UNIVERSITY OF CALOOCAN CITY

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PARENTS’ INVOLVEMENT IN THE SCHOOL PERFORMANCE OF

LEARNERS IN EARLY GRADES: BASED FOR AN ENHANCED
INTERVENTION PROGRAM

A Thesis

Presented to

The Faculty of the Graduate School

University of Caloocan City

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Teaching

Early Grade

By

Marivic T. Guballo

2021
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The family in the Philippines is perceived as an important part of the

society. It has been shaped by the unique history, values, experiences,

adaptations, and ways of being that characterize.

Parents are directly involved in the education of their children. They

involved themselves in the learning process of their children. They fulfill their

duties as parents in making sure that the learner is assisted in the process of

learning as much as they possibly can It is well established that parents

matter greatly for their children’s development and success both in and out of

school. Yet there are no manuals or sure strategies for raising happy, caring,

confident, and successful children.

They do their best with the information that they have or receive to teach

their infants to walk and talk, help toddlers learn and play, and help young

children get ready to succeed in school. Teachers, too, work diligently to foster

their students’ academic achievement and social and emotional development.

As they work with good intentions to guide their children, parents and teachers

experience many bumps in the road.

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In reading, children need parents to be their reading role models with daily

practice in order to navigate successfully through beginning literacy skills. In

facts, we know that parents are the first one who teach the child how to speak,

read, write and count. They are the first and most important teacher in any

child’s life. Further, numerous educational studies have shown that kids who

grow up in a literacy-rich environment excel in school versus students who

come from home without much exposure to books. Clearly, parent

involvement in early literacy is crucial for a child’s success in school and

consequently, life.

Reading bedtime stories to your child is great; it promotes early literacy

and fosters a love for reading, all while providing an important parent/child

bonding time that increases your child’s social and cognitive development. But

simply reading a book alone isn’t enough to develop crucial early literacy skills

like those mentioned above.

Instead, parents need to be the premier literacy guide for their children; this

means that parents need to become a reading role model, leading kids to

develop early reading skills by using strategies before, during, and after

reading. Parents can also provide meaningful literacy-rich activities that

help kids build vocabulary. This isn’t to say that parents should give up the

nightly bedtime book. Definitely don’t give up on your bedtime routine!

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Another great way to promote early literacy is to engage in the very last step

of the writing process- publishing! Help your child create children’s books

together using simple supplies. Even construction paper and a stapler will

work but encourage your child to personalize their book as much as they can.

Help your child think of a story they would like to write, and act as a scribe to

write it all down.

Plan out the illustrations and put it all together in a way that makes your

child proud. Watch with joy as he or she reads their very own book to family or

friends! During the process, be rest assured that your child is making literacy

gains while forming a solid love and appreciation for reading and writing.

It’s clear that a parent is every child’s most important teacher. When a child

enters kindergarten academically behind their peers, they play a constant and

never-ending game of “catch-up”. Luckily parents, together with preschool

programs and teachers, can work together to ensure that kids develop the

skills they need for lifelong success.

Due to the prevailing problem of the country which is poverty, a substantial

number of students do not make the transition from elementary school to high

school. The Department of Education (DepEd) data shows that for every 100

children who enter Grade 1, close to 15 do not make it into Grade 2, and

roughly one-quarter or 24 percent have dropped out before Grade 4 (Luz,

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2007). Meanwhile, on December 2013, the NSO Census of Population and

Housing (CPH) shows that out of the 71.5 million individuals who are 10 years

old and above, 97.5 percent or 69.8 million are literate or could read and write

(Selangan, 2015).

It is implicit that parents’ involvement are correlates of scholastic or

academic achievement. The association between parents’ involvement and

academic performance of learners tell how much he will learn and how far he

wants to go, and how much he wants to earn. It is a keen scheduled and un-

interrupted time to apply one’s self to the task of learning. Without it, one does

not grow and becomes self - limiting in life. It was suggested that teachers,

parents and school guidance counselors and school administrator should

collaboratively monitor students on how parents’ involvement greatly affect in

enhancing their academic success.

Background of the Study

The first chapter examines the background of the study, statement of the

problem, purpose and objectives of the study, research questions, hypothesis,

significance of the study, delimitation of the study, limitation of the study and

organization of the study. Parental involvement is a crucial force in children’s

development, learning and success at school and in life. In fact many

researchers in a decade proves that children with parents involvement in their

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studies have a much greater chance to develop into healthy, knowledgeable,

responsible, and caring parents.

Parental involvement is seen as parent reported participation at least once

during the year in attending general school meeting with their child’s teacher,

attending a school event or volunteering in the school on a school- committee

(Child Trend,2013).

According to the Department for Children, School and Families (2013).

Children have two main educators in their lives, their parents and their

teachers. Parents are the prime educators until the child attends an early year

setting or starts school and remains a major influence on their children’s

learning throughout the school and beyond. Parents help them in developing

their writing skills and basic fundamentals in speaking among others. Children

try to learn by observing what parents do or say.

But sad to say most parents are unable to recognize that they are the

prime educators of their children and do not involve in the education of their

children but leave this responsibility solely to the teachers. Though we the

teachers play a vital role and solemnly done our best to educate children. We

the teachers provide equal opportunities to all children under their care but

parents- participation are much limited to their children. Many times, parental

involvement in the education of their children is influenced by parent’s

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education background. Parents who are educated recognized the need for

their involvement in the education for their children. Such parents are willing

to be involvement in the education for their children. For example, according

to Data Bank document-Child Trend (2013). Parents’ with higher level in

educational attainment are more likely to be involved in their children’s school.

For examples in 2012 more than 85% of the student whose parents are

bachelor’s degree or higher had a parent who attended in school event,

compared with 48 % for students whose parents had less than a high school

education. This gap is even wider when it comes to volunteering:19% of the

students with no parent who had graduated high school had a parent

volunteer or serve on a committee compared with 61% of students who had at

least one parent who had completed graduate or professional school.

According to Nyarko (2011), Parental school involvement or engagement

of the parents in the school activities of the children with the aim of fostering

their children’s academic success. Their involvement has soared in recent

years. The increase in the school activities by parents could be the interest

and willingness of parents to be involved in learning process of their children

and the value they place on their children’s educational success. Other roles

parents play in involving themselves in education of their children includes

periodically visiting children at school to assess their performance and their

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behavior from teachers. Observing their reports, attending PTA or Parent

Teacher Association meetings and taking leadership roles among others.

When children see that their parents are checking their performance by

periodically visiting to school, they tend they tend to sit up to impress their

parents and guardians.

Parental involvement in the education of their children has greater

implications on their academic performance. Most children whose parents visit

them regularly at school, attend PTA meetings have good academic

performance and are able to move to higher levels in their education. Parental

involvement in children’s education could be seen as one of the greatest tools

in achieving higher academic excellence and good behavioral outcomes.

The researcher would like to reconnoiter the possible relationship between

parents’ involvement in the school performance of the learners in early grades

based for an enhanced intervention program.

Statement of the Problem

The primary concern of this study is to determine the Parents’ Involvement

in the School Performance of Learners in Early Grades: Based for an

Enhanced Intervention Program in Camarin D Elem. School in Caloocan City

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with 50 teachers and 50 parents’ respondents during the school year 2019-

2020. Specifically it sought answers to the following questions:

1.What is the profile of the present respondents in line of;

1.1 Age

1.2 Highest Educational Attainment

1.3 Monthly Income

1.4 Occupation (working or non- working)

2.What is the learners’ literacy level with parents’ involvement in terms of;

2.1 Reading (1st and 2nd grading period)

2.2 Numeracy

2.3 Writing (during 1st and 2nd grading period)

3.Is there a significant difference in the school performance in early grade two

learners with parents’ involvement based of above- mentioned variables?

4.What are the challenges or difficulties encountered by the teacher-

respondents with regards to parents’ involvement in the performance of grade

two learners?
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5.Based on findings of the study, what intervention program maybe proposed?

Hyphothesis

There is no significant difference between the parents’ involvement in the

school performance of learners in early grades based for an enhanced

intervention program.

Scope and Delimitations of the Study

The purpose of this study is to examine what the body of research

literature indicates about the role and utility of the subtle aspects of parental

involvement in the school performance of learners in early grades based for

an enhanced intervention program in terms of reading, numeracy and writing

to their child at Camarin D Elementary School during the school year 2020-

2021. The target respondents selected 100 learners from 29 sections in

grade two,50 teachers from grade 1 and grade 2 and 50 parents selected from

different sections in grade two.

The investigation considered the General Weighted Average (GWA) in the

First Grading period up to Second grading period to indicate significant

relationship between the parents’ involvement in the school performance of

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learners in early grades based for an enhanced intervention program in terms

of reading, numeracy and writing. The respondents in this study are the

Parents and the teachers who will be assessed in Camarin D Elementary

School

in the Division of Caloocan City during the Academic Year 2020-2021.

Significance of the Study

This study is significant as it offers additional research that may indicate

student achievement is directly correlated to parental involvement. In turn,

academic achievement may serve to motivate parents and families to continue

or become more involved in school activities. Parents, students, and

educators can use these findings to develop programs and strategies to

increase parental involvement in schools.

The output of this study will be helpful to the following:

Students. Students are more motivated to enhance their study habits and

academic performance in all subjects to develop their skills and meet the

challenges having a supportive parents’.

Teachers. Effectively implements the proposed faculty, parent training session

use to enhance study habits and academic performance of learners with their
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parent. They are well motivated to produce and develop local instructional

materials and show their creativity by themselves to make learning fun and

easy for the students.

Parents. Are inspire them to work more and provide the necessary support for

the school’s initiative for the successful implementation of faculty, parent

training session use to enhance parents’ involvement in literacy of their

children not only in reading and writing but also their behavior.

School Administrative and other Teachers. This will serve as the basis of

the improvement of academic performance essential learning across all

subject areas with parental involvement in the school performance of learners

in early grades based for an enhanced intervention program in terms of

reading, numeracy and writing to their child.

Researcher. Conduct more appropriate strategies in terms of study habits

using fun and easy to learn more about academic lesson.

Future Researcher. The findings will use as reference for similar study in the

future.

Limitations and Delimitations

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This study was limited to selected 100 grade two learners out of 29 sections

who attended at Camarin D Elem. School, School Year, 2020-2021.

For the purpose of this study, on how parental involvement greatly affect

the learners in reading, numeracy and writing and student attendance were

not considered likewise the experience of second-grade teachers.

Definition of Terms

Academic Performance. It is an actual accomplishment as distinguish

from potential ability, capacity or aptitude. In this study, this refer to the general

weighted average obtained by the learners during the first and second grading

period.

Center Child Well-being. It involves understanding and addressing the

welfare of the child in physical, social and cognitive areas.

Cognitive Development. Is focused on a child’s development in terms of

information processing conceptual resources, perceptual skills and language

learning.

Cognitive Theory. It is the internalization of knowledge by addressing the

Zone of Proximal Development (ZPD).

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Engagement Model. Is an assessment tool that helps school meet their

duties in supporting learners who are performing below the required level.

Insurmountable. Something that is too difficult or to great to overcome like

parents who experiences difficulties for their children.

Parental School Involvement. Engagement of the parents in the school

activities of the children with the aim of fostering their children’s academic

success. Their involvement has soared in recent years. The increase in the

school activities by parents could be the interest and willingness of parents to

be involved in learning process of their children and the value they place on

their children’s educational success.

Parent School Partnership. It is a child-focused approach wherein

families and professionals cooperate, coordinate, and collaborate to enhance

opportunities and success for children and adolescents across social,

emotional, behavioral, and academic domains. Families and schools are the

main actors in the construction of their roles and forms of involvement,

generating new and varied actions to relate to each other according to the

specific educational context.

Pedagogy. The method and practice of teaching, especially as an

academic subject or theoretical concept.

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Social Behavioral Skill. Are interpersonal self-regulatory and task related

behavior that connects to successful performance in education.

Zone Proximal Development (ZPD). It is the difference between the

child’s actual development level and the child’s potential development as

determined through problem solving under the teacher’s guidance.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the review of related literature and studies particularly

on the Parents Involvement in the school performance of learners’ in early

grades based for an enhanced intervention program. It deals on the theories,

inputs and concepts from books, journals, magazines, internet and other

materials from local and foreign sources. It will be discussed here some of

the findings that serves as a guide and will be chosen as the support in

shaping the progress and development of this study.

Related Literature and Studies

The Philippine Constitution clearly states that the parents are the primary

educators of their children. Schools only complement and assist parents in the
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education of their children. In a recent issue of the World Bank Research

Digest (Volume 11, Number 2, Winter 2017), this primary role was shown to

be especially crucial at the preschool level for poor households in developing

countries. According to Sapungan, and Sapunga. (2014), if we involve the

parents in educating their children, it is tantamount to saying that the school is

proactive in implementing changes or development among the students. As

parent’s involvement is increased, teachers and school administrators also

raise the chance to realize quality reform in education.

On academic achievement, Pinantoan (2013) pointed out the influence of

parental involvement on a student’s academic success should not be

underestimated. The article stressed the importance of support system that a

student gets from home is equally important as his brain power, work ethics

and genetics which all work in the accomplishment of his goal in life.

Furthermore, students with two parents operating in supportive roles are 52%

more likely to enjoy school and get straight A’s than students whose parents

are disengaged with what’s going on at school. This is especially the case

during the earliest years of schooling, in Kindergarten through the 5th grade,

when students with active parents are almost twice as likely to succeed. Once

students enter middle school, the effect diminishes slightly—possibly

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because they are maturing during this time— but there is still a 22%

difference.

Five years ago, in August 2012, prominent educator Brother Armin A.

Luistro, FSC who was then the secretary of education and is now the

president of the De La Salle Philippines delivered a message to the PAREF

community on the occasion of their 35th anniversary. In his address, Brother

Luistro who against great odds introduced the K to 12 system in our basic

educational system presented a very succinct history of parent involvement in

Philippine schools. Let me quote what he said: “I think one model, an extreme

model, is one of a Home-Study where parents take the full responsibility.

Research in several countries in South America and elsewhere revealed

that for informal preschools in resource-poor settings, integrating support of

parenting can be more effective than simply improving classroom quality.

Several studies were conducted in Chile, Columbia, Mexico, and Malawi.

The findings concluded that improving classroom quality had only a

negligible impact while improving parenting quality had significant and large

effects. The results suggest that group-based parenting support can have

significant benefits for child development in an informal preschool

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setting.There is constant interaction between parents and teachers about the

education of the children. Formative sessions are held for parents to help

them in their primary task of educating their children.

According to Centre for Child Well-Being (2010), parental involvement in

their children’s learning not only improves a child’s morale, attitude and

academic achievement across all subject areas, but it also promotes better

behavior and social adjustment. It further says that family involvement in

education helps children to grow up to be productive, responsible members of

the society. This means that if we involve the parents in educating their

children, it is tantamount to saying that -. As parent’s involvement is

increased, teachers and school administrators also raise the chance to realize

quality reform in education.

Meador (2010), “Tips to Increase Parental Involvement in Education,”

supported earlier contention stating that “true school reform will always begin

with increased parental involvement in their children’s education. It has been

proven time and time again that parents who invest time and place value on

their children’s education will have children who are more successful in

school.” There are always exceptions but teaching a child to value education

brings a positive impact on their education.

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(Pérez Sánchez et al., 2013; Tárraga et al., 2017), improving children’s

self-esteem and their academic performance (Garbacz et al., 2017) as well as

school retention and attendance (Ross, 2016). Family involvement has also

been found to be associated with positive school attachment on the part of

children (Alcalay et al., 2005) as well as positive school climates (Cowan et

al., 2012). Research has also evidenced that programs focused on increasing

parental involvement in education have positive impacts on children, families,

and school communities (Jeynes, 2012; Catalano and Catalano, 2014).

Parent-school partnership allows for the conceptualization of roles and

relationships and the impact on the development of children in a broader way

(Christenson and Reschly, 2010). From this approach, families and schools

are the main actors in the construction of their roles and forms of involvement,

generating new and varied actions to relate to each other according to the

specific educational context. The main findings in the family-school field show

a positive influence of this partnership, contributing to academic achievement

and performance, among other positive consequences (Hotz and Pantano,

2015; Sebastian et al., 2017).

There is also strong support from international research showing the

positive influence of parental involvement over academic achievement, as has

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been demonstrated in a variety of meta-analyses across different populations

and educational levels (Castro et al., 2015; Jeynes, 2016; Ma et al., 2016).

Moreover, although there is a wide range of parental involvement

definitions, some more general and others more specifics, there is a

consensus among research results about the positive influence of parental

involvement over child academic achievement. For example, in the meta-

synthesis of Wilder (2014), where nine meta-analyses are analyzed, this

influence was consistent throughout the studies, regardless the different

definitions and measures used.

However, most of the studies on parental involvement in education hail

from anglophone countries and are based on cross-sectional and correlational

designs (Garbacz et al., 2017) while in Latin America research remains

scarce.

In a recent systematic review of the literature on parental involvement in

education in Latin America, only one Mexican study from 1998 was found

which was also heavily influenced by interventions from the United States

(Roth Eichin and Volante Beach, 2018).

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Chile has acknowledged the importance of collaborative relationships

between families and schools developing a National Policy for Fathers,

Mothers and Legal Guardians Participation in the Educational System (Política

de Participación de Padres, Madres y Apoderados/as en el Sistema

Educativo) in 2002 which was recently updated in 2017 (Ministerio de

Educación, Gobierno de Chile, 2017). Since the publication of this policy

various local initiatives have sprouted in the country seeking to strengthen

school family relations (Saracostti-Schwartzman, 2013). Nevertheless, the

majority of research in the country has thus far been of a qualitative nature

with a focus on describing relations between family members and their

schools, and identifying tensions between these two spheres (Gubbins, 2011).

Thus, this study seeks to advance the analysis of the effects of parental

involvement in school on the academic achievement of Chilean students. The

study aims to analyze how different parental involvement profiles (based on

the main forms of parental involvement identified in literature) influence

children’s academic achieved. Parental involvement can take a wide variety of

forms, among them, communication between family and school, supporting

learning activities at home and involvement in school activities have been

highlighted (Schueler et al., 2017), these are included in this study using the

scales proposed by Hoover-Dempsey and Sandler (2005).

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Parent involvement has the potential to bolster school readiness in children

from disadvantaged families and reduce the income-achievement gap. In fact,

home- and school-based parent involvement facilitate pre-academic skills and

social competence during preschool (Van Voorhis et al., 2013).

Peters (2012) notes that “when schools have reputations for being

successful, they generally have lots of engagement from parents” (p.46). Mwai

Kimu (2012) concludes in his qualitative study on Parent Involvement in Public

Primary Schools in Kenya that a society needs to increase its level of

educational involvement and that starts with the support by the parents. He

claims that parent-school linkages can be enhanced through the

teacher/parent relationship because teachers are the main linkage of parents

to the school, the teacher/parent relationship is critical to pupils’ success and

parent involvement. Parents must be considered a constant and principle

component of curriculum. (Nihat Şad & Gürbüztürk, 2013). They add that

success at school is guaranteed if school-based instruction is supported by

parents’ involvement at home. Involving parents in education has been

reported to yield positive outcomes in many aspects including increased

student attendance to and satisfaction with school, better academic

achievement, motivation, school attachment, responsibility and confidence,

better social adaptation and less discipline problems.

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Entering school ready to learn is critical to children’s long-term success

(Darney et al., 2013; Davoudzadeh et al., 2015). Parents play a central role in

their young children’s readiness to learn as they control whether and how their

children are exposed to opportunities that support their development of

foundational cognitive and social-behavioral skills (Bierman et al., 2017;

National Academies of Sciences, Engineering, and Medicine, 2016). Indeed,

there is strong evidence demonstrating the importance of parent engagement

in supporting young children’s early literacy, math, and social-behavioral skills

(Fantuzzo et al., 2004; Powell et al., 2010; Van Voorhis et al., 2013).

Guided by the large body of research documenting the impacts of parent

engagement on children’s school success (Boonk et al., 2018; Castro et al.,

2015; Van Voorhis et al., 2013), federal Title I policy requires urban school

districts serving low-income families to have parent involvement plans (Mapp,

2012) and to make significant investments in initiatives designed to promote

parent engagement. This study focuses specifically on parent engagement in

early learning in one urban school district, Baltimore City Public Schools.

Baltimore City is home to approximately 594,000 people (United States

Census Bureau, 2019) and 70% of public schools are designated as Title I

schools (Maryland State Department of Education, 2020).

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The majority of students enrolled in these schools are African American or

Latinx (Baltimore City Public Schools, 2020). Consistent with Milner’s (2012)

three categories of urban school districts, Baltimore City Public Schools (“City

Schools”) would be described as an “urban emergent” district that has

struggled to meet the substantial educational and social-emotional needs of its

students with limited resources. The majority of City Schools’ students enter

kindergarten not meeting state standards for school readiness and a large

number of students and families have been exposed to multiple traumas and

adversity (Alexander et al., 2014; Child & Adolescent Measurement Initiative,

2014; McDaniels, 2014; Ready at Five, 2020).

Recognizing the importance of families in supporting children’s education,

the district has a strong commitment to parent engagement. But like many

other urban districts, it lacks a validated set of indicators for systematically

benchmarking parent engagement. Having a meaningful and validated set of

parent engagement indicators for urban school districts would inform

transformative parent engagement approaches that can help mitigate the

effects of the negative legacy of structural and interpersonal racism in urban

schools (Boutte, 2012)

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Myriad terms have been used to refer to parent engagement, including

parent participation, parent involvement and family engagement. In this report,

we use the term “parent engagement” because school engagement efforts are

largely focused on strengthening relationships with children’s primary

caregivers, and the majority of research linking parent engagement in early

childhood programs with children’s academic success has been obtained from

one family member, usually the primary caregiver (e.g., Fantuzzo et al., 2013;

Powell et al., 2010).

However, the term “parent” is applied broadly to include a range of

caregivers such as grandparents, and other caregiving adults in the child’s life.

Bronfenbrenner’s bioecological model (Bronfenbrenner, 1986), which

describes interactions between the family and school as key influences on

child development, has been the predominant theoretical framework

underpinning parent engagement. In line with this framework, many definitions

of parent engagement have highlighted the partnership between parents and

educators to support children’s learning.

For example, the United States Department of Education (USDE) defines

parent engagement as participation of educators and parents in “regular, two-

way, and meaningful communication involving student academic learning and

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other school activities” (United States Department of Education, 2015).

Similarly, the National Association for Family, School, and Community

Engagement (NAFSCE) defines parent engagement as a shared responsibility

to actively support children’s development and learning (National Association

for Family, School, and C. E., n. d.).

Consistent with this literature, we define parent engagement as a process

in which schools and parents (and other family members) work together to

support children’s learning. A variety of models have been developed to

describe parent engagement in children’s education and such models have

informed existing parent engagement measures. However, these models and

measures have limitations, most notably a bias toward middle-class norms

and an emphasis on school-based activities that may not be feasible for low-

income families (Delale-O’Connor et al., 2019;

Use of models that emphasize parents’ school-based involvement may

reflect a middle class bias about how engaged parents should demonstrate

their investment in their children’s education, a bias that may inadvertently

foster a deficit perspective when parents with limited resources, time, or

comfort being in the school are not participating in school-based activities

(Lightfoot, 2004; Ho & Cherng, 2018; Jacques & Villegas, 2018; Luet, 2017).
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There are many measures of parent engagement developed for a range of

populations (e.g., Latinx families) and organizations (e.g., Head Start and

public schools). Each of these measures has grown out of an awareness that

existing measures were not adequately addressing the needs and interests of

relevant populations. For example, McWayne et al. (2013) developed the

Parental Engagement of Families from Latino Backgrounds (PEFL) scale

specifically for use with Latinx parents of young children in Head Start.

There is initial evidence of its reliability, 6 Urban Education 00(0) and

validity as evidenced by associations with teacher-reported parent

engagement (McWayne & Melzi, 2014). However, this measure has several

potential limitations, including that: (1) it was developed specifically for Head

Start, a context that by design necessitates a high level of parent engagement

and includes resources to promote such engagement that public schools do

not have making its use with Latinx families in public school questionable; (2)

there is no evidence of its relations with indicators of children’s academic

success; and (3) there is no evidence of its validity for non-Latinx populations.

Fantuzzo et al. (2000, 2013) created the Family Involvement Questionnaire

(FIQ) for urban, ethnically diverse parents of children in PreK to first grade.

It includes three subscales of parent involvement: home-based involvement

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(e.g., I spend time with my child working on reading/writing skills; I take my

child places in the community to learn special things), school-based

involvement (e.g., I volunteer in my child’s classroom; I attend parent

workshops or trainings offered by my child’s school), and home-school

conferencing (e.g., I talk to my child’s teacher about my child’s

accomplishments, I attend conferences with the teacher to talk about my

child’s learning or behavior). The FIQ is specifically tailored for use with

parents of younger children and has strong reliability (Fantuzzo et al., 2000,

2013). However, only the FIQ homebased involvement subscale has been

significantly associated with indicators of academic achievement such as

children’s literacy and math skills (Fantuzzo et al., 2013).

However, both approaches rely heavily on parents’ participation in school-

based events and may be influenced by unconscious biases about families

from low-income backgrounds based on what school staff believe is relevant

evidence of parent’s engagement in their child’s education (e.g., school

attendance, classroom behavior, academic performance) (Boutte, 2012).

Associations between indicators of parent engagement in early childhood

education and children’s academic success vary. Of the multiple forms of

parent engagement studied, home-based engagement strategies have shown

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the most consistent associations with children’s school readiness skills,

including receptive vocabulary, early literacy and math skills, and classroom

behavior (e.g., Boonk et al., 2018; Loughlin-Presnal & Bierman, 2017).There

is also evidence that parent’s holding high expectations for their children’s

learning (e.g., Boonk et al., 2018; Castro et al., 2015) and the quality of home-

school communication and relationships (e.g., Anthony & Ogg, 2019; Iruka et

al., 2011) are linked with children’s literacy, math and social behavioral skills.

Importantly, these relationships hold across economic groups (Boonk et al.,

2018).

In contrast, evidence linking parent’s school-based involvement with

children’s academic success is limited, particularly for low-income populations

(Alameda-Lawson & Lawson, 2016). These findings underscore the

importance of measuring and promoting parent engagement but also ensuring

that parent engagement measures include items that are a) linked to

children’s academic success, b)equitable for all parents, and c) useful to

schools serving students from predominantly low-income urban communities,

where many parents did not finish high school or may recall few positive

memories of their own education (Iruka et al., 2011; Posey-Maddox & Haley-

Lock, 2016)
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(Nazli, 2013) defined family as a complex social structure consisting of a

common past, shared association, emotional attachment, individual members

of the family, and individuals who plan action to meet the needs of the entire

family.

Msila (2012) highlights how parents not only participate in their children’s

learning process but also educational scholars are examining whether

parental involvement may also enhance school management, which is an

important factor to students’ academic achievement.

(Pérez Sánchez et al., 2013; Tárraga et al., 2017), improving children’s

self-esteem and their academic performance Family-school partnership is

defined as a child-focused approach wherein families and professionals

cooperate, coordinate, and collaborate to enhance opportunities and success

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

academic domains. (Albright & Weissberg, 2010; Downer & Myers, 2010;

Lines, Miller, & Arthur-Stanley,2010).

(FIQ) for urban, ethnically diverse parents of children in PreK to first grade.

trainings offered by my child’s school), and home-school conferencing (e.g., I

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talk to my child’s teacher about my child’s accomplishments, I attend

conferences with the teacher to talk about my child’s learning or behavior).

The FIQ is specifically tailored for use with parents of younger children and

has strong reliability (Fantuzzo et al., 2000, 2013).

Similarly, Epstein and colleagues have used staff reports of whether their

school implemented specific family involvement practices to capture parent

engagement Mac Iver et al., 2015.However, both approaches rely heavily on

parents’ participation in school-based events and may be influenced by

unconscious biases about families from low-income backgrounds based on

what school staff believe is relevant evidence of parent’s engagement in their

child’s education (e.g., school attendance, classroom behavior, academic

performance) (Boutte, 2012).

Measuring and holding schools accountable for parent behaviors they

cannot change could contribute to staff demoralization and blaming parents

for not supporting the school. While there are a number of measures designed

to assess parent engagement in underserved populations, there has been

limited attention to whether their items capture behaviors schools could

change. Associations between indicators of parent engagement in early

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childhood education and children’s academic success vary. Of the multiple

forms of parent engagement studied, home-based engagement strategies

have shown the most consistent associations with children’s school readiness

skills, including receptive vocabulary, early literacy and math skills, and

classroom behavior (e.g., Boonk et al., 2018; Loughlin-Presnal & Bierman,

2017).

There is also evidence that parent’s holding high expectations for their

children’s learning (e.g., Boonk et al., 2018; Castro et al., 2015) and the

quality of home-school communication and relationships (e.g., Anthony &

Ogg,2019; Iruka et al., 2011) are linked with children’s literacy, math and

social-behavioral skills. Importantly, these relationships hold across economic

groups (Boonk et al., 2018). In contrast, evidence linking parent’s school-

based involvement with children’s academic success is limited, particularly for

low-income populations (Alameda-Lawson & Lawson, 2016).

These findings underscore the importance of measuring and promoting

parent engagement but also ensuring that parent engagement measures

include items that are a) linked to children’s academic success, b) equitable

for all parents, and c) useful to schools serving students from predominantly

low-income urban communities, where many parents did not finish high school
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or may recall few positive memories of their own education (Iruka et al., 2011;

Posey-Maddox & Haley-Lock, 2016)

Fantuzzo and Gadsden, et. al. (2013). Their study of dimensions of parent

involvement demonstrated the importance of family involvement in each

child’s literacy learning as well as social-emotional well-being. The

researchers created and assessed a survey in order to reliably and validly

measure parent involvement. The findings indicated high correlation between

family involvement both in school and community activities with student well-

being.

Researchers Wessels and Trainin (2014), examined the importance of

family involvement among Latino families. Their study specifically focused on

Dual Language Learners and introduced a program called the Family Literacy

Program to support this particular subset of the population. The findings of the

study demonstrated that parent involvement inclusive of creating a family

reading routine, and utilizing specific bilingual materials in order to assist this

specific population had a significant impact on the young children’s literacy

learning and development. In the study’s implications, Wessels and Trainin

suggest maintaining home language skills, building a collection of bilingual

books and resources, providing bilingual materials for families and modeling
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reading skills with families. These implications are specific ways that teachers

can build family relationships and therefore encourage family involvement in

school and literacy activities.

Furthermore, the ethnographic study “A Preliminary Investigation of the

Relationship Between Parenting, Parent-Child Shared Reading Practices, and

Child Development in Low Income Families” conducted by Dexter and Stacks

(2014) discussed parenting and parent involvement in low-income families.

The study included twenty-eight parent-child pairs (14 male students and 14

female students with 25 mothers and 3 fathers). The student participants

ranged in age from 8 months to 36 months. The researchers collected data

through home visits and analyzed the data with coding and videotapes. The

findings of this study indicated a strong correlation between shared reading

quality and children’s receptive language. The results of this study also

suggested that educators can benefit from understanding the importance of

specific high-quality parent interactions to facilitate language development.

As these studies all suggested, parent involvement is an important

component of a child’s development. This development includes not only

academic development, but also language, social and emotional development.

Teachers and educators must become aware of the importance of parent

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involvement and strive to overcome any barriers that may inhibit such positive

impacts on a child’s life and learning. Further research is necessary in order to

determine the full impact of parent involvement on fourth grade students’

literacy achievement in particular.

Filipino people and their culture (Alampay, n.d.). Coupled with the long

history of political and social strife, it seemed that Filipino parents face

insurmountable challenges in raising their children (Blair, 2014). According to

Alampay (n.d), Filipino parents, in general, subscribe to authoritarian

attitudes.Her study reveals that the foregoing cultural values of kapwa

(helping others), hiya (shyness), and utang na loob (paying back) are among

the interdependent themes that pervades the dynamics of Filipino parenting

and parent- child relationships, which are characterized by respect for parental

authority and obedience on the part of children, family cohesion, and meeting

familial obligations. In her qualitative study on Parenting in the Philippines,

findings show that Filipino parenting behaviors may shift in the years to come.

The consequences of these emergent beliefs and behaviors for Filipino

families and children’s development will need to be fully examined before

coming out with policies and framework for PI. Although Filipino parents

across all social class levels typically regard education as essential to their
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children's success and are willing to go to great lengths to help their children

through school, retention is a major concern in Philippine school, as many

students do not continue past their elementary grades (Blair, 2014). In his

Comparative study of Filipino and U.S. Parents which uses Questionnaires

from six different measures, it concludes that Filipino parents are engaged in

their children's education, and want them to succeed, yet the filial

responsibilities engrained in their culture necessitates the needs of the family

ahead of the needs of the individual child. In his study, it uses theories which

envision the flow of family capital. It recommends future studies to attempt to

examine more international samples, as to explore cultural variations, and

develop theories which can more readily account for both structural and

cultural traits.

Ochoa and Torre (n.d.) recommend that “parenting programs may focus on

facilitating communication between parent and child, training parents to

communicate in a nonconfrontational manner, while also giving children an

opportunity to express their thoughts and feelings” (p.49). In their study, it a

review published and unpublished researches on parenting, child-rearing and

discipline conducted among Filipino families from 2004 to 2014 using

document analysis.
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Benefits and Constraints of Parent Involvement in Children’s Reading

Promotion: General Research Trends and Evidence from a Swiss Paired

Reading Intervention Study By Caroline Villiger Submitted: February 8th

2020Reviewed: June 8th 2020Published: August 12th 2020 DOI:

10.5772/intechopen.93136. During school age, a considerable part of

parenting consists in offering help for homework or other school-related

matters. School relies much on this kind of support parents give to their

children in everyday life. Parents are propitious persons to meet the individual

needs of their child, and compared to school, family environment facilitates

highly adaptive and intense one-to-one interaction with the child. Parents

usually consider it as their duty to help their child and, therefore, respond

positively to invitations either from the school, teacher, or child. Moreover,

given the fact that reading is crucial for a successful and fulfilled life, parents

see it as a particular benefit to help their child develop his or her reading

competence. However, parental help for academic work is not unproblematic.

First, parents usually lack the necessary content knowledge and pedagogical

skills. Second, impulsiveness is higher in family than in school context, which

easily can result in conflicts. Research showed that conflicts arise more

frequently in families with struggling students (who need help most),

sometimes due to bad grades or excessive academic expectations “Teaching-

learning” situations are considered to be atypical at home, and they may

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disrupt sensitive parent-child relations if they occur too regularly with conflicts.

Finally, conflicts with parents can even have a negative impact on the child’s

achievement.

Despite the generally positive findings of hundreds of studies, the

application of research findings in homes and schools is rare, often occurring

with families who are already engaged and sometimes without attention to

what has been learned to be particularly effective in research. Popular media

have played a role in helping to educate parents on ways to support children’s

development, making it easier for parents to understand, internalize, and

apply general research findings (such as Capretto, 2012; Feiler, 2012; Larsen

and R) Yavuzer, 2010 said that family is one of the effective institutions that

guide children on social development, adaptation and socialization.odgers,

n.d.).

Synthesis and Relevance of Related Literature and Studies

Fantuzzo, Gadsden, et. al. (2013) and Centre for Child Well-Being (2010),

has similarities with their studies. As stated, that parents’ involvement has a

great impact in child’s development not only in academic but also on their

moral/behavioral aspects. Their study of dimensions of parent involvement

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demonstrated the importance of family involvement in each child’s literacy

learning as well as social-emotional well-being. The researchers created

and assessed a survey in order to reliably and validly measure parent

involvement. The findings indicated high correlation between family

involvement both in school and community activities with student well-being.

On the other hand (Pérez Sánchez et al., 2013; Tárraga et al., 2017),

improving children’s self-esteem and their academic performance Family-

school partnership is defined as a child-focused approach wherein families

and professionals cooperate, coordinate, and collaborate to enhance

opportunities and success for children and adolescents across social,

emotional, behavioral, and academic domains.

In conclusion all literature and studies used in this research were of utmost

important references. They were all reliable a part of the basis of the

researcher.

Theoretical Framework

Piaget’s Cognitive
Development Stages
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Sensorimotor Preoperational Concrete Formal

1 2 3 Preoperational 4 Preoperational
0-2 years 2-7 years
7-11 years 11 years-adult

Understands Understands Understands Understands

world through world through world through
world through
language and hypothetical
sense and logical thinking
thinking and
actions mental images and categories scientific
reasoning

Figure 1 Piaget’s Cognitive Development Stages

THEORETICAL FRAMEWORK

Theoretical perspectives provide the basis for research and inspire

scholars to go further in the social sciences. This is also true in the field of

parent involvement.

Cognitive Development Theory. Having been called a constructivist as well

as an interactionist, Jean Piaget proposed a theory of cognitive development

in children and emphasized factors on development and learning are

abundant (Vygotsky, 1978). Human beings are surrounded by family members

and are impacted by the culture in which they live (Rieber & Robinson,

2004).Children’s interaction with their family members in the community is so

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important for their learning and development since their first teacher is the

family and their first learning takes place in the community. For this reason,

children gain knowledge.

About the world through this interaction Vygotsky focused on the

internationalization of knowledge (knowing how) by addressing the zone of

Proximal development (ZPD) as a concept to argue that children have levels

of problem-solving ability (Prior & Gerard, 2007). He defined ZPD as: “the

distance between the actual developmental level as determined by the

independent problem solving and the level of potential development as

determined through problem solving under adult guidance or in collaboration

with more capable peers” (Vygotsky, 1978, p. 86). He claimed that children

can learn and achieve by themselves at one level.

However, he introduced another level that refers to the child’s abilities

when working under the guidance of an adult or a more able peer (Vygotsky,

1978). For example, riding a bicycle is a tool of the society and beyond the

child that is why it can be learned through working with more capable peers or

an adult.

Accordingly, by emphasizing interrelatedness and interdependence in

learning and development, his theory supports the idea that a child’s home life
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is of importance (Prior & Gerard, 2007) and parents contribute greatly to the

development and academic achievement of a child.

Vygotsky’s cognitive development theory (1978) stresses the parents play

a central role in the process of making meaning. Vygotsky further states

cognitive development stems from social interactions from guided learning

within the zone of proximal development as children and their partners co-

construct knowledge. For Vygotsky, the environment in which children grow up

will affect how they think and what they think about (Roth and Lee, 2007).

He also believed that there were certain higher functions developed

through the direct interaction with significant people in a child’s life.

Conceptual Framework
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Figure 2. Conceptual Framework

Conceptual Framework

The conceptual framework presents the following profile of respondent

according to their age, educational attainment, monthly income and

occupation which may consider as variables which may greatly affect on

parents’ involvement in the school performance of learners in early grades

based for an intervention program.

To be to come with the result of the study the following tools were used;
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Data analysis and Interpretation. A process used by the researcher to

examine and mold in collecting data for interpretation to discover relevant

information which may draw or propose conclusions and support decision-

making to solve a research problem. This involves interpreting data to answer

research questions and making research findings be ready for dissemination.

Data analysis also serves as a reference for future data collection and other

research activities.

Survey questionnaire. Used to gather data and information from parents and

teachers about the impact of parents’ involvement in the school performance

of learners in early grades based for an enhanced intervention program.

Reading. This strategy can help with overall comprehension and with

understanding how the content relates [or does not relate] to the problem you

want to investigate. As you review more and more studies, the process of

understanding and critically evaluating the research will become easier

because the content of what you review will begin to coalescence around

common themes and patterns of analysis. This process can be used to have

more knowledge about the result of the study about the impact of parents’

involvement on their child’s performance in school.

Interview to videocall. Used for gathering data which help to increased

attention among researchers due to its logistical convenience and practical

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advantages. This process of collecting data reduces the geographical

constraints associated with in-person interviews and offers researchers

greater opportunities to reach geographically dispersed participants.

Finally based on the findings of the study the researcher proposed an

intervention program consisting of seminar and trainings on parenting with

emphasis on parents’ involvement in child development which based on

reading, numeracy and writing. Proposed study objectives are as follows; To

be aware on handling their child’s need, to inform to the parents the vision

and mission of the school and to clarify their roles as a parent, to task the

learner with parent involvement in school, to demonstrate strong personality in

spite of challenging situation, to provide all-out assistance to learners and to

support learners in the struggle and learn right solution.

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research design respondents, sample and

sampling technique used, instrument, validation of the research instrument,

data gathering procedure as well as the statistical treatment to use in arriving

at a meaningful result.

Research Design
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Descriptive quantitative method of research will be used in this study to
determine parents’ involvement in the school performance of learners in early
grades based for an enhanced intervention program in Camarin D Elementary
School in the division of Caloocan City.

According to Calderon (2008), as cited by Alberto et al (2011), descriptive

method is also known as statistical research, it describes data and
characteristics about the population or phenomenon being studied.

This research method is used for frequencies, averages and other

statistical calculations. Often the best approach prior to writing descriptive
research, is conducting a survey investigation.

The characteristics of this method were used a tool to determine the level
of academic performance of learners with parent involvement in literacy in
early learners. This method is used to gather information in order to test
hypothesis or to answer questions concerning the currents status of the
subject of the study.

Polit & Beck, (2012) define a research design as “the researcher’s overall
plan for collecting and analyzing data including specifications for enhancing
the internal and external validity of the study and answering the research
question or testing the research hypothesis”.

Since the present study aims to determine parents’ involvement in the

school performance of learners in early grades based for an enhanced
intervention program. The descriptive method is therefore deemed to be the
appropriate type of research for this study.

Samples and Sampling Technique

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The study will be conducted among the 50 teachers who have learners and
parents in Camarin D Elem School, Caloocan North District I.

Considering the given size of the respondents-population, the researcher

will use the purposive sampling method. Purposive sampling technique is a
type of non-probability sampling where the researcher consciously selects the
teachers, parents’ involvement as the elements or subjects for inclusion in the
study so as to make sure that the respondents will have to know to
determine the parents’ involvement in literacy is efficient to their child not
only in reading skills but also in writing in determine the challenges
encountered by parents and the implementation proposed parent faculty
training as assessed by parents themselves and teacher adviser as well.

Data Gathering

In conducting the study, the following are the steps to be undertaken.

First seeking for the approval, before the administration of the questionnaire
the researcher will request permission from the Division Office of Caloocan
City then from the School Head. Second is the initial content and construct
validation of the of the tools, the researcher will float approximate of a hundred
of questionnaire to the respondents.

Cronbach Alpha Coefficient was determined for the self-structured survey

tool. To determine the consistency and the ability of the tool to measure
specific criteria set forth by the study, a Cronbach Alpha Coefficient of 0.70
and above will indicate an acceptable tool. Cronbach’s Alpha Coefficient
estimates the reliability of the scale by determining the internal consistency of
the test or the average correlation of items within the test (Cronbach, 1951). If
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the reliability coefficient increases after an item is deleted from the scale, one
can assume

that the item is not correlated highly with other items in the scale. Conversely,
if the reliability coefficient decreases, one can assume that the item is highly
correlated with other items in the scale.

Statistical Treatment of Data

To analyze and interpret the result of the study the researcher utilized
the following statistical tools.

Weighted Mean. This was used to determine the parents’ involvement

in the school performance of learners in early grades based for an enhanced
intervention program.

z-test. This was used to determine if there was a significant difference

in assessment of the two groups respondents on the scope and the school
performance of the learners in early grades based for an enhanced
intervention program with parents’ involvement

Survey Questionnaire

Dear Respondents,

Greetings!
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As part of my MATG research at University of Caloocan City. I am conducting
a survey about “Parents’ Involvement in the School Performance of Learners
in Early Grades: Based for an Enhanced Intervention Program”

Your involvement in your child’s learning and the school is valuable and
important. This survey asks for your opinion about what your child school does
to get you involved in your child’s education. Your individual responses, which
may help schools improve connections with parents and families, will remain
confidential. Results will only be reported as a part of a group.

Thank you for your cooperation!

MARIVIC T. GUBALLO

The Researcher

Part I. RESPONDENT’S PROFILE

1.NAME:(parent/guardian) Optional_________________________________

2.AGE:

*under 20 years old

*21-50 years old

*41-60 years old

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*61 years above

3.HIGHEST EDUCATIONAL ATTAINMENT

*Primary-Elementary

*High School-College

*Vocational Education

*Graduate Studies

4.MARITAL STATUS:

*single,

*married

*separated

*widowed

5.EMPLOYMENT STATUS:

*employed

*not- employed

*unable to work

6.MONTHLY INCOME:

* 5,000.00 below

* 6,000.00- 20,000.00

* 21,000.00- 30,000.00

* 31,000.00- 50,000.00
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* 51,000.00- above

Part II. Direction: Please put a check (√) mark on which of the following
statement that best describe your participation in your child’s education
development in terms of reading, numeracy and writing. You are guided by the
Likert Scale below in choosing your answers.

Scale Descriptive Value

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

READING

Statements 4 3 2 1

1.Read bedtime stories to my

child at home
2.Go over letters and sounds of
the alphabet with my child.
3.Work with my child on
sounding out letter or words.
4.Talk about new words and
word meanings with my child
before reading the words.
5.Teach my child how to read,
at home on a regular basis (at
least 3 nights a week)
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6.Talk about a book with my
child after he/she read it.
7.Let my child re-read his/her
favorite books, chapter or
pages.
8.Read together with my child

9.Ask my child to re-tell the

story from the book I have read.
10.Ask my child questions about
the book (or other reading text)

A. NUMERACY

Statements 4 3 2 1

1. Teach my child how to count

numbers 1-100.
2.Help my child to
recognize/familiarize numbers.
3.I Work with my child on skip
counting.
4.Teach my child on how to
solve word problem.
5.Teach my child how to
memorize multiplication table
6. When my child says he/she is
having trouble learning
mathematics. I tell him/her not
to worry about it because
everybody has problems with
math.
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7.I require my child to show me
the results on all math
assignments.
8.I always try to monitor the
amount of the time my child
spends on math at home.
9.I am always aware of my
child's math requirements by
checking notebooks, using
learning line. or through phone
calls to school.
10. At home, it is important for
my child keep a balance
between mathematics and
his/her other subjects

C.WRITING

All the Most of Some of None of

time the time the time the time

1.Practice writing with my child

at home.
2.Dictate words to my child to
write down.
3.I monitor the writing notebook
of my child
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4.Talk to my child about new
words and word meanings to
spell and write.
5.Teach my child how to write at
home on a regular basis (at
least 3 times a week)
6.Make sure my child sees what
I am writing
7.Encourage my child to write,
even if she's scribbling
8.Encourage my child in
keeping a journal
9.Encourage my child copying
text from the book to improve
his/her writing
10.Provide my child with
spelling help when she's ready
for it.

Part III. Please check the box all that apply which of these statements best
describe your opinion and/or level of participation in your child’s school
activities?

SCHOOL BASED INVOLVEMENT

1.I volunteer in my child’s classroom activities.
2.I participate in parent and family social activities.
3.I participate in planning classroom activities with the teacher.
4.I go on class trips of my child.
5.I talk with other parents about school events/activities
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6.I participate in planning school trips.
HOME-BASED INVOLVEMENT ACADEMIC
1. I spend time with my child on reading skills.
2. I spend time with my child on number skills.
3. I spend time with my child on writing skills.
GENERAL

1. I talk to my child about how much I love learning new things.

2. I bring home learning materials for my child. (books videos etc.)
3. I spend time with my child working on creative activities.
HOME-SCHOOL CONFERENCING
1. I talk to the teacher about how my child gets along with his/her
classmates.
2. I talk with my child’s teacher about classroom rules.
3. I talk with my child’s teacher about his/her difficulties in school.
4. I talk with my child’s teacher about work to practice at home.
5. I talk with my child’s teacher about my child’s accomplishments.
6. I talk with my child’s teacher about his/her daily routine.
7. I actively participate in PTA meeting.
8. I actively participate in school committees and/or school improvement
teams.
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A SURVEY QUESTIONNAIRE

(For Teacher)

Part I

Direction: Please put a check (√) mark on the learners’ literacy level with
parents’ involvement in terms of reading, numeracy and writing. You are
guided by the Likert Scale below in choosing your answers.

Scale Descriptive Value

4 Highly observe (HO)
3 Observe (O)
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2 Moderate Observe (MO)
1 Not Observe (NO)

A. READING 4 3 2 1
1.Motivate to read.
2.Fast reader.
3.Read text/word with comprehensions.
4.Read fluently.
5.Remember what he/she read.
6.More time in reading than playing.
7.Can identify the main idea.
8.Can interpret what he/she read.
9.Recognize the difference between facts and
opinions.
10.Can easily understand the question asked from
what he/she read.
B. NUMERACY
1.Have certain amount of math ability
2.Memorize well multiplication tables
3.Shows interests in doing math activities
4.Prefer to work in a group in Math
5.Prefer to do Math activities at home
6.Overcome his/her weaknesses in Math.
7.Active in Math group activities.
8.Keep a balance between mathematics
and his/her other subjects.
9.Solve Math problems.
10.Participate actively during Math class discussion.
C. WRITING
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1.Can write legibly.
2.Shows interests in writing.
3.Finish writing notes on time.
4.Write independently.
5.Write words with correct spelling
6.Spend his/her vacant time in writing.
7.Do his/her assignment in writing regularly.
8.Focus to his/her writing activities.
9.Very confident to write on the board.
10.Write sentences with correct punctuation marks.
Part II.

Please write the GWA of learners with parent’s involvement

PUPILS FIRST GRADING SECOND GRADING

PUPIL 1
PUPIL 2
PUPIL 3
PUPIL 4
PUPIL 5
PUPIL 6
PUPIL 7
PUPIL 8
PUPIL 9
PUPIL 10
PUPIL 11
PUPIL 12
PUPIL 13
PUPIL 14
PUPIL 15
PUPIL 16
PUPIL 17
PUPIL 18
PUPIL 19
PUPIL 20
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PUPIL 21
PUPIL 22
PUPIL 23
PUPIL 24
PUPIL 25
PUPIL 26
PUPIL 27
PUPIL 28
PUPIL 29
PUPIL 30
PUPIL 31
PUPIL 32
PUPIL 33
PUPIL 34
PUPIL 35
PUPIL 36
PUPIL 37
PUPIL 38
PUPIL 39
PUPIL 40
PUPIL 41
PUPIL 42
PUPIL 43
PUPIL 44
PUPIL 45
PUPIL 46
PUPIL 47
PUPIL 48
PUPIL 49
PUPIL 50
PUPIL 51
PUPIL 52
PUPIL 53
PUPIL 54
PUPIL 55
PUPIL 56
PUPIL 57
PUPIL 58
PUPIL 59
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PUPIL 60
PUPIL 61
PUPIL 62
PUPIL 63
PUPIL 64
PUPIL 65
PUPIL 66
PUPIL 67
PUPIL 68
PUPIL 69
PUPIL 70
PUPIL 71
PUPIL 72
PUPIL 73
PUPIL 74
PUPIL 75
PUPIL 76
PUPIL 77
PUPIL 78
PUPIL 79
PUPIL 80
PUPIL 81
PUPIL 82
PUPIL 83
PUPIL 84
PUPIL 85
PUPIL 86
PUPIL 87
PUPIL 88
PUPIL 89
PUPIL 90
PUPIL 91
PUPIL 92
PUPIL 93
PUPIL 94
PUPIL 95
PUPIL 96
PUPIL 97
PUPIL 98
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PUPIL 99
PUPIL 100

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