PARENTS’ INVOLVEMENT IN LEARNER’S

READING ACHIEVEMENT IN THE NEW

NORMAL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 233-244
Document ID: 2023PEMJ644
DOI: 10.5281/zenodo.7830338
Manuscript Accepted: 2023-15-4
Psych Educ, 2023, 8: 233-244, Document ID:2023 PEMJ644, doi:10.5281/zenodo.7830338, ISSN 2822-4353
Research Article

Parents’ Involvement in Learner’s Reading Achievement in the New Normal

Christy V. Melencion*, Reynilda C. Alferez
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the challenges of parents' involvement in learner's reading
achievement in the new normal of Grade 1 parents of Napocor Elementary School of Fuentes,
Barangay Maria Cristina, Iligan City, during the School Year 2021-2022. This study utilized a
descriptive-correlational research design to determine the demographic relationship between and
among the variables and the level of challenges of parents’ involvement in learners’ reading
achievement. The survey questionnaire was given to the respondents to gather data. EGRA tool was
also utilized in data gathering. Results revealed a significant relationship between reading
achievement and demographic profile in terms of monthly income, highest education, and the
number of children. The higher the parents' education level, occupational prestige, and income,
the higher the children's reading ability and vice versa. The study revealed a significant relationship
between reading achievement and the level of challenges of parents' involvement in the language
spoken at home and parents' education. Moreover, parental education s a determining factor in
children's reading abilities and achievement, confirming the relationship between parental education
and children's literacy outcomes. Parents with higher schooling placed more excellent value on
education and thus provided more materials and school-related activities for their children.

Keywords: parents’ involvement, reading achievement, challenges of parents, early grade

reading assessment

Introduction developing long-term reading difficulties.

DepEd Order no. 45 s. 2002 strongly mandated from

Literacy is found to be one of the strongest predictors
of academic success. Generally, learners struggle with
school learning from their daily reading activities in
their first-grade level. Therefore, learners have an
exceptionally high cost of early failure in basic reading
instruction.
Reading is a necessary ability in a bountiful education
to reach high levels of academic success. To
understand, use, evaluate, reflect on, and engage with
texts in order to accomplish one's goals, expand one's
knowledge and potential, and participate in society,
one must possess reading literacy. The fundamental
components of instruction will teach learners how to
succeed academically. Some students begin learning in
their families through their parents' difficulties with
reading and writing. The Coronavirus Disease 2019
(COVID-19) pandemic, which significantly disrupted
daily life and impacted communities across the
country, was contained by protective measures. Over
55 million children in the United States were impacted
by widespread business and school closures.
Most of the problems that arises of today’s pandemic
are the reading literacy and numeracy of the learners
who are encouraged to read in a home reading
strategies with the parents. This is due to considerable
differences in language, initial literacy skills and
motivation. This placed them at an even higher risk for
the main thrusts of the 2002 basic education
curriculum policy that every child is a reader at the
beginning of the school year. Reading is the first guide
to an effective teaching. It boosted a learner to read
well by the end of third grade. This also ensured that
all learners would advance later to higher grades well
prepared to achieve their full academic potential
(Gulas, 2010). However, too many learners in schools
across the Philippines and other countries were having
a difficult time with learners’ performance in reading.
Elements of teamwork had explained improvements in
programs of family improvement. Andrews (2018)
found that research on children’s literacy development
provided overwhelming evidence of the connections
between literacy resources at home and children’s
literacy development.
Spencer and Wagner (2018) stated that children with
poor decoding skills were exposed to fewer words and
fewer ideas. Yet, learners’ process of engaging text for
the purpose of extracting and constructing meaning
and subsequently the knowledge gap between them
and their higher–performing peers grew in both word
knowledge and concept knowledge.
According to Carter et al., (2010), great kids read far
more opportunity text than underachievers at the same
grade level. This is predicated on the theory that under
this new typical education, decoding skills in reading

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Research Article
would develop as good, "rich" readers used their word-
reading capital to read more. Meanwhile, less
proficient or "poor" readers read significantly fewer
words and lag considerably behind their more
accomplished counterparts because they have less
reading capital to invest. They get impoverished as a
result of the majority of parents being at work while
the other parents weren't.
Kamis et al. (2020) posited that teachers in the
classroom may use any reading materials to promote
deeper, higher-order, critical thinking for gifted
learners in up-killing and re-skilling of reading
enhancement. Gifted learners in the orientation phase
of reading development from kindergarten to higher
grade level may assist gifted learners. It stimulated
correct pronunciation, recalled or flashed back the
important aspect of reading procedures on knowledge.
It also analyzed, created, and evaluated the knowledge
of language that they received as an output in the
classroom.
Moreover, Muhammad and Usman (2017) asserted
that some misconceptions also hindered efficient
teaching and learning of reading skills. This reading
was about the academic business of primary school.
Content area reading was different from subject matter
reading. Remedial work alone was enough to meet the
needs for reading. Hence sidetracking developmental
reading and that the teaching of reading should be left
for the English teachers alone. In order for children to
develop and master the art of reading, the role of
parents was very crucial as they were the first teachers.
They could initiate the actual process of developing
reading skills. Parental involvement had been
described by researchers as a variety of activities. It
allowed parents to participate in the educational
process of their children at home and in school.
Activities such as information exchange, decision
sharing, volunteer services for schools, home
tutoring/teaching, and child/school advocacy could be
used to involve parents in school learning (Tarraga &
Reyes, 2017).
But the extent to which parents were able to create
home reading environment due to COVID-19
pandemic encouraged learners to learn. This also
communicated high yet reasonable opportunity for
achievement and future careers. This event intended
parents to be involved in their children’s education at
school and in the community. This research had
considered parental involvement along three clusters –
high, medium low, and also parental factors at home,
school and through invitation. Children's academic
achievement between the parental involvement
Melencion & Alferez
profiles, indicating children whose parents had a low
involvement had lower academic achievement.
Parental involvement had a big influence on their
child’s academic achievement. It was important to take
a step back and realize that over-parenting was a
serious factor affecting more than just student
achievement. The parents had the power to influence
the entire school system. Although the importance of
parental involvement was widely acknowledged in
educational society, most of parents showed that many
parents still do not get involve effectively in their
child’s education whether in school or at home.
Parental involvement was essential in primary
education. This would help to enhance a child’s social
relationships and promote a sense of self-esteem and
self-efficacy.
This study aimed to determine the challenges of
parents’ involvement of Grade 1 learners in reading
achievement. This was conducted in Napocor
Elementary School, West II District, Division of Iligan
City, in school year 2021-2022.
As a Grade I teacher who had been teaching for three
years already, the researcher was motivated to conduct
the study on challenges of parents’ involvement on
learner’s reading achievement in the new normal.
Also, the researcher wanted to know better the
struggles of parents especially in teaching reading of
their children at home. It was a universal knowledge
nowadays that learning of children was more
dependent on how they were being taught or guided at
home with their parents or siblings. This study would
also aimed to personally scrutinize the way they dealt
with these struggles at home and employ some coping
mechanisms. It was also her hoped that the results of
the study would benefit the educational sector to
improve the learning of the pupils at the early stage of
their schooling even if learning took place at home.
Research Questions
This study aimed to determine the level of challenges
of parents’ involvement on learners’ reading
achievement and effective methods for increasing
parents’ involvement. This study sought to answer the
following questions.
1. What is the demographic profile of the respondents
in terms of:
1.1. age;
1.2. monthly income;
1.3. highest educational attainment;
1.4. number of children; and
1.5. language spoken at home?
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2. What is the level of challenges of parents’
involvement on learners’ reading achievement in terms
of:
2.1. language;
2.2. parents’ relationship;
2.3. parents’ education;
2.4. attitudes of the teachers;
2.5. cultural influences; and
2.6. family issues?
3. What is the result of the reading achievement of the
learners using Early Grade Reading Assessment
(EGRA)?
4. Is there a significant relationship between parents’
demographic profile and learners’ reading
achievement using EGRA?
5. Is there a significant relationship between the level
of challenges of parents’ involvement and levels of
reading achievement using the EGRA tool?
Methodology
Research Design
A descriptive-correlational research design served as
the basis for testing the data of this study. Descriptive
research design for it will determine the demographic
relationship between and among the variables.
Descriptive research provided quantitative data,
record, analysis interpretation of the present nature,
composition, and processes of phenomena (Calderon,
2005). Correlational research is a type of non-
experimental research method in which a researcher
measures two variables and understands and assesses
the statistical relationship between them with no
influence from any extraneous variable.
Research Environment
This study focused on the challenges of parents in the
reading achievement of Grade 1 learners in Napocor
Elementary School of West II District in the Division
of Iligan City. This school was located in the coastal
part of Iligan City that can easily be reached through a
PUJ and other public vehicles as means of
transportation. Napocor Elementary School was an
adopted school of National Power Corporation as the
beneficiary of school supplies and school
improvement, making the school one of the awardee
Melencion & Alferez
schools of the Division of Iligan City. Moreover,
Napocor Elementary School has a total population of
1156 from kindergarten to grade six who are officially
enrolled and reflected in the Learners Information
System of the Department of Education. As one of the
achiever schools in West II District of the Division of
Iligan City, the school won the Best Implementing in
Brigada Eskwela from 2019-2020 and 2021-2022. The
school was composed of 37 teachers. It has its duties
and responsibilities which were compiled on the
dedication and hard work for its progress and
development. It caters to learners freely to learn. This
study was conducted in the school year 2021-2022.
Respondents and Sampling Procedure
The respondents of the study were chosen from among
the parents of Napocor Elementary School Grade I
learners. There were five sections of Grade I learners
from Napocor Elementary School of West II District in
the Division of Iligan City. The selection of parents as
the respondents was made through a simple-random
sampling. From one hundred seventy (170) Grade 1
total number of parents, one hundred (100) was the
respondents in this study. The name of possible
respondents was categorized by a number coding in
the randomized selection of respondents using the Stat
Trek Calculator. The select code numbers were the
respondents of this study.
Table 1. The Respondents of the Study
Research Instrument
This study utilized a researcher-made questionnaire
subject for validation by the three experts from the
Division of Iligan City, higher authority Personnel,
including the Public Schools District Supervisor. The
research instrument was a survey questionnaire for the
Grade I parents.
The researcher-made questionnaire was composed of
two (2) parts. Part one (1) was the demographic profile
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Research Article

of the parent respondents in terms of age, monthly

income, highest educational attainment, number of
children, and language spoken. Data from the
demographic profile was relevant information to
address the level of challenges of parents' involvement
in the reading achievement of the learners. Part two (2) Table 2. Respondents’ Age
was the level of challenges of parents’ involvement on
learners reading achievement in terms of language,
parent relations, parents’ education, attitudes of the
teachers, cultural influences, and family issues. A 4-
point Likertscale was used (1=Strongly Disagree, 2=
Disagree, 3= Agree, 4= Strongly Agree).

The responses of the respondents were interpreted

using the corresponding scale in each indicator as
presented in the survey questionnaires. The
respondents were required to indicate their responses
by checking the corresponding number in each column
indicating the qualifying statement from four-point
Likert scales that served as the basis for the
interpretation of this study.

Data Gathering Procedure

The data were gathered after securing permission from

the Office of the Schools Division Superintendent to
conduct the research in the Napocor Elementary
School, West II District which was chosen as the Figure 1. Respondents’ Age
respondent of this study. This would be forwarded to
the District Supervisor to the school principal for Table 2 (Figure 1) illustrates the profile of parents in
information and instruction. Then, the researcher terms of age. The data indicated that the highest
proceeded to each identified parent to administer the number of respondents in terms of age was 25 to 34
questionnaires. The researcher informed the school years old and the lowest number of respondents was
head and administered the questionnaires to the 15 to 24 years old. Shanahan (2021) cited that there
identified parents then copies of the questionnaires
was no particular age that one had to learn to read but
were given. After some arrangements, the researcher
starting early provided the greatest opportunity for
personally monitored and recorded the generated
information. Moreover, the researcher translated,
children’s success.
summarized, and analyzed using descriptive inferential
statistics. The study results were the basis of the Table 3. Respondents’ Monthly Income
formulation of additional reading enhancement that
would convey the reading capability of the learners.

Results and Discussion

The socio-economic profile of the respondents in

terms of age, family monthly income, highest
educational attainment, number of children, and
language spoken at home

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of the respondents had less number of children, which

implied that most of them had sufficient time to guide
their children. The study of Korir (2017) indicated that
number of siblings had no effect on students’ academic
performance.

Table 5. Highest Educational Attainment

Figure 2. Monthly Income

Table 3 (Figure 2) shows distribution of the

respondents according to their monthly income. The
data revealed that majority of the respondents’ parents
had 10,000.00 below family income. Results implied
that most of the respondents had low monthly income.
With the current pandemic increasing prices of all
commodities, having an income lower than 10,000
would not be sufficient. In addition, Loken (2010)
emphasized that income had sizeable negative impacts
on education and IQ among children from low-income
families. However, those effects declined sharply
among higher-income families.

Table 4. Number of Children

Figure 4. Highest Educational Attainment

Table 5 (Figure 4) illustrates the distribution of the

respondents according to their parents’ highest
educational attainment. It was revealed that the
majority of the respondents were high school
graduates, college level, and college graduates. Since
most of parents did finish their studies, they may be
familiar with the lesson, so it became easy for them to
guide and assist their children in answering the task in
the modules. Velleymalay (2012) cited that parents
with higher level of education were more likely to help
their children in their education. They also had the
ability to set learning patterns for their children
compared to those parents with low education level.
Figure 3. Number of Children
In addition, according to Egalite (2016) highly
educated parents were more likely than their less-
Table 4 (Figure 3) shows distribution of the
educated counterparts to read to their children.
respondents according to number of children. 72% of
Educated parents enhanced their children’s
the respondents had 0-3 children while only 1% had 10
development and human capital by drawing on their
and above children. The results revealed that majority
own advanced language skills in communicating with
their children.

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Research Article
Table 6. Language Spoken at Home
Figure 5. Language Spoken at Home
Table 6 (Figure 5) shows distribution of the
respondents according to their number of language
spoken at home. It revealed that most of the
respondents spoke Cebuano. Several researches
showed that children were at an advantage if the home
language was the same as the language in which
literacy instruction was first encountered. Put
differently, the home language advantage was seen in
foundation skills for literacy.
The level of challenges of parents’ involvement in
learners’ reading achievement
Table 7. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Language Spoken at Home
Melencion & Alferez
Figure 6. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in Terms
of Language Spoken at Home
Table 7 (Figure 6), illustrates the level of challenges of
parents’ involvement in learners’ reading achievement
in terms of language spoken at home. The weighted
mean average of 1.88 with the description of
“disagree”. This implied that the respondents
disagreed with the views cited along the challenges of
parents’ involvement in learners’ reading achievement
in terms of Language spoken at home. The challenges
of parents’ involvement in terms of Language spoken
at home with the highest mean was the statement; the
language they were accustomed to was the rare
intonation in reading linguistics. Language was a
major barrier to reading intonation. It had a mean of
2.00. It was also found that the statement with the
lowest mean was the language they used at home was
a big barrier in reading with an average mean of 1.70.
These findings were the same with Morrow (2005) as
he emphasized, “Parents of preschoolers must
participate in home and in school activities that dealt
with their child’s literacy development. Schools must
assist parents with helping their children with language
and literacy development.
Table 8. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Parents’ Relationship
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Figure 7. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Parents Relationship
Table 8 (Figure 7) illustrates the level of challenges of
parents’ involvement in learners’ reading achievement
in terms of relationship. It showed that the weighted
mean average of 1.90 indicated disagreement. It meant
that the respondents disagreed in all statements the
researcher stated above. In thestudy of Bendanillo
(2021) revealed in her paper that children needed
much guidance and assistance not only from their
teachers but also from their parents in order to become
successful readers. Moreover, in order to motivate and
encourage their children to achieve better in school,
parents should support their children in their studies,
particularly by providing a supportive environment at
home.
Table 9. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Parents’ Education
Melencion & Alferez
Figure 8. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Parents’ Education
As shown in Table 9 (Figure 8), the level of challenges
of parents’ involvement in learners’ reading
achievement in terms of parents’ education shows that
the weighted mean average of 1.70 indicated strong
disagreement that implied that the respondents agreed
with the statements cited. The respondents disagreed
with the following statements: I am of the right age but
lack of education and knowledge to teach reading; I
rather work than raise my children for better
education; there is no money to go to school other than
to work with the expected money for the family.
On the other hand, the respondents disagreed on the
statements: I did not finish my studies because I
experience poverty in life and I know how to read but I
have a hard time teaching reading correctly. Parents’
education and their children’s academic achievement
relied on the assumption that parents learned
something during schooling. These influenced the
ways in which they interacted with their children
around learning activities (Davis-Kean et al.,2003).
Table 10. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Attitudes of the Teachers
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Table 11. The Level of Challenges of Parents’

Involvement in Learners’ Reading Achievement in
Terms of Cultural Influences

Figure 9. The Level of Challenges of Parents’

Involvement in Learners’ Reading Achievement in
Terms of Attitudes of the Teachers

Table 10 (Figure 9), illustrates the level of challenges

of parents’ involvement in learners’ reading
achievement in terms of attitudes of the teacher. The
weighted mean average of 1.80implied that the
respondents disagreed with the views cited along the
challenges of parents’ involvement in learners’ reading
achievement in terms of the attitudes of the teacher.
The challenges of parents’ involvement in terms of
attitudes of the teacher with the highest mean were the
statements; Some teachers have good relationships to
the parents which had a mean of 3.20, while the
statement “some teachers were not approachable in the
school got the lowest mean. Some teachers did not
have clear instructions got a mean of 1.40.
Figure 10. The Level of Challenges of Parents’
The study of Ekperi et al. (2019) revealed that teachers Involvement in Learners’ Reading Achievement in
with negative attitudes may not be as approachable to Terms of Cultural Influences
students as teachers who were positively motivated.
So, students found it difficult asking such teacher Table 11 (Figure 10), illustrates the level of challenges
questions on the grey areas of the subject he/she of parents’ involvement in learners’ reading
teaches. Once, this was the case, students began to lose achievement in terms of cultural influences. The
interest in the subject and learning generally, which findings showed that the weighted mean average of
ultimately affected their academic performance 1.90 indicated that the respondents had disagreed in all
negatively. statements the researcher stated above.

Bruner (1990) revealed and argued that they must

place culture in a central role in the study of human
development. Because each was attached in a culture,
they cannot hope to understand the human psychology
at the individual level. Each of us was an active
participant in our culture, through which our
understandings evolved.

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Table 12. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Family Issues
Figure 11. The Level of Challenges of Parents’
Involvement in Learners’ Reading Achievement in
Terms of Family Issues
Table 12 (Figure 11) shows the level of challenges of
parents’ involvement in learners’ reading achievement
in terms of family issues. It indicated that the weighted
mean average of 1.80implied that the respondents
disagreed with the statements cited. The respondents
disagreed in this statement: There was always an
argument in our family about our other daily needs.
According by Dr. Gordon Harol (2005) children living
in a family environment marked by frequent, intense,
and poorly resolved conflicts between parents were at
greater risk for deficits in academic achievement than
children living in more positive family environments.
The result of the reading achievement of learners
using EGRA
Melencion & Alferez
Table 13. Results of the Reading Achievement of
Learners using EGRA
Table 13 illustrates the results of learners’ reading
achievement using EGRA. The findings showed that
only 9% of the learners were excellent at reading from
1-50 words in 1 minute. The results revealed that most
of the learners were average and could only read 11-20
words.
The significant relationship between parents’
demographic profile to learners’ reading
achievement
Table 14. Correlation between the Learners Reading
Achievement and their Demographic Profile in Terms
of Age
Table 14 displays the correlation between the parent’s
demographic profiles on reading achievement. The
study exemplified that there was a significant
relationship between the reading achievement and
demographic profile in terms of monthly income at
.000 level significance, highest education .000 level of
significance, and number of children at .041 which
was lower than the 0.05 level thus, the null hypothesis
was rejected. The findings of the current study were
consistent with the study of Chen et al. (2018) who
stated that there was a significant relationship in socio-
economic status (monthly income & parents education
level). The higher the parents’ education level,
occupational prestige, and income were, the higher the
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children’s reading ability, and vice versa.
The study also revealed that there was no significant
relationship the between the reading achievement and
demographic profile in terms of age at .853 level of
significance and language spoken at home at .775 level
of significance which was higher than the 0.05 level
thus, the null hypothesis was not rejected. Similarly, in
the study of Goodz (1994) parents may use the
language that their children understand best to support
their reading, while children’s language abilities
influence the language choices of their parents (David
& Wei, 2008).
The significant relationship between the level of
challenges of parents’ involvement and levels of
reading skills using the (EGRA) tool and EGRA
result
Table 15. Correlation between the Level of Challenges
of Parents’ Involvement and Levels of Reading Skills
using the EGRA Tool
Table 15 presents the correlation between the level of
challenges of parents’ involvement on reading
achievement. The study revealed that there was a
significant relationship between the reading
achievement and the level of challenges of parents
involvement in terms of language spoken at home at
.005 was lower than the 0.05 level thus, the null
hypothesis was rejected. Moreover, the level of
parental education is a determining factor in children’s
Melencion & Alferez
reading abilities and achievement. Considine and
Zappala (2002) confirmed the relationship between
parental education and children’s literacy outcomes.
Parents with higher schooling placed greater value on
education and thus provided more materials and
school-related activities for their children (Baker et al.,
1995).
Conclusion
Based on the findings presented in the preceding
section, the following conclusions are drawn: There
was a significant relationship between reading
achievement and demographic profile in monthly
income. It could be concluded that the higher the
family income was, the higher the children's reading
ability, and vice versa. The family income affected the
academic achievement of the child. There was a
significant relationship between reading achievement
and demographic profile regarding the highest
educational attainment. It could be concluded that the
parents' education affected the child's reading skills
because the higher education they had, the more
knowledge they could teach, especially in teaching
reading. There was a significant relationship between
reading achievement and demographic profile
regarding the number of children. It could be
concluded that the more you have a large number in
your family, the more you cannot focus on the other
siblings, or you cannot cater to all your children.
There was no significant relationship between the
reading achievement and demographic profile in terms
of age and language spoken at home. It was concluded
that age and language spoken at home couldn't affect
the parents' involvement in the reading achievement of
their child. There was a significant relationship
between the reading achievement and the level of
challenges of parents' involvement in terms of
language spoken at home and the level of parental
education. It could be concluded that language spoken
at home can affected a child's reading, like the diction,
pronunciation, and trouble in sounding especially new
to the word. On the other hand, parents' education
could affect too in child's reading by fostering the use
of positive parenting practices, such as using positive
language, planned discipline, and helping the child
teach the proper ways of reading. It also encouraged
nurturing behavior and increases parents' knowledge
of child development and communication styles.
Based on the findings drawn and conclusions made,
the following recommendations are offered for
consideration: (1) Parents must understand that
teaching reading to their child promotes positive
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parenting practices, encourages nurturing behavior,
and increases parents' knowledge of child development
and communication styles; (2) The supervisors and
school head could recommend the training to promote
parents' involvement in reading provided materials
they need; (3) Teachers should benefit from this study
because it serves as a guide when they have pupils
who need guidance for parents; (4) The pupils should
be helped by enhancing their skills in reading with the
help of their parents; (5) This study's result could serve
as a basis and benchmark for further similar studies to
be taken along with the parents' involvement in
reading of the learners; and (6) The output of this
study, which is the instructional guide for parents in
teaching reading, should be utilized to improve the
learners reading achieve.
References
Andrews, F. A. (2018). The relationship of parental involvement and
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Arthur, M. (2009). Thinking outside the master's house: New
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Affiliations and Corresponding Information
Christy V. Melencion
Department of Education – Philippines
Reynilda C. Alferez, PhD
Department of Education - Philippines
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