Running head: UNDERSTANDING HOME AND SCHOOL AS PARTNERS

Understanding Home and School as Partners in Helping out Students with their School

Performance: Using Mixed-Method Approach

Name

Position

School
UNDERSTANDING HOME AND SCHOOL AS PARTNERS 2

TABLE OF CONTENTS

Content Page

Context and Rationale............................................................................................... 3

Research Questions..................................................................................... 8

Hypothesis.................................................................................................. 9

Significance of the Study........................................................................... 9

Scope and Limitations................................................................................ 10

Method...................................................................................................................... 11

Type of Research........................................................................................ 11

Respondents............................................................................................... 11

Sampling Method...................................................................................... 12

Proposed Innovation/ Intervention/ Strategy............................................ 12

Instruments................................................................................................ 13

Data Collection Procedure........................................................................ 13

Ethical Considerations.............................................................................. 14

Data Analysis............................................................................................ 14

Work Plan ................................................................................................ 14

Plan for Dissemination and Utilization................................................... 15

References............................................................................................................... 16

Appendices.............................................................................................................. 18

A. Instruments........................................................................................... 19

B. Consents and Assent Letters…………………………………………. 20

C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest…. 21

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Understanding Home and School as Partners in Helping Out Students with Their School

Performance: Using Mixed-Method Approach

Context and Rationale

The unexpected Covid-19 pandemic outbreak affected various sectors of the economy

and every single aspect of human life, not only in developing countries but across the world

(Wargadinata et al., 2020). The same thing is true, that Filipino families, in particular, suffered a

lot as part of the process. Many parents are now becoming not only guardians to their children

but also their mentors and teachers at home.

In this view, the impact of the COVID-19 pandemic produced a chaotic environment both

to the school and home environment. This scenario creates an atmosphere of worries and fears

among the parents at home and the teachers and leaders in schools. The urgency to provide a

systematic and well-organized system of education in times of the pandemic seems not too easy

to implement and achieve, considering that everybody is merely coping with all first-time

experiences.

Likewise, school leaders are having a hard time trying to deliver quality leadership with

so limited time of practices and training they received due to the urgency of the need to provide

education in the new normal set-up. Although, the government is doing the very best to provide

appropriate training and technical know-how everything is just on a trial basis.

Ali and Kahur (2020) believed that to become responsive, various policy initiatives are

launched by governments and educational institutions across the world to cater to students’

learning. According to Zhang et al (2020), what society needs today is flexible and resilient

education systems to face unpredictable futures. These are some of the notions that trigger the

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development of distance education as an answer to ensure quality education among learners in

the face of the pandemic.

In the same manner, the government agencies in the Philippines have been reorganized

and changes have been mandatory. Just like other government agencies, the Department of

Education (DepEd) needs to make a sudden change when it comes to policy guidelines to

regulate the quality of education provided to Filipino learners.

Ali and Kahur (2020) believed that to become responsive, various policy initiatives are

launched by governments and educational institutions across the world to cater to students’

learning. According to Zhang et al (2020), what society needs today is flexible and resilient

education systems to face unpredictable futures. These are some of the notions that trigger the

development of distance education as an answer to ensure quality education among learners in

the face of the pandemic covering only the most essential learning competencies (BE-LCP, D.O.

12, 2020-Adoption of the Basic Education-Learning Continuity Plan).

In the current set-up of the education system in the Philippines, the regular classroom set-

up has also been affected where the regular face-to-face mode of teaching and learning is

changed to distance education or the use of various forms of learning modalities rather than a

face-to-face approach to ensure teaching and learning process will be protected using virtual

classroom environment.

Furthermore, the development of distance education served to become the main solution

to still provide quality education to all students in times of the pandemic (Czerniewicz, 2020)

because teaching and learning under the distance education modality will be limited to either use

of modular prints, online learning, and blended (combination) if possible. It makes sense that

learning through distance learning modality can still serve quality education in times of the

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pandemic since it would limit the face-to-face encounters between the teachers and the learners

using the traditional classroom learning to ensure protection and safety from the risks of the

Covid-19 virus.

In the Philippines, distance education in terms of online/blended distance education and

modular distance education become the only option to provide quality education to the Filipino

learners in the term “New Normal Education”, to continue the vision and mission of the

Department of Education to ensure quality education to all Filipino learners amidst the Covid-19

pandemic. Likewise, the implementation of the distance learning delivery modality has been

fully operationalized and based on the policy guidelines stipulated under DepEd Memorandum

(DM)-CI-2020-00162. This would guide government agencies manning the education system in

the Philippines.

Furthermore, the close connection and support between the school and home as partners

in developing learners in the new normal set-up of education are one among the most sought-

after mandates of the Department of Education. Department of Education, under the newly

developed DepEd order no. 32, s.2020 served as the mandates that would strengthen the strong

connection and/ or partnership among school and home to effectively provide quality distance

learning education to the students while learning at the comfort of their homes.

Hence, this action research will describe the extent of understanding home and school as

partners in helping out students with their school performance. The respondents will be coming

from the public schools in the Schools Division City of Malolos, Bulacan covering the School

Year 2020-2021 (October 2020 to July 2021). The findings from this study will be used as a

basis to further enhance the school and home partnership in the new normal education set-up

during the times of the pandemic.

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Research Questions

This action research aims to describe the home and school as partners in helping

out students with the school performance.

Specifically, it will seek an answer to the following questions:

1. To what extent schools and school partners contribute to helping students with

their school performance?

2. What is the level of students’ performance using distance learning modalities

for the 1 and 2 and 3rd and 4th grading period?

3. Are there significant differences in the performance of the students when

these are grouped based on the extent of the understanding of the school heads

and school partners in helping them to their school performance?

4. What are the problems that hinder school heads and school partners in helping

school heads to help improve students’ performance during the pandemic?

5. What are the perceptions of school partners in terms of providing support and

assistance to the school to help improve students’ performance?

6. What action plan can be derived from the findings of the study?

Hypothesis

The null hypothesis will be used in this action research set at a 0.05 level of significance:

“There are no significant differences between and among the grade performance of the

students when grouped based on the extent of the understanding of the school and school

partners on their contributions to help them improve their school performance”

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Significance of the Study

The study will be beneficial to the following group of people:

Students. The students will receive the best benefit from this study. The students

will be given the privilege to be assisted both by the school community and school

partners regularly where the assistance provided to them will be tailored fit to their needs

now in the times of the pandemic.

Teachers. The teachers will be provided with the opportunities to have more

teaching materials and resources as possible expected assistance to be provided by the

school partners as their means to help the school in providing quality education to the

students in times of the pandemic.

School Heads and Principals. The study will be used to enhance the partnership

and cooperation between the school and the school partners. They will have the access to

school partners' levels of perceptions and understanding about the current needs of the

school to sustain quality education amidst the pandemic. And help resolve the difficulties

that hinder the delivery of quality education to the students using distance learning

modalities.

DepEd Officials/ SDO Officials. The study will be used as baseline data to

further understand the needs of the schools and school partners in times of the pandemic.

The findings from this study will be helpful to remedy the identified problems that hinder

the delivery of quality distance learning modalities by the teachers and the expected

learning outputs from the students.

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Scope and Limitations

This action research will be conducted to describe the understanding of home and

school as partners in helping out students with their school performance. The mixed-

method approach (Quantitative-Qualitative) methods will be used to describe the extent

of the understanding of home and school as partners in helping out students with their

school performance.

The survey method will be used to determine the extent of understanding of home

and school as partners and will serve as a basis to device/ create an intervention to further

enhance the ties between the home and school in helping students to improve their school

performance. The respondents of the study will include the school heads, teachers,

parents, and other school partners from the Schools Division of the City of Malolos,

covering the School Year 2020-2021.

Method

This action research will describe the understanding of home and school as partners in

helping out students with their school performance in times of the pandemic in the Schools

Division of the City of Malolos. This action research will also include the following research

parts to be discussed in detail as it to be used in this study.

Types of Research

The mixed-method approach (quantitative-qualitative) will be used in this action

research to describe the extent of understanding home and school as partners in helping

out students with their school performance. For the quantitative study, the IV-DV model

will be utilized to determine the effectiveness of an intervention designed to enhance the

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partnership between the schools and the school partners in helping out students with their

performance. The IV will be the intervention designed to enhance the school and school

partners’ partnerships and the DV will be school performance for the 1st and 2nd grading

period. The expected difference is either significant or not significant base on the stated

null hypothesis set at a 0.05 level of significance.

For the qualitative part, the descriptive narrative method will be used to describe

the extent of understanding home and school partnerships to enhance students’

performance. The focus-group discussion (FGD) will be used to gather the views of the

participants regarding the level of understanding, problems that hinder school partners to

aid the school in helping out students with their school performance, and their

suggestions will be sought to create an action plan to further enhance the partnership

between the school and home in times of the pandemic.

Respondents

The respondents for this study will include the school heads/ principals, parents/

school partners, teachers, and students from the Schools Division City of Malolos for the

School Year 2020-2021. There will be an assumed 5 school heads/ principals, 100 school

partners, and 50 teachers, and 200 students that will participate as respondents from the

study at least 50% of the total computed target population.

Sampling Method

The non-probability sampling method will be utilized in the selection of the

respondents for the study, particularly the simple random sampling approach. The simple

random sampling approach is usually used to provide equal chances among the available

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respondents (sample) from the targeted population of the study (Creswell, 2014). The

target population for this study will include school heads/ principals, parents/ school

partners, teachers, and students from the public schools in the Schools Division City of

Malolos, Bulacan.

Proposed Innovation/ Intervention/ Strategy

The survey instrument and FGD will be used to describe the extent of

understanding home and school as partners in helping out students with their school

performance. The data to be gathered both quantitative and qualitative will also serve as a

basis to craft/ design intervention activities that will be used to further enhance the

partnership between the home and the school in helping out students with their school

performance in times of the pandemic.

The intervention activities to be designed will be composed of three-phased: The

first one will include the nature of the assistance to be expected both from the school and

the home to help students with their school performance. The second phase will include

all activities relevant to realize and inform the school partners about enhancing the ties/

cooperation between the school and the home to ensure quality learning performance

among the students. And the third phase will be composed of the deliveries and output-

based learning agenda, as well as bylaws to maximize students’ performance.

Instruments

This action research will make use of two sources of data. These will include the

use of survey instrument, or 5-item statement and open-ended questions or interview

guide questions to be used during the FGD sessions with the target respondents to be

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developed and conceptualized by the respondents. The content validation from the

experts will be sought first by the respondents before the conduct of the study once

approved by the Schools Division Office.

Meanwhile, the interview guide questions will be developed by the researcher

covering the questions to be used as part of the interview method during the focus-

grouped discussion (FGD) or individual interview method base on the preferences and

availability of the participants for the qualitative part of the study.

While the grade performance-GPA of the students obtained during the 1st and 4th

grading will be used as sources of data for the students’ school performance.

Data Collection Procedure

In this action research, the mode of data gathering will be the survey and

interview methods. The following procedures will be done before and during the data-

gathering.

A letter will be sent to the Schools Division Superintendent of the Schools

Division City of Malolos, Bulacan to ask permission the conduct the study. Upon

approval of the request letter. Another letter will be sent to the school principals notifying

them about the intention of the researcher to conduct the research.

With the approval of the office and notification forwarded to the concerned school

principals of the target schools, the researcher will commence the conduct of the study.

The distribution of the survey instrument will be conducted online through google

classroom.

While the academic performance in terms of general point average (GPA) for the

1st and 2nd grading period will be used as data for the school performance of the students-

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participants for the study. Also, the interview through FGD sessions will be conducted

using online platforms such as zoom, google meet, or via messenger and video calls.

Ethical Considerations

The following ethical guidelines will be observed by the researcher from the

beginning to the end part of this proposed action research:

1. The dignity of the respondents will be protected at all times. This can be done

by following the guidelines stated under the data privacy act of 2012.

2. Acknowledgment of works of other authors used in the study will be

appropriately cited using APA referencing system, 6th edition.

3. Full consent of the respondents will be done accordingly through consent and

assent letters.

4. Waivers from the parents and/ or guardians will be secured first by the

researcher before the conduct of the study for students whose age is below 18

years old, consider as minors.

5. Full compliance with the rules and guidelines sets by the SDO- Santiago will

be followed by the teacher-researcher for conducting quality action research.

Data Analysis

This study will utilize the mixed-method research designs following qualitative

and quantitative research methods. For the quantitative part of the study. The descriptive-

research method will be used. The extent of understanding home and school partners in

helping out students with their school performance will be described using frequency

counts, percentages, and weighted means. The grade performance (GPA) of the students

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will be described using frequency counts and percentages. While the level of significant

differences between the two variables (IV and DV) will be determined using a t-test of

significant differences (paired-sample method).

The comparison of the school performance of the students will be made by

considering the 1st and 2nd grading period as baseline data, before the implementation of

the proposed intervention activities to further enhance the partnership between the school

and the home in helping out students with their school performance. Upon the

implementation of the intervention activities. The 1st and 2nd grading performance

(before) will be compared to the grade performance of the same students for the 3rd and

4th grading period (after) when the intervention activation would be applied.

For the qualitative part, the interview guide questions will be used to gather

information about the subjective views of the participants regarding the level of

understanding home and school as partners for helping out students with their school

performance during the times of the pandemic as well as their perceived problems that

hinder the partnerships. this will be done either through focus-grouped discussion (FGD)

or individual interview based on the preferences and availability of the participants. The

responses of the participants will be recorded (with their consent and approval), will be

tallied and coded to get the emerging views of the participants. The narratives of the

participants will be used to categorize their responses.

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Work Plan/ Time Plan

From: March 2021 – July 2021

Tasks / Activities Conceptualization Design Phase Empirical phase/

Phase Analytical Phase

Research Proposal March 2021

Data Gathering April 2021

Interpretation and May 2021

Analysis of the
Results

Submission of
Final Output/
Dissemination/
Utilization Phase
(June 2021)

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Plan for Dissemination and Utilization

PLAN FOR DESSIMINATION / ACTIVITY/ EXPENSES - AMOUNT

UTILIZATION

Dissemination of Results – during meetings and 1,000.00

conferences with teachers per school. (Snacks, brochures, and
pamphlets)

Designing a program that would reflect the process 500.00

included in measuring the teaching and learning process (posting materials and
using modular prints learning modality in the new normal. labors)

Utilization of Results through integration on SLACs and 500.00

DLAC (before the start of the next grading period for S.Y. (Teachers’ snacks, tokens
2020-2021) for speakers, and
information brochures,
etc.)

Sessions of Teachers, Students, Parents, and Significant 500.00

others for dissemination purposes of research results. (snacks for participants,
venue fees, and other
documentation expenses

TOTAL 2,500.00

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References

Ali, M. H, and Kahur, H. (2020). Neurological and Neuropsychological Changes Associated

with SARS-Co-V2 Infection: New Observations, New Mechanisms. Sage

Journal .http//DOI.org/10.1177/10703858420984106.

Creswell, J. (2014). Research design: qualitative, quantitative, and mixed methods approach

(2nd ed.). Thousand Oaks, CA: Sage.

Czerniewicz, L., AGherdien, N.M., and Wissing, G. (2020). A Wake-Up Call: Equity,

Inequality and COVID-19 Emergency Remote Teaching and Learning. Springer Link.

Department of Education. 2012. Implementing Guidelines on the Revised School-Based

Management (SBM) Framework, Assessment Process, and Tool (APAT). In DepEd

Order No. 83, s. 2012. DepEd Complex, Meralco Avenue, Pasig City.

Department of Education Order no. 16, series of 2017. Research Management Guidelines.

DepEd Central Office. DepEd, Meralco Avenue, Pasig, Metro Manila.

DepEd Order no. 4, series of 2016. Amendment to DepEd order no. 43, series of 2015. Revised

Guidelines for the Basic Education Research Fund (BERF). DepEd, Meralco Avenue,

Pasig, Metro Manila.

DepEd Order no. 32, series of 2020. Guidelines on the Engagement of Learning Support Aides

to Reinforce the Implementation of the Basic Education Learning Continuity Plan in

Time of COVID-19 Pandemic. DepEd, Meralco Avenue, Pasig, Metro Manila.

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UNDERSTANDING HOME AND SCHOOL AS PARTNERS 17

DepEd Order no.12, series of 2020. Adoption of the Basic Education Learning Continuity Plan

for School Year 2020-2021 in Light of the COVID-19 Public Health Emergency. DepEd,

Meralco Avenue, Pasig, Metro Manila.

DepEd Order no. 18, series of 2020. Policy Guidelines for the Provisions of Learning Resources

in the Implementation of the Basic Education Learning Continuity Plan. DepEd, Meralco

Avenue, Pasig, Metro Manila.

DepEd Memorandum (DM)-CI-2020-00162. Suggested Strategies in Implementing Distance

Learning Modalities (DLDM) for School Year 2020-2021. Central Office Issuances.

DepEd, Meralco Avenue, Pasig, Metro Manila.

Regional Memorandum (RA) no. 48, series of 2016. Revised Guidelines in Conducting

Research Based on the Basic Education Research Fund Standard (BERF). D.M.

Government Center, Memphis, City of San Fernando, Pampanga.

Regional Memorandum (RA) no. 15, series of 2020. Revised Guidelines in Conducting

Research Based on the Basic Education Research Fund Standard (BERF). D.M.

Government Center, Memphis, City of San Fernando, Pampanga.

Region III – RM 59, S. 2017 – Reformulated Regional Research Agenda and Call for Research

Proposals. RM 59, s. 2017 – Reformulated Regional Research Agenda and Call for

Research Proposals.

Wargadinata, W., Maimunha, I, Dewi, E., and Rofiq, Z. (2020). Students’ Responses on

Learning in the Early COVID-19 Pandemic. DOI: 10.24042/ tadris.v.51.6163. Research

Gate.

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Zhang, R., Li, Y., Zhang, A., Wang, Y., and Molina, M.J. (2020). Identifying Airborne

Transmission as the Dominant Route for the Spread of COVID-19. www. PNAS. org.

https://doi.org/10..1073/pnas.2009637117.

Appendices

A. Survey Instrument

Extent of Understanding Home and School as Partners in Helping Students with their

School Performance

Direction: Using the rating scale below. Kindly assess the level of your understanding of home
and school as partners to improve students’ school performance.

Rating Scale:

5 – Very great extent

4 – Great extent
3 – Moderate extent
2 – Low extent
1 – Poor extent

Indicators 1 2 3 4 5
1. The school and home are partners to improve the scholastic
standing of students in school. This can be done by providing
information about the students’ school performance and home-
schooling performance.
2. The school and home are partners in keeping up the good
performance of the students both at home and in the school in
terms of meeting up the expected essential learning competencies
from the students.
3. The school partners are responsible for upgrading the performance
of the students by providing full support and assistance to the
school utilizing active participation in the school’s programs,
activities, and projects.

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4. The school and school partners should work hand-in-hand to fully

assist and helps students to adjust effectively with their studies in
times of the pandemic.
5. The school and school partners should work collaboratively to
ensure an effective delivery of quality education using distance
online modalities in times of the new normal.

B. Open-Ended Question/ Interview Guide Question- Probing Questions (for FGD

interview)

Direction: Kindly provide your short narrative/ answers to the given questions below:

1. What are the problems that hinder school heads and school partners in helping

school heads to help improve students’ performance during the pandemic?

1.1 Do you experience problems relating to school heads/ teachers in terms of the school

needs of your children? Cite specific scenario. As a parent (school partners)

1.2 Enumerate some problems you encountered when aiding/ donations to the school

during the times of the pandemic. (school partners)

1.3 What problems hinder the school and home partners in providing help to the students

to enhance their school performance?

2. What are the perceptions of school partners in terms of providing support and

assistance to the school to help improve students’ performance?

2.1 As a school partner, what are your perceptions about your roles as providers of

assistance to enhance students’ school performance?

2.2 What assurance do you expect when providing help to schools as partners for

improving students’ school performance?

3. What action plan can be derived from the findings of the study?

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3.1 What can you suggest to further enhance the cooperation and collaboration between

the home and school as partners in helping out students with their school

performance?

3.2 Do you think that home and school as partners can help provide quality education to

students in the new normal? Why do you say so?

B. Consent and Assent Letters

March 9, 2021

Dear Respondents:

Pleasant Day!

The undersigned is currently conducting research entitled, “Understanding Home

and School as Partners in Helping out Students with their School Performance: Using

Mixed-Method Approach.”

In connection with this, the researcher is asking for your cooperation and support

to allow your Son/ Daughter to become one of the participants in this study. Rest assured

that the responses to be gathered in this study will be used to enhance the life skills of

your son/ daughter using online teaching/ learning.

I am hoping for your most favorable response on this matter.

Thank you very much!

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Respectfully yours,

Name of Teacher (Capital letter)

Position

Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI.PLAGIARISM

1. I, ______________________________, understand that plagiarism is the act of taking and

using another's ideas and works and passing them off as one's own. This includes explicitly

copying the whole work of another person and/or using some parts of their work without proper

acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and have cited properly all the

references used. I further commit that all deliverables and the final research study emanating

from this proposal shall be of original content. I shall use appropriate citations in referencing

other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly by the Department of Education and

(insert grant mechanism).

PROPONENT 1:
_____________________________________________________
PRINTED NAME: _____________________________________
SIGNATURE: ________________________________________

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DATE: ______________________________________________

D. DECLARATION OF ABSENCE OF CONFLICT OF'INTEREST

1. I,_____________________________________ understand that conflict of interest refers to

situations in which financial or other personal considerations may compromise my judgment in

evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise from the

application and submission of my research proposal. I understand that my research proposal may

be returned to me if found out that there is a conflict of interest during the initial screening as per

(insert RMG provision).

3. Further, in case of any form of conflict of interest (possible or actual) which may inadvertently

emerge during the conduct of my research, I will duly report it to the research committee for

immediate action.

4. I understand that I may be held accountable by the Department of Education and (insert grant

mechanism) for any conflict of interest which I have intentionally concealed.

PROPONENT 1:
_____________________________________________________
PRINTED NAME: _____________________________________
SIGNATURE: ________________________________________
DATE: ______________________________________________

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SCHOOLS DIVISION OF MALOLOS