and teacher partnership is an

important factor on how students get along at school and at home. For many

children, significant adults in their lives are their family members and their

teachers. They are the adults who they spend most of their time with. They are

also the adults who make important decisions regarding how they spend their

time and they are also the ones who provide guidance and direction through their

actions and words, on most aspects of their lives.

Effective partnership between parents and teachers can help improve

student’s achievement, social capacities, emotional and general well – being.

Strong partnership between parents and teachers helps children better in school

and at home. Research shows that when parent – teacher partnership is evident,

children’s study habits, attitudes and grades improve. Children also demonstrate

better social skills, fewer behavioral problems and a greater ability to cope with

different situations. With this, it is not only the children who benefits, but also their

parents and teachers. Having a strong parent – teacher partnership means that

they have an effective communication, develop stronger relationship and develop

skills to better support children with their behavior and learning.

Communication
 Incorporating technology in the classroom and school helps instructors

keep parents informed about what is happening in the classroom and the school.

Using each technology, instructors were able to quickly and easily communicate

with all or the majority of parents in their classrooms. (Bosch et al., 2017).

Consistency

Research questions focus on the parents-schools cooperation, parental

support, communication tactics, and parental recognition program curricula. The

study included descriptive research and a questionnaire for primary school

instructors and parents. The 371 parents and 50 instructors surveyed were

delighted with their collaboration. Although both feel that diverse communication

tactics would promote school-family collaboration, conventional ones are still

popular, one-way communication dominates, and parents' direct involvement and

input in school events and activities is overlooked. Less common are strategies

of communicating with parents that use their knowledge, skills, and experiences

as a resource to develop school openness and cooperation. This research

recommends enhancing parent-teacher communication and parent

collaborations. (Gorica et al., 2021).

As an indicator of parental participation and teacher-parent cooperation,

school-parent written communication was found to be at a high and a medium

level. The school and experts should identify appropriate means to communicate

information about written communication and its relevance and benefits to

families and teachers so that they are aware of effective and significant

communication between them. To ensure that the family feels valued, teachers

should establish an environment that encourages parents to openly speak with

their children. Parents should be informed of any significant changes in their

children's conduct at regular intervals by the school, and they should be able to

contact with their children's teachers whenever they need to. (Sylaj et al., 2020).

To Watson’s et al. (2029) study said that ty regularly reaching out to

parents, the BPS program actively engages them not just in school activities but

also in policymaking. Because BPS parents participate frequently in campus

programs for parents and families, they feel more at home on campus.

Standardized test scores, attendance, and promotion rates are all higher for

students participating in this pilot program than for students in the rest of the

Boston School District. Because of regular parent participation and

communication.

Collaboration

Parents, educators, and students all had a hand in developing the themes.

School intervention can help parents overcome both internal and external

barriers to collaboration. When teachers reach out to parents, spend quality time

with them, and demonstrate genuine interest in their children's well-being, they

can inspire parents to participate in the collaborative process. Cramming,

procrastination, and other time-wasters should be avoided, and students should

define specific learning objectives for each module. If the epidemic persists,

school leaders and community partners were urged to use modular distant

learning. (Pascual, 2021).

To Javier et al. (2019) parent-teacher collaboration is hailed as a powerful

tool for improving student achievement in well-managed schools. As a result, a

school that develops shared responsibility with parents and seeks effective

verbal contact with them can help students advance academically. As a result of

the aforementioned factors, parents and students may experience an increase in

motivation and an improvement in academic achievement, particularly in the area

of vocabulary.

According to the findings, traditional leaders should be included in the

process because of the sway they have within the community. However, despite

parents' apparent acceptance of the negative language regarding their

engagement, academia depicts rural parents as insufficient. Teachers and

parents from a variety of backgrounds can play varied roles when working

together, according to the findings, which call into question the present prevalent

idea of parental participation. (Myende et al., 2022).

To Halimah et al. (2020), said that because of this partnership between

school and family and society is an endeavor to enhance the chances and

success of a child's education by cooperation, coordination and collaboration

based on acknowledgment of the common duties and obligation of school, family

and society. Among the most important aspects of the partnership between
schools, families, and society are the following: an understanding that

collaboration between schools, families, and society should occur voluntarily and

not be forced; the necessity of sharing resources; personal accountability for

decision-making; the pursuit of an overarching goal; mutual recognition of roles;

the ability to intuitively plan formal programs in collaboration with others; and

trust as a foundation for the partnership.

Synthesis

Families who have chosen to get involved in their children’s education

make children do better both academically and socially. The benefits and roles of

parent-teacher partnership were identified. Teachers play as the key role in

changing the level of parental involvement in schools. Strong and effective

communications is important in establishing school and home partnership.

Homes and schools have their shared responsibility in contributing to the

students’ progress and success. Relevant training for teachers will also help

teachers be better equipped with the skills needed to encourage effective

partnership with parents. Also, it is the parents’ decision whether they will

choose to actively participate in their children’s education. It is important that

teachers and school administrators are honest and transparent when it comes to

communicating with parents about the significance of their role and support.

Setting a firm foundation of positive interactions and partnership, effective

communication and meaningful collaboration, we are also preparing our children

for success in the years to come.

ANALYSIS OF THE RRL

Synthesis

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, population and sampling,

respondents or participants of the study, research instrument, validation of

instruments, data gathering procedure, and statistical treatment.

Research Design

The present study aims to determine the Parent-Teacher Partnership and

Academic Performance of Grade 1 Learners in Tayuman Elementary School.

This study will use descriptive-correlational and document analysis research

design.

This work is a descriptive type of research that was conducted with the

help of a researcher-made questionnaire checklist to determine the parent-

teacher partnership and a documentary analysis procedure method to determine

the academic performance of Grade 1 learners as revealed on the Reading,

Writing and Numeracy Assessment of the school where the researcher aims to

collect data based on records and files compiled.

The descriptive method will be used in this study. According to Ahillon et

al. (2021)," They stated that descriptive research designs describe events or

relationships. They are used to assess a scenario at the time of the study. Unlike

experimental research, non-experimental research does not administer or control

a treatment. The purpose is to describe "what existing" in a situation. The method

is ideal since it focuses on current conditions, assessments, reviews, and

evaluations. Also, documentary analysis will be applied in the present study.

Ahillon (2020) emphasized that documentary analysis is an objective,

systematic, and quantitative evaluation of the contents of the documents. It

defines documentary analysis of written or visual contents of a document, and it’s

a major advantage is that is unobstructive. A researcher can “observe” without

being observed since the contents if being analyzed are not influenced by the

researcher’s presence.

Thus, in determining the parent-teacher partnership and academic

performance of Grade 1 learners in Tayuman Elementary School.

Population and Sampling

The study will focus on the Parent-Teacher Partnership and Academic

Performance of Grade 1 Learners of Tayuman Elementary School. Identifying the

sample in the population, Simple Random Sampling (SRS) will be used.

Respondents in the study will be the teachers, students and their parents in the

grade one level. Part I of the researcher’s made questionnaire checklist will begin

on gathering the profile of the respondents. For teachers, they will be described

by the following variables such as age, sex, civil status, educational attainment,

length of service, position title, and webinars attended. For parent-respondents,

they will be described from various variables such as age, sex, monthly

income, parent’s educational attainment, and occupation. Part II of the

researcher’s-made questionnaire checklist will be the perception of teachers and

parents in parent-teacher partnership that will be described by the variables such

as communication, consistency, and collaboration. Part III of the developed

questionnaire-checklist will be an open-ended question for the insights on the

opportunities and challenges of the parent-teacher partnership. Also, an adopted

tool will be used which is the Reading, Writing and Numeracy Assessment to

look for the academic performance of each Grade 1 learner in Tayuman

Elementary School.

Experts who will face and content validate the questionnaire-checklist will

be composed of principal consultants, master teachers, professorial lecturers,

and experts from the field.

Respondents of the Study

The study will focus on the Parent-Teacher Partnership and Academic

Performance of Grade One Learners in Tayuman Elementary School.

 The respondents of the study will be the teachers, students, and parents

of grade one learners. Teachers, students and parents in other grade levels are

excluded in this study.

Number of Number of Number of

Section
Teachers Pupils Parents/Guardians

Cheerful 1 41 41

Chastity 1 39 39

Cooperative 1 38 38

Candid 1 40 40

Courteous 1 39 39

Charm 1 41 41

Charity 1 42 42

Concern 1 33 33

Creative 1 42 42

Capable 1 40 40

Calm 1 40 40

Cool 1 34 34

Grade 1 11 580 580

Figure 3: Respondents of the study

The study focuses on Parent-Teacher Partnership and Academic

Performance of Grade 1 Learners in Tayuman Elementary School.

 The enhancement program that will be developed will be based on the

perceived parent-teacher partnership using the researcher’s made questionnaire

checklist together with adapted tool which is the Reading, Writing and Numeracy

Assessment which contains the academic performance of the grade one

learners. In the development of researcher’s made questionnaire, this will be face

and content validated by the experts such as the Principal Consultants for

Inclusive Education, Master Teachers, Professorial Lecturers, and experts from

the field.

In identifying the respondents of the study, Simple Random Sampling

(SRS) will be used.

Research instrument

The study will utilize researcher-made questionnaire checklist and

documentary analysis based on the varied readings on the same topic and the

culture taking place in the setting. Part I describes the profile of the teacher –

respondents such as age, sex, educational attainment, length of service, position

title, and webinars attended. For parent- respondents, age, sex, monthly income,

parent’s educational attainment, and occupation. Part II will focus on the parent –

teacher partnership with respect to time communication, consistency, and

collaboration. Each aspect contains 5-items. The following scale will be used in

rating each item. Scale Range Verbal Interpretation 5 4.50 – 5.00 Always 4 3.50

– 4.49 Often 3 2.50 – 3.49 Sometimes 2 1.50 – 2.49 Seldom 1 1.00-1.49 Never.

For the Report on Promotion and level of Proficiency of the learners, the
following will be used. Level of Proficiency Scale Below – 74 % Beginning 75 % -

79% Developing 80% - 84 % Approaching Proficiency 85 % - 89% Proficient 90

% - Above Advanced Validation of the Instrument. The questionnaire – checklist

will undergo the validation process. It will be content – validated by the experts,

professional lecturers, panel members, adviser, and the dean of the graduate

program. Moreover, the questionnaire- checklist will be tried out to Grade 1

teachers with the same characteristics together with other Grade 1

parents/guardians in other school to determine the reliability and validity. The r –

value of __ indicated that the instrument is valid and reliable.

Validation of the Instrument

After thorough examination of the contents, determining the veracity of the

instrument will be done as well as to ensure that the data collected met the

criteria for valid interpretation and analysis. After which, experts in the field of

education, supervisor, and research professors will be consulted for further

consultation and suggestions. Following all the comments given, the instrument

will then be finalized.

Data Gathering Procedure

The mode data gathering is with the use of questionnaire-checklist and

document analysis. In gathering the data, the researcher carried out the following

procedure:
 A letter will be sent to the Schools Division Superintendent (SDS) to ask

permission to ask to conduct the study to the schools under the Division of

Rizal.

After the approval of the SDS, the researcher will go to each sub-office for the

recommendation of the Public Schools District Supervisor (PSDS) of the

research to the school head and chairperson in each school. If possible, the

researcher, will make a way to have a short conference using google meet

and/or zoom to formally introduce the study and its needed documents to be

filled and to submit.

The researcher will prepare e-survey via google forms and dropbox via google

drive and physical research instruments like questionnaire-checklist for the easy

gathering of data. The researcher will keep in touch with the PSDS’s, School

Heads, and chairperson of the school via email, facebook, and messenger. In

this, communication of the researcher to the respondents for the fast

accomplishment of the needed documents and research instruments.

Once the data are gathered, these will be brought on the Statistical Center

for the proper treatment of the data. After tallying, summarizing, and tabulating

the data statistically and the result is already available, the researcher will focus

on interpreting and implicating the results. In this, it will lead to the finalization of

the remaining chapters including the output of the study which is an Action Plan

on the Enhancement of Parent-Teacher Partnership and Academic Performance

of Grade 1 Learners in Tayuman Elementary School.

 Writing of the findings, conclusion, and recommendations will be drawn

based on the results of the study after careful interpretation and analysis. Final

oral defense will be conducted with the valuable comments, suggestions of the

panelists and researcher’s adviser, the finalization of the whole research made.

Statistical Treatment

The statistical tools that will be used to treat and analyze the data will be

the following:

To determine the profile of the respondents, Frequency and Percentage

will be used.

To determine the level of parent-teacher partnership in Modular Distance

Learning, Mean and SD will be used.

To determine the level of performance of Grade 1 pupils, Mean and SD

will be used.

To determine the significant difference on profile of the respondents and

the level of parent-teacher partnership, ANOVA will be used.

To determine the significant different on the profile of the respondents and

average grade of Grade 1 learners, ANOVA will be used.

To determine significant relationship between the profile of the

respondents and the level of parent-teacher partnership, Pearson-R will be used.

 To determine significant relationship significant relationship between the

profile of the respondent’s average grade of Grade 1 learners, Pearson-R will be

used.

To determine the opportunities and challenges of the parent-teacher

partnership, qualitative discussion or thematic analysis will be used.

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