i

RESEARCH TITLE

A Research Paper Presented to the

Senior High School Department
San Pablo Integrated High School
San Pablo City

In Partial Fulfillment
of the requirements for
[Strand]

MARCOS, FERDINAND R. JR.

ROBREDO, LEONOR G.
LACSON, PANFILO
PACQUIAO, MANNY
MORENO, FRANCIS D.

__________ 2021
 ii

APPROVAL SHEET

This Thesis entitled “RESEARCH TITLE” prepared and submitted by

STUDENT, in partial fulfillment of the requirements for the Degree of Master of
Arts in Education with specialization in English has been recommended for
acceptance and approval for Oral Examination.
JOHN KENNETH G. MANOZON, MAEd
Adviser

IN-HOUSE RESEARCH COMMITTEE

JASPER M. DEL VALLE, EdD

Chairman

LUNINGNING C. ADARNA
Member Member

PANEL OF EXAMINERS

Proposal Approved by the committee on Oral Examination on _______,

2021 with a grade of __________

__________________________________
Chairman

____________________________ __________________________

Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree of Master of Arts in English. Comprehensive Examination was taken on
November 16 and 23,2019 with a grade of PASSED.

BERNARDO C. LUNAR, PhD

Director and Dean
Graduate School
 iii

ACKNOWLEDGEMENT

The researcher wishes to extend her sincerest appreciation and profound

gratitude to everybody, who in one way or another extended their support during

this thesis writing.

iv

.
 v

DEDICATION

The realization of this work was endless debts to numerous people, so for

them, it is wholeheartedly dedicated, especially to my daughter and my late

husband who will always serve as my inspiration. It is also dedicated to those

people who will find this piece of work helpful in any undertaking they might

pursue.
 vi

ABSTRACT

[Abstract must be 150-200 words summarizing the whole research]

Keywords: [Keywords must have at least 5 words]

 vii

TABLE OF CONTENTS

Title Page ………………………………………………………………………….i

Approval Sheet ……………………………………………………………...…....ii

Acknowledgment…………………………………………………………….....iii

Dedication ………………………………………………………………………...v

Abstract …………………………………………………………………………..vi

Table of Contents ……….…………………………………………………….....vii

List of Tables……………………………………………………………………..ix

List of Figures………………………………………………………………….....ix

CHAPTER I - THE PROBLEM AND A REVIEW OF LITERATURE

Introduction ……………….………………………………………1

Review of Related Literature ……..………….……..…………….3

Theoretical Framework ……………………….…………………34

Conceptual Framework ……………………….……..…………..37

Statement of the Problem …………………….……..…………...38

CHAPTER II - METHOD

Research Design …………………….……….……..……………40

Participants ………….……………………….……..….………..40

Instruments ……….. ……………………….……..…………….41

Data Gathering Procedure ………………………...……………..42

Data Analysis …….. ……………………….…….....………….42

 viii

CHAPTER III - PRESENTATION, ANALYSIS, AND

INTERPRETATION…………………………………………………………...44

CHAPTER IV - SUMMARY, FINDINGS, CONCLUSION, AND

RECOMMENDATION

Summary…………………………………………………………………………71

Conclusion…………………………………………………………………….....72

Recommendation………………………………………………………………...72

BIBLIOGRAPHY ………………………….…………………………………..74

APPENDICES

A – Letter to Principal…………….………………………………….....79

B - Letter to Participants ………..……………………………….……...80

C – Research Instrument …...…………….………………….....………..81

CURRICULUM VITAE………………………………………………………..86
 ix

LIST OF TABLES

LIST OF FIGURES
 31
iii

CHAPTER I

THE PROBLEM AND A REVIEW OF LITERATURE

Introduction must be 2-3 pages with in-text citations. It must follow the

general to specific framework.

3

Review of Related Literature

Independent Variable

5-10 references

Dependent Variable

5-10 references

34
iii

Theoretical Framework

37
iii

Conceptual Framework

IV-DV Model

Figure 1. Research Paradigm

Describe in 1-2 paragraphs your research paradigm.

 38

Statement of the Problem

The study aims to develop a parent-teacher partnership program for

children’s improvement in English learning.

Specifically, the study seeks to answer the following questions:

1.

2.

3.

Hypotheses

These are the hypotheses formulated to be tested in the study.

Null hypothesis
 40

CHAPTER II

METHODS

This chapter presents the research design, participants of the study,

instruments, data-gathering procedure, and data analysis.

Research Design

The researcher utilized the descriptive research method through the survey

technique, chosen on the appropriateness of the problem. The descriptive research

method aims to accurately and systematically describe a population, situation, or

phenomenon. It is an appropriate choice when the research aim is to identify

characteristics, frequencies, trends, and categories (McCombes, 2019).

Participants

The respondents of the study were purposively selected from Grade IV

learners in Kinabuhayan Elementary School S.Y. 2020-2021. There are 15 males

and 9 females with a total enumeration of 24 respondents and ages between 9 to

10 years old. The children in the sample were from low, middle, and high-income

backgrounds.

Parents of the respondents gave consent to the participation of their

children. The researcher purposively selected the Grade IV learners since they are

the researcher’s advisory class.

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iii

Instrument

The variables used in the questionnaire were adopted with modification to

fit the requirements and presentation of the study. It has been validated by the

school head from Kinabuhayan Elementary school, two English Master Teachers,

and Filipino Head Teacher from San Pablo Integrated High School. The survey

questionnaire consists of two parts:

Part I was about respondents’ perceptions of the parent-child relationship.

The respondents answered 10 items using a 4–point Likert Scale. The

questionnaire was written in English with Tagalog translation for easier

comprehensibility by the learner’s respondents.

Part II was about the respondent’s perception of parental involvement in a

school associated with English learning. It was grouped into six major categories:

parenting, communicating, volunteering, learning at home, decision–making, and

collaborating with the community. Each of the six categories consists of 5 items

answered using a 4-point Likert Scale. The part II questionnaire was also written

in English with Tagalog translation for easier comprehensibility by learner’s

respondents. There was a need for Tagalog translation in the entire questionnaire

since some of the learners were not able to understand the English language

better. It was more convenient for learner’s respondents to answer questions in

English with Tagalog translation for easy comprehensibility since they were more
42
familiar with using Tagalog for better communication. iii

A 4- point Likert Scale was used to rank the statements related to the

characteristics of this study. On this Likert Scale, 4= Highly Involved, 3=

Moderately Involved, 2=Less Involved, 1=Not Involved. Responses receiving a 4

are high and represented the most positive impression while responses receiving a

1 are low and represented the negative impression on the scale.

Data Gathering Procedure

The permission to conduct the study served to Mr. Arman A. Claveria,

Head teacher II of Kinabuhayan Elementary School. Before the questionnaire was

distributed, the researcher ensured that the parents of the respondents were given

orientation and were asked for consent. After the approval of the principal to

conduct the study, the survey questionnaire was distributed personally by the

researcher and was given during parent’s orientation, following the safety

protocols of the school to gather the data needed in the research study. The survey

was done in a week. The data has been collected from the respondent’s parents

during the submission of their weekly modules. After collecting all the

questionnaires, results were counted, tallied, analyzed, and interpreted.

Data Analysis
 The data gathered in this study were tabulated and each mean score was

computed from the responses on the questionnaires. The statistical treatment of

43
the data is as follows: iii

Frequency count and percentage were used to determine the academic

performance of Grade IV learners in English during their first quarterly

summative test.

Mean and standard deviation was used to determine the perception of the

respondents regarding the parent-child relationship as well as the perception of

the respondents on the involvement of their parents in terms of parenting,

communicating, volunteering, learning at home, decision-making, and

collaborating with the community.

Pearson Product-Moment Correlation of Coefficient (Pearson’s–r ) was

utilized to determine the significant relationship between the learner’s perception

of the parent-child relationship and parental involvement. The same statistical tool

was also used to determine the relationship between learners’ academic

performance in English and their views on the parent-child relationship and

parental involvement.
 44
iii

CHAPTER III

RESULTS AND DISCUSSION

This chapter presents the results of the study, the analysis, and the
interpretation of the data gathered.

Table 1 . Academic Performance of Grade IV Learners in English

First Quarterly Frequency Percentage Interpretation

Summative Test (f) (%)
Score
25-30 4 17.00% Excellent
19-24 8 33.00% Good
13-18 4 17.00% Average
7-12 8 33.00% Poor
1-6 0 0.00% Very poor
Total 24 100.00%
Legend:
25−30 Excellent 7−12 Poor
19−24 Good 1−6 Very Poor
13−18 Average

Table 1 showed the academic performance of Grade IV learners in English

during their First Quarterly Summative test. The results show that only 17% were

excellent who got the score ranges from 25 to 30 which clearly shows that out of

24 students only 4 got the highest score during the test. While 33% were

interpreted as good ranges from 19 to 24 respectively. The test score ranges from

13 to 18 were only 17% and interpreted as an average result. However, the test

score ranges from 7 to 12 were 33% and interpreted as poor. It means that many
students got the lowest score during their summative test in English. There was

0% interpreted as very poor which shows that none of the students got a test score
45
ranges from 1 to 6 respectively. iii

The results pointed out that most of the learners were not able to get the

highest score during their First Quarterly Summative Test in English. Most of

them got the lowest test scores in English, and few shows average results. There is

a poor academic performance in English due to some distractions related to

modular distance learning. This corresponds to the statement of Klawitter, (2020)

that due to distance learning brought by pandemics, students face challenges that

can affect the way they learn because learning is a self- motivation.

While according to Abdallah el-Omari, (2016) factors that affected the

achievement of students learning in English such as attitudinal, social,

socioeconomic, and extracurricular had a significant relationship with students’

achievement in English learning. However, the study of Mosha, (2014) revealed

that students’ performance was affected by the shortage of English teachers and

the absence of teaching and learning materials.

She also mentioned that limited home support environment and poverty

were contributing factors for poor performance in English. Due to different

factors affecting the way students learn from a different locality, we cannot

disregard the possibility that each of the factors was also present in the learners of

Kinabuhayan Elementary School.

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iii

Table 2. Perception on the respondents on Parent-Child Relationship

Std.
INDICATOR Mean Deviation Interpretation
My parents impart religious beliefs and values to
me
3.88 0.34 Strongly Agree
Tinuturuan ako ng aking mga magulang
1 pananampalataya at mga kaugalian
My parents allow me to express my feelings and
opinions
3.58 0.46  Strongly Agree
Hinahayaan ako ng aking mga magulang na
2 ipahayag ang aking mga saloobin at opinyon
My parents allow me to solve problems on my own

Hinahayaan ako ng aking mga magulang sa 3.38 0.34  Strongly Agree

solusyunan ang aking mga problema na may
3 tamang gabay
I always respect my parents
3.88 0.34  Strongly Agree
Iginagalang ko ang aking mga magulang sa lahat
4 ng oras
My parents discipline me for my misconduct
3.92 0.28  Strongly Agree
Dinidisiplina ako ng aking mga magulang upang
5 itama ang mga maling gawain
I always obey my parents’ rule
3.71 0.46  Strongly Agree
Sinusunod ko ang aking mga magulang na may
6 paggalang
My parents provide basic needs for our family
3.83 0.48  Strongly Agree
Ang aking mga magulang ang nagbibigay ng mga
7 pangunahing pangangailangan ng pamilya
My parents taught me the foundation for success
3.75 0.44  Strongly Agree
Itinuturo ng aking mga magulang ang paraan
8 upang maging matagumpay sa buhay
My parents express their love and concern for me
3.88 0.34  Strongly Agree
Inihahayag ng aking mga magulang ang kanilang
9 pagmamahal at pagmamalasakit sa akin
1 My parents are the most important people in my 3.88 0.34  Strongly Agree
 life

Ang aking mga magulang ang pinakamahalagang

0 tao sa aking buhay
 Strongly
3.77 0.28
Total Mean Agree
Legend
3.25−3.99 Strongly Agree 1.75−2.49 Disagree 47
2.50−3.24 Agree 1.00−1.74 Strongly Disagree iii

Table 2 showed the learner’s perception of their relationship with parents.

A total means of 3.77 and indicated strong agreement.

The results pointed out that the perception of each learner on the parent-

child relationship showed that they had a positive relationship with their parents at

home. The learners knew that their parents were doing their responsibilities for

the family’s welfare. Learners also strongly agree that their parents are important

in their educational success. This corresponds to the findings of Bruch, Turley &

Desmond, (2010) that students performed better in school when they had a

positive relationship with their parents.

While according to the Australian parenting website, (2018) positive

relationships between parents and children were very important because they can

learn and develop best when they have strong, loving, positive relationships with

parents, and other carers. They also mentioned that there is no formula for getting

the parent-child relationship right, but if the relationship with a child is built on

warm, loving, and responsive interaction the child will feel loved and secure.

Based on the results, the respondents personally had an idea of what a

positive parent-child relationship should be. And the good things it can contribute
to their academic success particularly in English learning. Respondents have

probably experienced the love and support of their parents at home. And that they

knew the worth of having a positive relationship with parents throughout their

lives.

Table 3 . Perception of the Respondents on the Involvement of their Parents

Std.
INDICATOR Mean Deviation Interpretation
1 Parenting 3.45 0.37 Highly Involved
2 Communicating 3.43 0.53 Highly Involved
3 Volunteering 3.24 0.48 Moderately Involved
4 Learning at home 3.46 0.52 Highly Involved
5 Decision-making 3.33 0.54 Highly Involved
Collaborating with the 48
3.32 0.54
6 community Highly Involved iii

Total Mean 3.37 0.43 Highly Involved

Legend

3.25−3.99 Highly Involved 1.75−2.49 Less Involved

2.50−3.24 Moderately Involved 1.00−1.74 Not Involved

Table 3 showed that the respondents have parents who were highly

involved with a total mean of 3.37 and a standard deviation of 0.43. The results

pointed out that the perception of learners on parental involvement in six different

categories such as parenting, communicating, volunteering, learning at home,

decision-making, and collaborating with the community indicate a highly engaged

parent in helping their child succeed in school by supporting them in all aspects of

learning especially in English subject. Children believed that the involvement of

their parents in school especially in English learning plays important role in their

education.

According to Kwatubana & Makhalemele, (2015) seeing parents involved

in the education of their children is a good thing because it improves academic

performance. Learners become more focused on their school work. This was also

supported by Sapungan, (2014) that learners whose parents are involved are active

and ready to learn, and become persistent as their parents continuously inquiring

about their progress in school. Based on the results, parental involvement in six

categories can bring success to a child’s academic progress in English because

learners knew how important the involvement of their parents is in their education

especially in English learning.

Table 3.1. Perception of the Respondents on the Involvement of their Parents in

50
49
terms of Parenting iii
Std. Interpreta
INDICATOR Mean Deviation tion

My parents do their work while helping me with

my studies in English reading and writing.
Highly
3.50 0.66
Tinutulungan ako ng aking mga magulang sa Involved
pagbasa at pagsulat sa wikang Ingles kahit sila
1 ay may mga trabaho
My parents and I watch English movies
together to enhance my English vocabulary.
3.42 0.50
Sinasamahan ako ng aking mga magulang na Highly
mmanood ng English movies upang lumawak Involved
2 ang aking bokabularyo

3 My parents help me to improve my reading 3.42 0.58

 skills in English. Highly
Involved
Tinutulungn ako ng aking mga magulang upang
madagdagan ang aking kasanayan sa wikang
Ingles
My parents praised me for my effort and good
attitude towards English subjects.
Highly
3.54 0.51
Pinupuri ako ng aking mga magulang sa aking Involved
pagsisikap at magandang pag-uugali na matuto
4 sa Ingles sabjek
My parents talk to me in English to develop my
English vocabulary. Highly
Involved
3.38 0.71
Kinakausap ako ng aking mga magulang sa
wikang Ingles upang mapalwak pa ang aking
5 bokabularyo
Highly
3.45 0.37
Total Mean Involved
Legend 50
3.25−3.99 Highly Involved 1.75−2.49 Less Involved iii

2.50−3.24 Moderately Involved 1.00−1.74 Not Involved

Table 3.1 showed high involvement as perceived by the respondents in

terms of parenting. Students believed their parents rear them as a child shows high

involvement based on a mean of 3.45 and a standard deviation of 0.37. Results

clearly show that even parents are busy doing their own work high parental

involvement in learning English still existed.

The results pointed out that learners are aware of the involvement of their

parents in their education especially in learning English, that the involvement of

their parents helps them value parenting. The results also showed that the quality

time they spent together makes the student feel more motivated to learn English.

This corresponds to the statement of Deslorges & Abouchar, (2013) that parental

involvement has a positive impact on children's academic achievement.

Involvement with children from an early age has been found to equate with better

outcomes in building a child’s personality.

While according to Henderson & Mapp, (2012) parents play a crucial role

in both home and school environments. Parent should support their children

whether at home or in school to be able to cope with different challenges

especially in this time of the pandemic. Based on the results, respondents knew

how important parenting skills were. They knew that when parents are highly

involved in their education academic success particularly in English subjects will

be achieved.
51
iii

Table 3.2. Perception of the respondents on the involvement of their parents in

terms of Communicating

Std.
INDICATOR Mean Deviation Interpretation
My parents communicate with my teacher
regarding my project in English.
Highly
3.46 0.66
Nakikipag-ugnayan ang aking mga Involved
magulang sa aking guro tungkol sa
1 ‘proyekto ko sa Ingles
My parents communicate with my teacher
regarding my academic progress in English
subject.
3.46 0.59 Highly
Nakikipag-ugnayan ang aking mga Involved
magulang sa aking guro upang alamin ang
2 pag-unlad ko sa asignaturang Ingles
3 My parents give positive feedback about 3.38 0.77
classroom activities, school programs, and
events in English.
Highly
Positibong nagbibigay-puna ang aking Involved
mga magulang sa gawaing pansilid,
programang pampaaralan gayundin sa
 mga aktibidad na pang-Ingles
My parents are interested to get involved in
different activities in school such English
Reading Program.
3.42 0.58 Highly
Masiglang nakikilahok ang aking mga Involved
magulang sa mga programa ng paaralan
4 tulad ng English Reading Program
My parents help my teacher in encouraging
me to work independently with my English
subject.
3.42 0.72 Highly
Katulong ng guro ang aking mga magulang Involved
na mahikayat akong gawing mag-isa ang
5 mga aralin sa Ingles sabjek
Highly
3.43 0.53
Total Mean Involved
Legend
3.25−3.99 Highly Involved 1.75−2.49 Less Involved
2.50−3.24 Moderately Involved 1.00−1.74 Not Involved

52
iii

Table 3.2 showed the perception of the students on the involvement of

their parents in terms of communicating. It indicated that there is a high

involvement of parents based on a mean of 3.43 and a standard deviation of 0.53.

It specifically found out that the respondents believed that parents communicate

with teachers regarding projects in English as well as their progress on those

projects interpreted as highly involved. Their parents also give positive feedback

on classroom activities, school programs, and events in English based on a mean

of 3.38 and a standard deviation of 0.77 interpreted as highly involved. Another

indicator of their parent's involvement in terms of parenting is through school

activities such as English Reading Program which parents also have high
involvement perceived by the respondents. It was also revealed that the learners

believed their parents were highly involved in helping teachers encouraging them

to work independently.

The results pointed out that learners believed the involvement of their

parents in terms of communicating regarding different activities related to English

subjects are very essentials. They are aware that their parents communicate well

with their teachers in school. It is a vital role of parents to communicate

effectively with their teachers. This corresponds to the statements of Kalayci,

(2018) that if parents have a good relationship with the teachers they are likely to

get involved in their children’s English language education directly and indirectly.

Table 3.3. Perception of the Respondents on the Involvement of their Parents in

terms of Volunteering

Std.
Deviatio
INDICATOR Mean n Interpretation
My parents serve as active members of the
English Club Organization.
Moderately
3.08 0.72
Involved
Aktibong miyembro ng English Club
1 Orgaization ang aking mga magulang
My parents support other school activities
such as English Speaking Contest.
Highly
3.38 0.65
Sinusuportahan ng aking mga magulang Involved 
ang iba’t ibang programa ng paaralan tulad
2 ng English Speaking Contest
My parents encourage other parents to join
the English Club organization and other
English-related activities in school.
Moderately
3.21 0.66
Hinihikayat ng aking mga magulang ang Involved
kapwa niya magulang na sumali sa English
Club Organizationmaging sa iba pang
3 programa na nauugnay rito
 My parents volunteer to give an
inspirational message during English
Speaking Contest.
 Moderately
3.04 0.62
Involved
Boluntaryong nagbiigay ng madamdaming
mensahe ang aking mga magulang kapag
4 nagdiriwang ng English Speaking Contest
My parents support school activities such
as the English Reading program.
Highly
3.50 0.51
Sinusuportahan ng aking mga magulang Involved
ang mga Gawain sa paaralan tulad ng
5 English Reading Program 53
Moderately iii
3.24 0.48
Total Mean Involved
Legend
3.25−3.99 Highly Involved 1.75−2.49 Less Involved
1.00−1.74 Not Involved 2.50−3.24 Moderately Involved

Table 3.3 showed parental involvement in terms of volunteering, indicated

a mean of 3.24 and a standard deviation of 0.48 which shows that parents were
54
moderately involved in volunteering in school activities related to English

learning. The results of serving as an active member of the English organization,

encouraging other parents to be part of the organization, and volunteering to give

inspirational messages were interpreted as moderately involved. It can be said that

though many parents are involved in their child’s learning, most of them do not

have much time for volunteering for school-related activities. It may be mostly

because of their jobs. The second and last indicators on supporting school

activities were both show high involvement of parents perceived by the students.

The results pointed out that learners believed it is important that their

parents are supporting school-related activities in English, but at the same time

parents should also extend themselves in volunteering in different activities

personally, since only two indicators show high involvement, while others are

moderately involved. This was supported by Epstein, (2015) that families who

volunteer grow more familiar and comfortable with their children’s school and

teacher as well. Volunteering efforts that tap parental talents enrich school

progress and facilitate individualized learning outcomes. Based on the results,

learners are aware that their parents should somewhat support school activities

and programs but do not engage themselves with the activities that are related to

English learning. Based on the results, respondents knew that their parents were

moderately involved when it comes to volunteering. Parents should exert much

effort on volunteering because it will bring good outcomes to their child’s

academic progress in school.

Table 3.4. Perception of the respondents on the involvement of their parents in

55
terms of Learning at Home iii

Std.
INDICATOR Mean Deviation Interpretation
My parents encouraged me to speak
in English at home frequently.
Moderately
3.21 0.72
Hinihikayat ako ng aking mga Involved
magulangna magsalita palagi sa
1 wikang Ingles sa aming tahanan
My parents help me as I struggle
with my English written homework.
3.63 0.58 Highly Involved
Tinutulungan ako ng aking mga
magulang kapag ako ay nahihirapan
2 sa takdang-aralin sa Ingles
3 My parents demonstrate a positive 3.54 0.51
attitude towards my studies in
learning English at home.
Highly Involved
Nakikita kong natutuwa ang aking
mga magulang na natututo akong
 mag-Ingles sa aming bahay
My parents encourage me to have a
love for reading in English.
Highly Involved
3.46 0.59
Hinihikayat ako ng aking mga
magulang na maging mahilig sa
4 pagbabasa ng Ingles
My parents make sure that the home
environment is welcoming and a
motivating place for my study in
English subject.
Highly Involved
3.46 0.59
Isinasaayos ng aking mga maglang
an gaming tahanan sa isang kaaya-
aya at tahimik na lugar na
nagbiigay sigla sa pag-aaral ko sa
5 Ingles sabjek
3.46 0.52
Total Mean Highly Involved
Legend
3.25−3.99 Highly Involved 1.75−2.49 Less Involved
1.00−1.74 Not Involved 2.50−3.24 Moderately Involved

Table 3.4 revealed a high involvement of parents in terms of learning at

56
home(X =3.46 , σ =0.52) . Parents encouraging their children to speak English at iii

home frequently resulted in a mean of 3.21 and a standard deviation of 0.72 which

was interpreted as moderately involved. Among the indicators under this variable,

only the first indicator was interpreted as moderately involved. The learners

believed that their parents are highly involved in helping them when they

struggled with their English homework which also demonstrated the parents’

positive attitude in their studies. The last two indicators had a mean of 3.46 and a

standard deviation of 0.59 which shows high involvement.

The results pointed out that students believed it is important that their

parents motivate and help them in learning English subjects while at home.
Parents’ vital role is to help children learn by guiding and encouraging them

towards learning at home whereas according to Durisic, (2017) parental

involvement can encourage children’s and adolescents’ achievement in many

ways. One way that parents can contribute positively to their children’s education

is to assist them with their academic work at home. While according to Alonso,

(2017) parenting style in their involvement with their children’s education while

at home was associated with differential effects in academic performance.

Based on the results, learners knew how important the involvement of

their parents at home especially parental support in studying English lessons. It is

better if parents would exert their effort in communicating with their children

through the English medium of communication to help them understand the

English language better.

Table 3.5. Perception of the respondents on the involvement of their parents in

57
terms of Decision-Making iii

Std.
INDICATOR Mean Deviation Interpretation
My parents seek advice from the school to
attain positive English learning outcomes.

Humihingi ng payo ang aking mga 3.42 0.65 Highly Involved

magulang sa paaralan upang maging
kapakipakinabang ang pagkatuto ko sa
1 Ingles
My parents provide positive suggestions
for learning English at home and in school.
3.42 0.65 Highly Involved
Nagbibigay ng magagandang mungkahi
ang aking mga magulang sa pagkatuto ko
2 ng Ingles sa tahanan at sa paaralan
Parents get involved in decisions
concerning a child’s academic needs in 3.29 0.55 Highly Involved
3 English subjects.
 Kasama ng paaralan ang aking mga
magulang sa pagdedesisyon sa pang-
akademikong pangangailangan ng mga
mag-aaral sa Inles sabjek
My parents attend the quarterly meeting to
be updated about my academic progress
in English subjects.
Moderately
3.21 0.78
Involved
Palagiang dumadalo sa miting ang aking
mga magulang upang alamin ang pag-
4 unlad ko sa Ingles sabjek
My parents are talking to other parents to
be updated regarding school issues and
concerns about English learning.
3.33 0.70 Highly Involved
Nakikipag-usap ang aking mga magulang
sa kapwa niya magulang upang malaman
ang mga bagong isyu at usapin na may
5 kinalaman sa pag-aaral sa Ingles
Total Mean 3.33 0.54 Highly Involved
Legend
3.25−3.99 Highly Involved 1.75−2.49 Less Involved 58
2.50−3.24 Moderately Involved 1.00−1.74 Not Involved

Table 3.5 displayed the perception of the respondents on the involvement

of their parents in terms of decision-making in which they showed high

involvement. The learners believed that their parents were highly involved in

seeking advice from school to attain a positive learning outcome as well as

provide them with positive suggestions in learning English at home and in school

which is both supported by a mean of 3.42 and a standard deviation of 0.65.

Although they strongly agreed that their parents are involved in decisions

concerning their academic needs in the subject, while students believed that their

parents were moderately involved in attending quarterly meetings. A mean of

0.33 and a standard deviation were revealed on the last indicator which was

interpreted as highly involved.

The results pointed out that students are aware of the importance of

parental involvement in making decisions about their education, particularly in

English learning. The results also showed that 4 out of 5 indicator shows high

involvement while only one indicator shows moderately involved, probably

because students are also aware that their parents are usually not attending

quarterly meetings in school. But despite their parents not attending quarterly

meetings they still believed that parents’ vital role in their education is to get

involved in decision-making to uplift their academic progress towards English

learning. This was supported by Cloate, (2016) that as much as parents

Table 3.6. Perception of the Respondents on the Involvement of their Parents in

terms of Collaborating with the Community

Mea Std. Interpretati

INDICATOR n Deviation on
My parents involved themselves in creating
school’s localized reading materials in English
found in the community.
Highly
3.25 0.74
Nakikisangkot ang aking mga magulang sa Involved
paaralan sa paggawa ng mga panlokal ns
babasahin sa Ingles sa pwedeng matagpuan sa
1 komunidad
My parents participate in school’s DReaM (Daily
Reading Moment) Project in English.
Moderately
3.13 0.61
Nakikilahok ang aking mga magulang sa Involved
proyektong DReaM (Daily Reading Moment sa
2 English
3 My parents support project R-BYE (Read Before 3.38 0.65 Highly
You Enter) for the learners to develop English Involved
communication skills.
 Sinusuportahan ng aking mga magulang ang
proyektong R-BYE o Read Before You Enter
para sa mga mag-aaral upang mapahusay ang
kakayahan sa pagsasalita
58
iii
My parents allow me to get involve in school
activities that enhance my skills in English.
Highly
Pinapayagan ako ng aking mga magulang na 3.46 0.66 Involved
makilahok sa gawaing pampaaralan na
magpapaunlad sa kasanayan ko sa wikang
4 Ingles
My parents collaborate with the school to
develop enhancement program in English
learning. Highly
3.38 0.65 Involved
Nakikiisa sa paaralan ang aking mga magulang
upang makabuo ng programang naglalayong
5 mapaunlad ang pagkatuto ko sa Ingles 59
Highly iii
3.32 0.54
Total Mean Involved
involved themselves in the education of their children, more academic progress

will achieve.

Legend 60
3.25−3.99 Highly Involved 1.75−2.49 Less Involved iii

2.50−3.24 Moderately Involved 1.00−1.74 Not Involved

Table 3.6 displayed the perception of the respondents on the involvement

of their parents in terms of collaborating with the community elicited high

involvement based on a total mean of 3.32 and a standard deviation of 0.54.

Indicators under this table were interpreted as highly involved except for the

second indicator which parents were only moderately involved(X =3.13 , σ=0.61)

. Involvement of parents in creating the school’s localized materials resulted in a

mean of 3.25 and a standard deviation of 0.74 while their support in the project R-

BYE resulted in a mean of 3.38 and a standard deviation of 0.65. Parents allowing

the learners to get involved in school activities had a mean of 3.46 and a standard
deviation of 0.66 while collaborating with the school in developing an

enhancement program had a mean of 3.38 and a standard deviation of 0.65.

The results pointed out that the students are aware of the vital roles of their

parents in collaborating with the school community. When parents are involved in

student learning, they are likely to improve student’s academic performance and

feel more confident in taking more rigorous tasks in school which corresponds to

Al-Mahrooqi, (2016) that parents’ awareness of their involvement, the obstacle of

being involved, and how often their involvement in schools’ activities of their

children have potential benefits. Based on the results, respondents knew how

important the involvement of their parents is in collaborating with the community

because it can support their academic needs not only in English but in all aspects

of learning.

Table 4. Correlation of Learner’s Perception on Parent-Child Relationship and

Parental Involvement

Indicator r −value p−value Interpretation 61

iii
Parental
Involvement
0.520 0.0092 Significant
Legend
p<0.05 Significant
p>0.05 Not Significant

Table 4 showed a significant, strong, and positive correlation between

learners’ perception of the parent-child relationship and parental involvement (

p=0.0092, p<0.05 ). An r -value of 0.520 further reinforces the relatively strong

relationship between the variables. This correlation indicates that the more
positive the learner’s perception is towards the relationship between parent and

child, the higher the involvement of the parents.

The findings implied that the relationship between the learner’s perception

of the parent-child relationship and parental involvement indicates a significant

correlation. The results show that there is a strong relationship between the

variables. This correlation indicates that the more positive the learner’s perception

is towards the relationship between parent and child, the higher the involvement

of the parents in the child’s education. This supports the study of Mo, (2008) that

parents’ relationship and involvement, nurturing and conveying higher

educational aspiration with their children had the strongest effect on student’s

performance in school.

Table 5. Correlation of Learner’s Academic Performance in English on

Indicator r −value p−value Interpretation

Learner’s
Perception on
Parent-Child 0.240 0.2586 Not Significant
Relationship
62
Parental iii
Involvement 0.336 0.1084 Not Significant
Legend
p<0.05 Significant
p>0.05 Not Significant

Table 5 showed the correlation of learner’s academic performance in

English on learner’s perception of the parent-child relationship and parental

involvement¿, p=0.1084respectively, p<0.05 ) which shows that there is no

significant relationship between the variables. An r -value of 0.240 further shows

a negligible correlation between learners’ academic performance in English and

their perception of parent-child relationship while an r -value of 0.336 shows a

low positive correlation between learners’ academic performance in English and

parental involvement. This correlation indicates that the learner’s perception of

the relationship between their parents and their involvement is not significant.

The results pointed out that the learner’s perception of the parent-child

relationship and parental involvement towards their academic performance in

English indicate having no significant correlation. Based on the results, the

respondents believe that parents have vital roles in their education, but that
63
doesn’t mean that it can affect their tests score in English subjects. The result in iii

academic performance in English clearly showed that students have different

abilities to communicate and comprehend effectively in English instructions

during examinations. As a result, poor performance in English occurs. This

supported the study of Olanipekun, (2013) that students who have so much

difficulty with their communication skills in English may not function effectively

not only in English but also in their academic performance. When a student’s

proficiency is high, it will affect and improve the academic performance of such

students. Nevertheless, when proficiency in English is lacking in any academic

setting, it will lower the child’s academic performance.

Guideline of Strength of Correlation

 64
iii

The Parent-Teacher Partnership Program for learners’ improvement in

English Learning entitled “English Program in the Pandemic Times Home

Study in English” was developed based on the findings of the study. The

findings revealed that learners strongly agree and perceived the parent-child

relationship as a positive indicator of learning outcomes. Also, learners believed

that their parents are highly involved in their education particularly in English

learning and that involvement in six categories such as parenting, communicating,

volunteering, learning at home, decision-making, and collaborating with the

community can contribute to their success academically. The results of the

findings were of great impact on the development of parent-teacher partnership

programs because it will not only help learners improve academic achievement in

English learning but also increase parental involvement in education and develop

a good relationship between parents and teachers as well.

I. RATIONALE

In line with Batas Pambansa Bilang 232, Chapter 3, Section 14 known as

the “Duties and Obligations of Parents”, all parents individually or collectively,

through the school systems, shall help carry out the educational objectives by the

national goals, shall be obliged to enable their children to obtain elementary

education and shall strive to enable them to obtain secondary higher education in
65
the pursuance of the right formation of the youth, and shall cooperate with the

school in the implementation of the school program curricular and co-curricular

(https://leb.gov.ph, 2018). Education must continue despite the challenges brought

by the pandemic. To further sustain these duties and obligations, the school shall

strengthen its partnership among parents to achieve learners’ full potentials.

Instead of this, a researcher from Kinabuhayan Elementary School

develops a Parent-Teacher’s Partnership Program for learner’s improvement in

English learning” for the School Year 2020-2021.

II. OBJECTIVES

Parent-teacher partnership program primarily designed to help learners

improve their academic achievement in English learning with collaborative efforts

of parents and teachers. The program assists learners with their study habits,
academic progress, and improvement in reading and writing skills even on

distance learning.

Learners together with their parents are required to participate in a

workshop that promotes child-rearing and parenting skills. This will provide the

learners with an opportunity to interact with their parents as well as provide the

teachers to monitor the learner’s progress in English learning.

According to Delgado, (2019) partnership between teachers and parents

can improve students’ grades, attendance, and learning motivation. As an

educator, it is essential to look for ways on how to develop a learner’s skills,

66
abilities, and competencies. Through an effective parent-teacher partnership

program, learners become more capable, competent, and confident in themselves,

and their performance in school, and are better able to reach their goals in life.

Table 6. English Program in the Pandemic Times Home Study in English

KEY
RES OBJECTIVES KEY STRATEGIES/ PERSONS/ TIM RESO PROGRAM
ULT
ARE PERFORMAN ACTIVITIES AGENCIES E URCE OUTCOMES
A CE INVOLVED FR S
INDICATOR AM
E

-Assist -Family support -Support School S.Y. School -Awareness of

families with programs and learning in Administrati 202 ’s family
parenting guides learners English for on, 1- Fund supervision
skills, family with reading, Grade 4 learners teachers, 202 towards English
support, and comprehension by providing and parents 3 learning at home
setting home , and them different
conditions to vocabulary learning
support skills in English resources such
learning at home as storybooks,
P
A
towards pamphlets, and
R English others for daily
E subject reading with
N parents or
T siblings
I
N
G
-Provide -Guide family -Workshops, School S.Y. School -Increased
parents with on the use of videotapes, and Administrati 202 ’s fund parenting skills
knowledge on different media phone messages on, 1- and child-rearing
the use of platforms to get on parenting and teachers, 202 activities towards
different connected with child-rearing and parents 3 English learning
media them and to activities and enhanced
platforms that facilitate associates with the use of
facilitate learning in English learning different media
learning English platforms
towards
English
subject 67
iii

-Communicate Increases the -Build a bridge. School S.Y. School -Awareness of

with parents percentage of Communicate Administrati 202 ’s parents on
about school parents who with parents and on, 1- Fund learner’s
programs and participate the provide frequent teachers, 202 academic
activities that classroom- and timely and parents 3 progress and
C enhance based activities feedback to actions needed
O students’ for the support to maintain or
M academic enhancement academic improve
M progress of English progress in student’s grade
U
N
towards learning. English through in English
I English the use of subject.
C learning. different media
A platforms.
T
I -Create two- Involvement of -Conduct School S.Y. School -Communication
N way parents in parents’ Administrati 202 ’s and good
G
communicatio giving timely orientations and on, 1- Fund camaraderie
n channels feedback about quarterly teachers, 202 between
between the progress of meetings to keep and parents 3 teachers and
teacher and their children in track of student’s parents in
parent English academic attending to the
learning progress in the needs of the
English subject learners in
English
enhanced

Increase Increases the Identify and School S.Y. School Increased

parental number of educate parents Administrati 202 ’s parental
involvement attendees on their on, 1- Fund involvement in
and during significant role teachers, 202 and English
contribution of programs in towards better and parents 3 donati programs and
their time and school and teaching and ons other related
efforts to other related learning process activities
achieve higher activities in English
and significant associates with through
V
O
goals geared English orientations and
L towards learning. workshops
U increasing the
N learning in
T English
E subject
E
R
I
N Increase Timely Conduct School S.Y. School Awareness of
G parental feedback on classroom Administrati 202 ’s the importance
involvement child’s volunteer on, 1- Fund of giving timely
for building academic programs to help teachers, 202 and feedback about
camaraderie progress in students acquire and parents 3 donati activities that will
between English skills necessary ons enhance
parents and to learn English students’
teachers to subjects better academic
create achievement
confidence towards English
and self- learning.
esteem of the
learners
towards
English
learning.
L
E Involve Provide Calendar with School S.Y. School Homework
A families with information and activities for Administrati 202 ’s completion and
R
N
their children ideas to parents and on, 1- Fund Positive attitude
I in studying families on how students to help teachers, 202 and towards
N English at to help students them do the and parents 3 donati completing the
G home, with their given tasks in ons task in English
including studies in English subject learning
A homework, English at
T goal setting, home.
H
and other
O activities
M related to
E English
learning

D Includes Active Independent School S.Y. School Awareness of

E parents as participation of advocacy Administrati 202 ’s representation of
C
I
participants in PTA or other concerning on, 1- resour parents in
S school parents’ child’s academic teachers, 202 ces decision-making
I decisions, organizations in needs in English and parents 3 and and their voices
O governance, English subject through parent towards child’s
N and advocacy learning. school s’ academic
activities in conferences and resour progress in
M English activities ces English
A
K
through
I parents
N organizations
G

C -Create -Increases the -Information for -School S.Y. - -Enhance

O school’s level of parental students and Administrati 202 School knowledge and
L
L
localized involvement in families on on, 1- ’s awareness on
A reading identifying and community teachers, 202 resour the use of local
B materials in integrating recreational and parents 3 ces resources in the
O English found resources and activities and and community by
R in the services from programs parent family and child
A community the community associated with s’ to increase skills
T to strengthen English learning resour in English
I
N
school such as ces
G programs, workshops and
family conducting
W practices, and community
I student programs
T learning and
 H development
towards child’s
T academic
H
E
progress in
English
C learning
O
M
M
U 68
N 69
iii
T
iii
Y

The program focuses on the learning outcomes of Grade IV learners in

English while on distance learning. It will also increase awareness of the

importance of parental involvement in education. Furthermore, it builds

camaraderie between teachers and parents in giving learners the quality of

education they need to succeed in life despite the pandemic. In addition, the

program provides outcomes that will not only cater to the needs of Grade IV

learners and their parents but also benefitted the entire school community.
 70
iii

CHAPTER IV

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, the conclusion drawn

based on the statistical treatment of data, and the recommendations.

This study was purposely conducted to develop a parent-teacher

partnership program for learners and their parents in English learning.

Specifically, it sought answers regarding the academic performance of the Grade

IV learners in English based on their First Quarterly Summative test results, the

learner’s perception of a parent-child relationship, as well as learner’s perception

of the involvement of their parents. Furthermore, it sought to answer if there is a

significant relationship between learner’s perception of the parent-child

relationship and parental involvement and if there is a significant relationship

between learner’s academic performance in English on their perception of the

parent-child relationship and parental involvement.

The study utilized the Descriptive research method through survey method

wherein the selected participants were the Grade IV learners handled by the
researcher composed of twenty-four (24) respondents who were officially

enrolled in Kinabuhayan Elementary School for the school year 2020-2021 under

the modular distance learning modality. The following findings are summarized

based on the sequence of a specific problem in the study.

71
iii

Summary of Findings:

The most important findings of the study are as follows:

1. The academic performance of Grade IV learners in English during their

First Quarterly Summative test showed that 17% were excellent, 33%

were interpreted as good, 17% has an average result, while 33% out of

100% were interpreted as poor.

2. The perception of the respondents on parent-child relationship with a total

mean of 3.77 and a standard deviation of 0.28 showed strong agreement.

3. The perception of the respondents on the involvement of their parents in

six categories such as parenting, communicating, volunteering, learning at

home, decision-making, and collaborating with the community with a total

mean of 3.37 and a standard deviation of 0.43 indicated high involvement.

4. There was a significant relationship between the learner’s perception of

the parent-child relationship and parental involvement.

5. There was no significant relationship between learners’ academic

performance in English on their perception of the parent-child relationship

and parental involvement.

6. Parent-teacher partnership program entitled “English Program in the

Pandemic Times Home Study in English” has been developed.

72
iii

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The parents had a positive relationship with their children and that

strong foundation can motivate a child to learn English even better.

2. Parental involvement in six categories such as parenting,

communicating, volunteering, learning at home, decision-making, and

collaborating with the community is very important to improve

academic performance in English.

3. The hypothesis stating that there is no significant relationship between

learners’ views on the parent-child relationship and their perception of

parental involvement is rejected at a 0.05 level of significance.

4. The hypothesis stating that there is no significant relationship between

learners’ views on the parent-child relationship and parental

 involvement in their academic performance in English is accepted.

There is no statistical relationship between the variables.

Recommendations

Based on the findings and conclusions, the following

recommendations are offered:

1. Classroom PTA officers may develop a classroom-based program that will

73
assist learners at risk in English learning. iii

2. Teachers may review the Parent-Teacher Partnership Program for

learners’ improvement in English learning so that it will be aligned with

the learning needs of the pupils in different grade levels.

3. Endorsement of Parent-Teacher Partnership Program for learner’s

improvement in English Learning to school principal for possible

implementation in respective grade level.

4. Experts in the educational field such as school district supervisors may

evaluate the program to ensure the effectiveness of the program in

teaching English.

5. Similar studies may be conducted as a follow-up study including variables

not incorporated in the present study for future research.

 74
iii

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Appendix A: Letter of Request for Principal

SAN PABLO COLLEGES
Graduate School
San Pablo City

March 01, 2021

ARMAN M. CLAVERIA
Head Teacher II
Kinabuhayan Elementary School

The undersigned is a Graduate School Student currently completing a master's

degree, Master of Arts in English, at San Pablo Colleges, San Pablo City. At
present, she is in the last phase of her study and aims at gathering information on
the parent-child relationship and parental involvement.

In this regard, the researcher asks for permission to survey among the Grade 4
learners in Kinabuhayan Elementary School. Rest assured that their response will
be kept in strict confidentiality.

The researcher hopes that this request will solicit the kindest consideration.
Thanks a lot, and God bless.
Sincerely,

RAQUEL M. LUNA
Researcher

Noted:

JASPER M. DEL VALLE, EdD

Thesis Adviser

80
iii

Appendix B: Letter of Request for Respondents

SAN PABLO COLLEGES

Graduate School
San Pablo City

Dear Students,
The enclosed questionnaire contains the information which is to be
answered honestly regarding the study entitled “Parent’s-Teacher’s Partnership
Program for English 4 Students of Kinabuhayan Elementary School”
specifically the learner’s perception of parent-child relationship and perception on
the parental involvement in school. Your responses are treated with
confidentiality.
Appreciation is expressed for your collaborative effort.

( Ang nakapaloob na palatanungan ay naglalaman ng mga impormasyon

kung saan kinakailangang sagutin nang buong katapatan ang pag-aaral tungkol sa
“Parent’s-Teacher’s Partnership Program for English 4 Students of
Kinabuhayan Elementary School” partikular sa perception on parent-child
relationship at perception on the parental involvement in school. Ang inyong mga
tugon ay ituturing na isang kumpidensyal.
Ipinahahatid ang lubos na pasasalamat sa inyong pakikiisa.)

RAQUEL M. LUNA
Researcher

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Appendix C: Survey Questionnaire

PART I. PERCEPTION OF PARENT-CHILD RELATIONSHIP

DIRECTION: Please check your response to the items. Your honesty is sincerely
appreciated.
(Panuto: Lagyan ng tsek (√) ang iyong tugon sa bawat aytem. Ang inyong katapatan ay
lubos na pinasasalamatan.)

Scale: (Antas)
4-Strongly Agree (Lubos na Sumasang-ayon) 2-Disagree (Sumasalungat)
3-Agree (Sumasang-ayon) 1- Strongly Disagree (Lubos naSumasalungat)
Parent - Child Relationship 4 3 2 1

1. My parents impart religious beliefs and values to me

(Tinuturuan ako ng aking mga magulang pananampalataya at mga

kaugalian)
2. My parents allow me to express my feelings and opinions

(Hinahayaan ako ng aking mga magulang na ipahayag ang aking mga

saloobin at opinyon)
3. My parents allow me to solve problems on my own

(Hinahayaan ako ng aking mga magulang sa solusyunan ang aking mga

problema na may tamang gabay)
4. I always respect my parents

(Iginagalang ko ang aking mga magulang sa lahat ng oras)

 5. My parents discipline me for my misconduct

(Dinidisiplina ako ng aking mga magulang upang itama ang mga maling
gawain)
6. I always obey my parents’ rules with respect

(Sinusunod ko ang aking mga magulang na may paggalang)

7. My parents provide basic needs for our family

(Ang aking mga magulang ang nagbibigay ng mga pangunahing

pangangailangan ng pamilya)
8. My parents taught me the foundation for success

(Itinuturo ng aking mga magulang ang paraan upang maging

matagumpay sa buhay)
9. My parents express their love and concern for me

(Inihahayag ng aking mga magulang ang kanilang pagmamahal at

pagmamalasakit sa akin)
10. My parents are the most important people in my life 82
iii

(Ang aking mga magulang ang pinakamahalagang tao sa aking buhay)

PART II. PERCEPTION ON THE PARENTAL INVOLVEMENT IN SCHOOL

DIRECTION: Please check your response to the items. Your honesty is sincerely
appreciated.
(Panuto: Lagyan ng tsek (√ ) ang iyong tugon sa bawat aytem. Ang inyong katapatan ay
lubos na pinasasalamatan.)

Scale: (Antas)
4-Highly Involved (Lubos na Kasangkot) 2-Less Involved(Hindi gaanong Kasali)
3-Moderately Involved ( Katamtamang Kasangkot) 1- Not Involved (Hindi Kasali)

4 3 2 1

A. Parenting

1. My parents do their work while helping me with my studies in English

reading and writing.

(Tinutulungan ako ng aking mga magulang sa pagbasa at pagsulat sa

wikang Ingles kahit sila ay may mga trabaho)
2. My parents and I watch English movies together to enhance my
English vocabulary.

(Sinasamahan ako ng aking mga magulang na manood ng English

movies upang lumawak ang aking bokabularyo)
3. My parents help me to improve my reading skills in English.

(Timutulungan ako ng aking mga magulang upang madagdagan ang

aking kasanayan sa wikang Ingles)
4. My parents praised me for my effort and good attitude towards English
subjects.

(Pinupuri ako ng aking mga magulang sa aking pagsisikap at

magandang pag-uugali na matuto sa Ingles sabjek)
5. My parents talk to me in English to develop my English vocabulary.

(Kinakausap ako ng aking mga magulang sa wikang Ingles upang

mapalawak pa ang aking bokabularyo)

B. Communicating

1. My parents communicate with my teacher regarding my project in 83

English. iii

(Nakikipag-ugnayan ang aking mga magulang sa aking guro tungkol sa

proyekto ko sa Ingles.)
2. My parents communicate with my teacher regarding my academic
progress in English subject.

(Nakikipag-ugnayan ang aking mga magulang sa aking guro upang

alamin ang pag-unlad ko sa asignaturang Ingles)
3. My parents give positive feedback about classroom activities, school
programs, and events in English.

(Positibong nagbibigay-puna ang aking mga magulang sa gawaing

pansilid, programang pampaaralan gayundin sa mga aktibidad na pang-
Ingles)
4. My parents are interested to get involved in different activities in
school such English Reading Program.

(Masiglang nakikilahok ang aking mga magulang sa mga programa ng

paaralan tulad ng English Reading Program)
5. My parents help my teacher in encouraging me to work independently
with my English subject.

(Katulong ng guro ang aking mga magulang na mahikayat akong gawing

mag-isa ang mga aralin sa Ingles sabjek)
C. Volunteering

1. My parents serve as active members of the English Club

Organization.

(Aktibong miyembro ng English Club Organization ang aking mga

magulang.)
2. My parents support other school activities such as English Speaking
Contest.

(Sinusuportahan ng aking mga magulang ang iba’t ibang programa ng

paaralan tulad ng English Speaking Contest.)
3. My parents encourage other parents to join the English Club
organization and other English-related activities in school.

(Hinihikayat ng aking mga magulang ang kapwa niya magulang na

sumali sa English Club Organization maging sa iba pang programa na
nauugnay rito.)
4. My parents volunteer to give an inspirational message during English
Speaking Contest.

(Boluntaryong nagbibigay ng madamdaming mensahe ang aking mga

magulang kapag nagdiriwang ng English Speaking Contest.)
5. My parents support school activities such as the English Reading 84
program. iii

(Sinusuportahan ng aking mga magulang ang mga gawain sa paaralan

tulad ng English Reading Program.)
D. Learning At Home

1. My parents encourage me to speak English at home frequently.

(Hinihikayat ako ng aking mga magulang na magsalita palagi sa wikang

Ingles sa aming tahanan.)
2. My parents help me as I struggle with my English written homework.

(Tinutulungan ako ng aking mga magulang kapag ako ay nahihirapan sa

takdang-aralin sa Ingles.)
3. My parents demonstrate a positive attitude towards my studies in
learning English at home.

(Nakikita kong natutuwa ang aking mga magulang na natututo akong

mag-Ingles sa aming bahay.)
4. My parents encourage me to have a love for reading in English.

(Hinihikayat ako ng aking mga magulang na maging mahilig sa

pagbabasa ng Ingles.)
5. My parents make sure that the home environment is welcoming and a
motivating place for my study in English subject.

(Isinasaayos ng aking mga magulang ang aming tahanan sa isang

kaaya-aya at tahimik na lugar na magbibigay sigla sa pag-aaral ko sa
Ingles sabjek.)
E. Decision-Making

1. My parents seek advice from the school to attain positive English

learning outcomes.

(Humihingi ng payo ang aking mga magulang sa paaralan upang maging

kapakipakinabang ang pagkatuto ko sa Ingles.)
2. My parents provide positive suggestions for learning English at home
and in school.

(Nagbibigay ng magagandang mungkahi ang aking mga magulang sa

pagkatuto ko ng Ingles sa tahanan at sa paaralan.)
3. Parents get involved in decisions concerning a child’s academic needs
in English subjects.

(Kasama ng paaralan ang aking mga magulang sa pagdedesisyon sa

pang-akademikong pangangailangan ng mga mag-aaral sa Ingles
sabjek.)

4. My parents attend a quarterly meeting to be updated about my 85

academic progress in English subjects. iii

(Palagiang dumadalo sa miting ang aking mga magulang upang alamin

ang pag-unlad ko sa Ingles sabjek.)
5. My parents are talking to other parents to be updated regarding school
issues and concerns about English learning.

(Nakikipag-usap ang aking mga magulang sa kapwa niya magulang

upang malaman ang mga bagong isyu at usapin na may kinalaman sa
pag-aaral sa Ingles.)
F. Collaborating with the Community

1. My parents involved themselves in creating the school’s localized

reading materials in English found in the community.

(Nakikisangkot ang aking mga magulang sa paaralan sa paggawa ng

mga panlokal na babasahin sa Ingles na pwedeng matagpuan sa
komunidad.)
2. My parents participate in the school’s DReaM (Daily Reading Moment)
Project in English.

(Nakikilahok ang aking mga magulang sa proyektong DREAM o Daily

Reading Moments sa Ingles.)
3. My parents support project R-BYE (Read Before You Enter) for the
learners to develop English communication skills.

(Sinusuportahan ng aking mga magulang ang proyektong R-BYE o Read

Before You Enter para sa mga mag-aaral upang mapahusay ang
kakayahan sa pagsasalita.)
4. My parents allow me to get involved in school activities that enhance
my skills in English.

(Pinapayagan ako ng aking mga magulang na makilahok sa gawaing

pampaaralan na magpapaunlad sa kasanayan ko sa wikang Ingles.)
5. My parents collaborate with the school to develop an enhancement
program in English learning.

(Nakikiisa sa paaralan ang aking mga magulang upang makabuo ng

programang naglalayong mapaunlad ang pagkatuto ko sa Ingles.)

THANK YOU!
GOD BLESS!

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CURRICULUM VITAE

Name : RAQUEL M. LUNA

Address : Brgy. Bulakin 1, Dolores, Quezon
Email : raquel.luna001@deped.gov.ph
Contact number : 0919-7363-960
__________________________________________________________________

PERSONAL DATA
Nationality : Filipino
Gender : Female
Marital Status : Widowed
Date of Birth : August 15, 1987
Place of Birth : Dolores, Quezon

EDUCATION
2018-present : Master of Arts in English at San Pablo Colleges
2012-2015 : Bachelor of Elementary Education at DLSP
(Dalubhasaan ng Lunsod ng San Pablo)
2009-2009 : Studied Vocational Course at ACEBA System
Technology Institute
2000-2004 : Studied at Dagatan National High School
1994-2000 : Studied at Bulakin Elementary School
ADDITIONAL TRAINING
November 27-29, 2017 : Has completed training in recognition of
Participation on Division Roll-out of Financial
Management Operations Manual and Other
Financial Management Practices
February 12-16, 2018 : Has completed training in recognition of
Participation on Regional Mass Training of
Receiving Teachers on SPED
August 23-25, 2018 : Has completed training in recognition of
Participation on Cluster Roll-Out on
Pedagogical Retooling in Mathematics,
Languages and Science (PRIMALS)
May 1-3, 2019 : Has completed training in recognition of
Participation on International Mind
Education Specialist Training (MEST):
Seminar-Workshop on Leadership Enhancement