1

INTRODUCTION

Background of the study

Parental Involvement is an active strategy to ensure student

success (Barnard, 2009 and Desimone, 2009). Parental Involvement has

numerous positive effects on learning and increased motivation, self-

esteem, and self-reliance, which, despite low economic background, can

bring about success. Conversely, research upholds that no parental

involvement subsidizes to low student achievement and engagement

(Bower and Griffins, 2011).

The No Child Left Behind (NCBL) Act of 2001 of the US Department

of Education (2002) mandated that school close the student achievement

gap by placing a high demand on parental involvement. The absence of

communication hinders the participation of the parents in schools.

Parents have to be involved in traditional forms of parental involvement,

the Parent Teacher Associations (PTA), back-to-school nights, open

houses, parent-teacher conferences, or volunteering at a school. Due to

the positive effect on the achievement of the student, some researchers

and the legal mandate of the 2008 No Child Left Behind (NCLB) Act

proposed implementing parent participation strategies and became a

national priority in school campuses (Gudlaug, 2010).

There are numerous studies which weigh the pros and cons of

different types of learning, the correlation between parental involvement

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and student learning skills. Even those studies and articles which focused

on motivation and gender equity could not ignore the role that the parent

plays in promoting a positive learning philosophy. “A child is being

educated starting on its birth down to six years which is the most crucial

years of learning. This means that parents hold the key to learning skills

of a child (Smith, 2011).

It should be a priority of any administrator to impose adequate

guidelines, strategies, and techniques on how to convince parents to be

involved in their child’s learning because it is essential. Public school

educators want parents to undertake more responsibility, and to remove

barriers of parental involvement the school must need to make proactive

approaches that recognize solutions (Smith, 2008). Parents are a vital

asset to improving students learning skills, and they should give the tools

necessary to be active in their children’s’ schools. Thus, researchers

explore the effects of parental involvement as a variable in promoting

student learning skills.

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Objectives of the study

This study aimed to determine the significant relationship between

Parental Involvement and Student learning skills of Grade IV pupils.

Specifically, it aimed to:

1. determine the level of Parental Involvement in terms of:

1.1 Parenting,

1.2 Communicating,

1.3 Volunteering, and

1.4 Learning at home;

2. determine the level of student learning skills in terms of:

2.1 Listening skills and condition,

2.2 Oral communication skills,

2.3 Academic/school and work skills,

2.4 Behavior and social skills, and

2.5 Energy level and motor skills; and

3. determine the significant relationship between Parental Involvement

and Student learning skills of Grade IV pupils in Wakat, Barobo,

Surigao del Sur.

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The Significance of the Study

This study may be beneficial to the following:

Principal. This will guide and lead them to come up with effective

educational plans and strategies that would help teachers and

eventually the students learning skills.

Teachers. This will serve a self-enhancement guide in developing their

ways to facilitate and improve the students’ learning skills.

Parents. This will give information on parental involvement at the same

time they gave a chance that their opinions and observations be

considered.

Pupils. This will give information on the learning skills as they perceived

their parent involvement in terms of their learning.

Future Researchers. This will provide information related to the Parental

involvement on student Learning Skills of grade IV pupils.

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Scope and Delimitation of the Study

This study covered the students of Wakat Elementary School.

However, this focused only on the Grade IV pupils who enrolled in School

Year 2018-2019. Furthermore, this study was delimited to the indicators

identified by the author of this study, for Parental Involvement, these were

parenting, communicating, volunteering, and learning at home. Likewise,

the indicators of the dependent variable, the Student learning skills, were

the listening skills and condition, oral communication, academic and

school works, behavior and social skills, energy level and motor skills

which are found in the instrument used in the study.

Time and Place of the Study

This study was administered the early part of the first semester of

School Year 2019-2020 in Bunawan, Agusan del Sur.

Municipality of Bunawan is located at the second district of the

province of Agusan del Sur in Caraga Region. There were 45,151 people

(2015 census). There are 10 Barangay’s to be survey for farm

mechanization.

Operational Definition of Terms

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Academic/school and works skills refer to the intellectual ability of the

student and how he/she takes responsibility to accomplish

his/her work.

Behavior and social skills refer to the ability of a child to interact with

one another; how he/she behaves in a particular situation.

Communication refers to a dynamic, interactive process that involves the

effective transmission of facts, ideas, thoughts, feelings, and values.

Energy level and motor skills refer to the psychomotor skills of a

student and his/her limitation physically.

Learning at home refers to the involvement of parents in helping with

homework, subject skills, and talents of their children.

Listening skills and condition refers to the condition of a student in

his/her auditory skills, comprehension, and the environment.

Oral communication skills refers to the ability of a student to

communicate in different situation orally.

Parental involvement refers to the visible participation of the parents on

their child different activities in school.

Parenting refers to how the parents assess their child in home condition

to support learning.

Student Learning Skills refers to the learning ability of the students on

how they act upon learning.

Volunteering refers to the ability to do tasks, organizing parental help

and support without following any command.

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Conceptual Framework

Independent Variable Dependent Variable

Parental Involvement Student Learning Skills

 Parenting  Listening skills

and condition
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Figure 1.Conceptual Framework of the study

Figure 1 presents the conceptual framework of the Study. It

consists of two variables namely, the independent and dependent

variables. The independent variable is the Parental Involvement which has

four indicators such as parenting, communicating, volunteering, learning

at home, while the dependent variable is the Student Learning skills

which contain five indicators such as listening skills and condition, oral

communication skills, academic/school and works skills, behavior and

social skills, energy level and motor skills.

REVIEW OF RELATED LITERATURE

Parental Involvement
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Numerous variables support student learning skills; however,

studies have indicated that one of the most critical components is

parental involvement (Hara and Burke, 2009). Overall, educators

acknowledge that parental involvement is significant to a successful

student and that schools are doing their very best to inspire parents to get

tangled in their children’s activities and schoolwork (Griffinth, 2011).

The No Child Left Behind (NCLB) Act of 2001 of the U.S.

Department of Education, indicates in upholding the learning skills of

their children, it is the parents’ responsibilities. Regardless of this

legislation, in developing innovative ways to involve parent’s in their

children’s learning growth, the school should and are fortified to reinforce

their efforts. Parental involvement is not aligned with tradtional forms of

parental involvement as defined by the school through activities such as

providing care for their children, instilling cultural values, and talking

with their children.

Lai and Vadeboncoeur (2012) noted that the school’s duty to

promote parental involvement had become a passive act, rather than a

genuine effort. Also, parents are often scapegoats when trying to find the

blame to student learning. Studies show that the resilient, independent

variable in motivating their children to learn is their parents itself

(Gonzalez-Dehass, 2011; Williams and Holbein, 2012).

Educators believe that parental involvement is essential to students’

learning growth; however, definitions of parental involvement differ. A

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traditional definition of parental involvement includes taking part in

school and home activities, such as volunteering at school;

communicating with teachers; assisting with homework, and attending

open houses, back-to-school nights, and parent-teacher conferences

(Bower and Griffin, 2011). Lopez, Scribner, and Mahitivanichcha (2008)

defined parental involvement as “supporting student learning skills or

participating in school-initiated functions.”

Epstein et al., (2009) framework consists of four types of parental

involvement. The basic obligation of the parent (Type 1) is to confirm the

child’s health and safety, such as parenting, child rearing, continuous

supervision, discipline, and guidance at each age level and to provide

positive home conditions to support learning and behavior is the

responsibility of the family. The school’s basic obligation (Type 2) refers to

academic progress communication with the school, such as memos,

notices, report cards, conferences. School’s basic obligation (Type 3) is to

communication with parents to initiate, monitor, and assist in the

homework or learning activities of their children. The basic obligation of

schools (Type 4) pertains to parental involvement in school setting,

accepting decision-making roles in committees monitoring school

improvements like events, workshops, or self-educational growth such

as Parent Teacher Association [PTA], advisory councils, or other

committees or groups at community, which pertains to integrating

various community agencies and resources that support school

programs (Epstein et al.,2012).

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Parenting

Concerns about the child and the adolescent development that are

being appreciated by the parents and family members and their basic

obligations and responsibilities to ensure the health and safety of

children; parenting and child-rearing sklls are the preparation of their

children for school; the ongoing need to supervise, discipline, and guide

children at each age level; and the need to build positive home conditions

that support school-related learning and behavior appropriate to each

grade level. And there is also a need to establish a supportive home

environment for children as students (Epstein, Hill and Taylor, 2009).

Gordon and Cui (2012) found that parent-teacher relationship is

vital for parents who were more tangled on their children’s activities

seemed consequent to have a better relationship with their children’s

teachers, and opportunity to know their children very well. It is more

likely that parents that interceding in important school matters and

providing guidance and tutoring their children can improve learning

performance. Williams and Sanchez, 2012) stressed the need to design

educational programs for parents to promote strategies to overcome their

difficulties. In general, parents recognized adopting a proper bearing with

their children was required to provide the tools to promote their

independence, but also tended to stand too close when the adolescent’s

tried using those tools to accomplish it. Parental attitudes during the

autonomy process were a challenge, just as other researchers (Barni,

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2011) mentioned that as a parent they have to consider the aspects of

dependency, and in adolescence, the need of security and rules must be

established, but do not neglect the adolescent’s increasing need for

autonomy. They must be on their side in every step of the way, most

particularly, when they are on the stage of growth and development.

Communication

There is a need for communication between school and parents, but

there are significant specific types of communication. Teacher/parent

informal communication are much more effective than one-way

communication. Friendly contact with parents should also be established

early in the year before something has happened that requires the teacher

to contact the parent (Wanat and Wherry, 2008). Establishing two-way

channels of communication between home and school is very effective and

reliable, as teachers try to establish partnerships with parents to support

student learning. For this partnership and building a sense of community

between home and school, strong communication is essential. It is the

role of teachers to continue to develop and expand their skills these

changing times in order to maximize effective parental communication

with parents. In fact, Epstein (2009) describes communicating with

parents as one of six major types of parent involvement practices that are

critical to building strong working relationships between teachers and

parents. To consider the progress of schools as learning communities, it is

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very necessary to nurture the teacher-parent relationship (Schussler,

2008).

Learning at Home

Learning at home relates to parents on how best to help their

children with homework and other decisions related to the curriculum as

well as providing information and ideas on the latter. Parent involvement

in learning activities at home, among other things, refers to parent-

initiated activities or child-initiated requests for help, and parent-teacher

ideas or instructions for monitoring or assisting their children at home in

learning activities that are coordinated with the classwork of children. The

framework assists educators in developing more comprehensive school

and family partnerships programs. This involvement can guide the

development of the child’s self-confidence through a balanced,

comprehensive partnerships programme. It also includes opportunities for

family involvement in school and home, with potentially significant

outcomes for students, parents, and teachers. The results for students,

parents, and teachers will depend on the specific types of involvement

being implemented and the quality of the implementation (Abu Dhabi

Educational Council, 2011).

Student Learning Skills

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Melhuish (2010) inferred that 'higher learning condition is related

with expanded levels of collaboration and congruity, peer amiability and

certainty, bring down against social and stressed or irritate conduct and

higher psychological improvement.

In effect ‘learning’ is the noun and ‘lifelong’ is the adjective

describing the type of learning taking place. Effective learning, through

the lifespan, is dependent upon effective information processing and the

possession and quality of basic learning-to-learn skills and knowledge

centered upon cognitive skills (Cornford, 2010).

Weinstein and Meyer (2011) indicated that individual learners must

engage in a different knowledge and skills, some of which include the

knowledge of students about themselves as learners; the knowledge of

students about course context and learning tasks; and the knowledge of

students about what learning strategies to select and use. These are

complex sets of knowledge and appear to be related to cognitive

development over certain periods of the life-span, particularly

adolescence, and the ability to use more complex and abstract concepts

(Schraw, 2011).

Listening skills and condition

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Listening is an indispensable skill that must be present in most of

the lifetime activities, as shown by Lindsay and Knight: for example, we

listen to a wide range of things; what someone says during a

conversation, face-to-face or over the telephone; information

announcements, for example, at an airport or railway station; radio

weather forecast; play on the radio; music; conversation or eavesdropping

by someone else; lecture; professional advice, for example, at the doctor’s

office, at the bank; instructions, for example, how to use a photocopier or

other machinery; directions; taped dialogue in the classroom (Biggs,

2010).

Listening is a psychological phenomenon, it takes place on people’s

mind cognitively, and a social phenomenon, which develops the

interaction of the individual to its surrounding and environment. It is

considered a complex process and then evaluates it before it is integrated

with phonological aspects and speaking skill (Bueno, Madrid and

McLaren, 2008).

Oral Communication skills

Students require more than the formal ability to present well and a

range of formulaic expressions. Successful communication is context-

dependent and therefore embedded in its particular discourse community

(Bizzell, 2012). Oral communication reflects language and

communication’s persistent and powerful role in human society. As

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Halliday (2008) explains, communication is more than just an exchange of

words between parties; it is a “sociological encounter,” and social reality is

“created, maintained and modified” through an exchange of meanings in

the process of communication. Such a capacity of language is also evident

in Austin’s (2009) earlier work on speech act theory where, as cited by

Clyne (2011), language and thus communication is an instrument of

action”.

Social and Behavioral Skills

Play a critical role in the education process; understanding where

they come from is important. Bourdieu studied these skills under the

rubric of cultural capital and understood cultural capital as the product

of class-based socialization by parents. He claimed that cultural capital

cultivated outside the home was assigned a value different from that

cultivated inside, and argued that schools were rewarding children who

had dominant cultural capital of the class. His concept of embodied

cultural capital or habitus suggests that dispositions initiated and

internalized early in the socialization of a child are both enduring and

resistant to change. If this is true, schools can do little to alter students’

stocks of cultural capital. The exclusionary, static character of cultural

capital is a central part of its definition (Lamont and Lareau, 2012)

This expectation stems from the broader literature on social

development, which finds that social behaviors are most plastic in early

childhood (Campbell and Hawkins, 2008), as well as Bourdieu’s

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suggestion that dispositions internalized early in life have enduring

consequences. Little is known about social/behavioral development in the

education process, however, and it is possible that teachers can shape a

student’s behavior throughout elementary school and into high school.

The student’s improved learning is the main benefit of parental

involvement. Research shows that parent involvement in the school

results in improved learning for students, according to Loucks (2011). It‘s

like a nutshell when the parent shows concern about stimulating the

child that can cause the child’s great accomplishment. If the parent is

more involved with the teacher, school curriculum, and administration,

the parent feels comfortable with the school and may also affect the

parent-student relationship. It is more likely that if the parent knows the

missions and visions of the school to achieve and maybe their child’s

dreams and goals of their child, the parent will be more inspired and

motivated in pursuing their child’s studies, which may be the presenter’s

reason for helping their child’s school activities and programs more.

Parents and school become allies, and when dealing with difficult

students and situations can be mutually beneficial. Parents and school

become allies, and when dealing with difficult students and situations can

be mutually beneficial. The parents are also more financially supported by

the school as well as supporting bond issues and other leeway levies

(Stouffe, 2009). Parents can "increase their understanding of child

development in physical, social, emotional and cognitive areas" (Gelfer,

2012). This helps connect home experiences with the educational

program. By understanding how the child develops, the parents will be

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better able to provide a more positive and exciting home environment. The

parents might even want to learn more and possibly attend the school’s

parent classes. This kind of situation can give the parent, school, and

student a positive spiral of success (Gelfer, 2012).

A model is portrayed as key that exhibits the connections among

understudies' learning methodology information, learning procedure

aptitudes, and self-direction, and also different factors that essentially

affect learning and accomplishment. The section prompts a developing

spotlight on exploration preparing data and models that stress that

comprehension is something that could be controlled through subjective

procedures. One of the pragmatic uses speculations on data handling is

in the area of memory procedures that could be used as part of

instructive settings (Stringer, 2013).

Researchers identify the important role to have a positive bond

between home and school for it may greatly affect the development and

fast progress of their child (Sanders and Sheldon, 2009). Research has

also shown that those students who have attained their ambitions and

has successful careers in life involved parents (Sheldon, 2009). In

addition, research on effective schools, those where students learn and

achieve, has consistently shown that these schools have strong and

positive school-home relationships, despite often working in low social

economic neighborhoods (Sanders and Sheldon, 2009). More importantly,

these effective schools have made a real effort in reaching out to their

students’ families to bring about liaison and cooperation.

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Guy, Tali, and Mordechai (2008) hypothesized that parental

involvement primarily influences children’s attributes and behaviors,

which in turn affect student skills. Similarly, Hoover-Dempsey, and

Sandler’s (2010) theoretical framework suggests that parental involvement

enhances children’s Listening skills and condition, Oral communication

skills, Academic/school and work skills, Behavior and social skills,

Energy level, and motor skills which in turn operate to enhance learning.

Similarly, Chowa, Masa, and Tucker (2013) found that parental

involvement such as home involvement, school involvement, parent-

teacher communication was predictive of children’s school environment

and socio-emotional adjustment.

“The aim of increasing parents’ involvement in children’s schooling

is based on a wealth of research suggesting that such involvement is

beneficial for children” (Pomerantz et al., 2008).

The desire to identify causative factors has intensified over the

years for the decline in student learning skills. Many educational experts

have tried to determine which factors have had the greatest impact on

this phenomenon, as well as the possible corrective measures that can be

used to “right the ship” (Hill, 2009).

METHODOLOGY
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Research Design

This study used a descriptive correlation research design.

Descriptive correlation research design represents a general approach to

research that focuses on assessing the co-variation among naturally

occurring variables (Hill, 2009). The goal of correlation research is to

research the implication for decision making, as reflected in the

appropriate use of actuarial predictions.

Research Respondents

The respondents of this study were the 61 pupils of Grade IV in

Wakat Elementary School, School Year 2018-2019. Hence, the school

consists of 2 sections in grade IV. Universal sampling technique was

employed in this study.

Research Instrument

The instrument used in the study was adapted questionnaire from

Ringenberg et al., (2005). It consisted of two parts. The first part is the

parental involvement from Epstein (2009) and the second part is the

student learning skills from Miller (2008).

The following Likert scales were used to interpret the data:

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Rate Interval Scale Descriptive Interpretation

Response

1 4.20 – 5.00 Very High This means that Parental

Involvement is manifested all
the time
2 3.40 – 4.19 High This means Parental
Involvement is often manifested
3 2.60 – 3.39 Moderately This means that Parental
high/low Involvement is sometimes
manifested
4 1.80 – 2.59 Low This means that Parental
Involvement is rarely manifested
5 1.00 - 1.79 Very Low This means that Parental
Involvement is never manifested
Likert Scale of Parental Involvement of grade IV pupils.

Likert Scale Student Learning Skills of grade IV pupils.

Rate Interval Scale Descriptive Interpretation

Response
1 4.20 – 5.00 Very High This means that Student
Learning Skills is manifested
all the time
2 3.40 – 4.19 High This means that Student
Learning Skills is often
manifested
3 2.60 – 3.39 Moderately This means that Student
high/low Learning Skills is sometimes
manifested
4 1.80 – 2.59 Low This means that Student
Learning Skills is rarely
manifested
5 1.00 - 1.79 Very Low This means that Student
Learning Skills is never
manifested

Data Gathering Procedure

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In gathering data, the researchers secured a letter of permission

noted by the Dean of the College of education to survey the campus and

approved by the School Principal of Wakat Elementary School. The survey

questionnaires were distributed to the Grade IV pupils regarding the

Parental Involvement of Student Learning Skills in Wakat Elementary

School, School Year 2018-2019. Upon the retrieval of data, all information

were organized, synthesized and interpreted to answer the specific

problems presented.

Statistical Treatment

To attain the objectives of the study appropriate statistical tools

were used.

To determine the level of parental involvement and the level of

students learning skills of grade IV pupils in Wakat Elementary School,

weighted mean was used.

To determine the relationship between Parental Involvement and

Student Learning Skills, Pearson-r Correlation was used.

RESULTS AND DISCUSSION

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Level of Parental Involvement

Table 1 shows the level of Parental Involvement of grade IV pupils in

Wakat Elementary School. Data revealed the overall mean of 3.58 with an

interpretation of high and standard deviation of 0.83. This means that

parental involvement is often manifested.

As shown in the table, volunteering has the highest means of 3.61

with an interpretation of high and standard deviation of 0.81. This means

that volunteering is often manifested. It implies that parents are often

attentive in the school and participated in school activities. This

implication is in line to the idea of the parents as an important asset to

improve student learning and should be given the necessary tool to be

participative in their children’s schools (Smith, 2008).

The result showed that the learning at home has the standard

deviation of 0.86 and the mean of 3.57 with the interpretation of high.

This means that learning at home is often manifested. This implies that

the need to build positive home conditions that support school-related

learning and behavior appropriate to each level, there is a need to

establish a supportive home environment for children as students

(Epstein, Hill, and Taylor, 2009).

Table also shows that parenting has the standard deviation of 0.82

and has a mean of 3.47 with the interpretation of high. This means that

parenting is often manifested. This implies that parents hold the key to

learning skills of a child (Smith, 2011).

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Moreover, the result showed that communicating has the lowest

mean of 3.46 with an interpretation of high and standard deviation of

0.82. This means that communicating is often manifested. It implies that

parents merely too busy with their livelihood or other things that they

don’t have so much time to communicate with their children. This is in

line to the idea that lacking of communication hinders parent

participation in schools. It is also considered vital to the development of

schools as learning communities to cultivate the teacher-parent

relationship (Epstien, 2009).

Table 1. Level of Parental Involvement of pupils in Wakat elementary

School

Parental Standard Mean Interpretation

Involvement deviation
Parenting 0.82 3.47 High
category
Communicating 0.82 3.46 High
category
Volunteering 0.81 3.61 High
category
Learning at home 0.86 3.57 High
category
Overall mean 0.83 3.58 High

Level of Student Learning Skills

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Table 2 shows the level of Student Learning skills of grade IV pupils

in Wakat Elementary school. Result revealed the overall mean of 3.18

with a descriptive rating of a moderate and standard deviation of 0.72.

This means that the learning skills of students are sometimes manifested.

The table shows that the listening skills and condition and oral

communication skills has the highest mean of 3.32 with the descriptive

rating of moderate and has a standard deviation of 0.67. This means that

the listening skills and condition and oral communication skills is

sometimes manifested. This implies that listening to a psychological

phenomenon that takes on a cognitive level inside people’s hands; it is

also a social phenomenon that develops the interaction of people between

the environment that surrounds them (Bueno, Madrid and Mc Laren,

2008).

Further, results shows that the energy level and motor skill have a

standard deviation of 0.72 and a mean deviation of 3.02 with descriptive

rating of moderate. This means that energy level and motor skills are

sometimes manifested. It implies that performance is focused on one’s

ability and sense of self-worth and ability is evidenced by doing better

than others or by attaining success Covington (2008).

Table also shows that Academic/school and work skills has a

standard deviation of 0.78 and a mean deviation of 3.28 with descriptive

rating of moderate. This means that academic/ school and works skills is

sometimes manifested. It implies that parents that interceding in

important school matters providing guidance and tutoring their children

 26

can improve learning performance. Parents recognized adopting a proper

bearing with their children was required to provide the tools to promote

their independence (William and Sanchez, 2012).

Table 2. Level of student Learning Skills in Wakat Elementary School

Student learning Standard Mean Interpretation

skills deviation
Learning skills and 0.64 3.32 Moderate
condition
Oral communication 0.61 3.32 Moderate
Skills
Academic/School 0.78 3.28 Moderate
and Work Skills
Behavior and Social 0.72 3.08 Moderate
Skills
Energy Level and 0.72 3.02 Moderate
motor skills
Overall mean 0.72 3.18 Moderate
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The Significant relationship between Parental Involvement and

Student Learning Skills

Table 3 shows the results of the test on the significant relationship

between Parental Involvement and Student Learning Skills as perceived

by Grade IV pupils of Wakat Elementary School using Pearson Product

Moment Correlation (Pearson r). As shown, the overall computed r-value

is -0.140 with the p-value of 0.290 which is higher than the 0.05 level of

significance set in the study. Since the p-value is greater than 0.05 alpha

level, then this indicates that there is no significant relationship between

Parental Involvement and Student Learning Skills in Wakat Elementary

School. The result implies that any changes in the variance of Parental

Involvement are not associated with the variance of Student Learning

Skills.

The indicator parenting was correlated in the indicators of student

learning skills, the p-value was greater than the 0.05 alpha level then it

indicates that there is no significant relationship between parenting and

the indicators of student learning skills. The indicator communicating

was correlated in the indicators of student learning skills, the p-value was

greater than the 0.05 alpha level then it indicates that there is no

significant relationship between communicating and the indicators of

student learning skills. The indicator volunteering was correlated in the

indicators of student learning skills, the p-value was greater than the

0.05 alpha level then it indicates that there is no significant relationship

between volunteering and the indicators of student learning skills. The

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indicator learning at home was correlated in the indicators of student

learning skills, the p-value was greater than the 0.05 alpha level then it

indicates that there is no significant relationship between learning at

home and the indicators of student learning skills.

This implication is in line with the idea of Singh (2009) that there is

no relationship between Parental Involvement and Student Learning

skills. As the student grew older, there was a trend for a parent to be less

involved. There are several factors that could attributed this trend.

According to Brocks and Edmunds (2010) here are some factors that

prevent parents from being involved in their children’s education. They

don’t have time for they are busy, some activities in school occurred

during their work, they also think that teacher do a better job of teaching

their child. Parents believed that their child is embarrassed when their

parents helped them at school and it is more frustrating for them, and the

lack of information of the parent in the content as well as to the events of

the school.

Table 3. Test on Significant Relationship Between Parental Involvement

and Student Learning Skills
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Parental Student Learning skills (y) R-value P-value Remarks

Involvement(x)

Parenting Listening skills and -0.193 0.136 Not Significant

condition
Oral Communication Skills -0.104 0.424 Not Significant
Academic/school and 0.056 0.668 Not Significant
Work skills
Behavior and Social Skills -0.062 0.638 Not Significant
Energy level and Motor -0.095 0.466 Not Significant
Skills
Communicating Listening skills and -0.105 0.421 Not Significant
condition
Oral Communication Skills -0.268 0.037 Not Significant
Academic/school and -0.190 0.143 Not Significant
Work skills
Behavior and Social Skills -0.134 0.302 Not Significant
Energy level and Motor -0.205 0.113 Not Significant
Skills
Volunteering Listening skills and 0.189 0.145 Not Significant
condition
Oral Communication Skills -0.124 0.342 Not Significant
Academic/school and -0.116 0.373 Not Significant
Work skills
Behavior and Social Skills -0.127 0.331 Not Significant
Energy level and Motor -0.170 0.191 Not Significant
Skills
Learning at Listening skills and -0.135 0.298 Not Significant
condition
Home
Oral Communication Skills -0.186 0.152 Not Significant
Academic/school and -0.152 0.243 Not Significant
Work skills
Behavior and Social Skills -0.158 0.224 Not Significant
Energy level and Motor -0.161 0.214 Not Significant
Skills
Overall mean Listening skills and -0.155 0.235 Not significant
condition
Oral Communication Skills -0.170 0.239 Not Significant
Academic/school and -0.100 0.356 Not Significant
Work skills
Behavior and Social Skills -0.119 0.376 Not Significant
Energy level and Motor -0.157 0.246 Not Significant
Skills
Overall mean -0.140 0.290 Not Significant

*Correlation has a significant below the 0.05 level.

SUMMARY, CONCLUSION, AND RECOMMENDATION

 30

Summary

The study entitled “Parental Involvement and Student Learning

Skills as Perceived by Grade IV pupils in Wakat Elementary School.”

Respondents of the study were the grade IV pupils in Wakat Elementary

School during the Academic Year 2018-2019. The study was conducted to

determine the level of Parental Involvement in Parenting, Communicating,

Volunteering and Learning at Home and to determine the Level of Student

Learning Skills in terms of Listening Skills and Condition, Oral

Communication skills, Academic/School and Work skills, Behavior and

Social skills and Energy level and Motor skills. Also to determine the

significant relationship between parental involvement and student

learning skills as perceived by grade IV pupils in Wakat Elementary

School.

The researchers used descriptive correlation research design.

Modified and adopted questionnaire from Ringenberg (2005) for Parental

Involvement and Kari Miller for Student Learning Skills.

The result showed that Parental Involvement is sometimes

manifested with the overall mean of 3.58 rated as high with the

indicators, Parenting has a mean of 3.47 interpreted as often manifested,

Communicating has a mean of 3.46 interpreted as often manifested, the

Volunteering has a mean of 3.61 interpreted as oftentimes manifested,

and Learning at home has a mean of 3.57 interpreted as oftentimes

manifested. Whereas, Student Learning Skills interpreted as sometimes

manifested provided the overall mean of 3.18 with the mean of 3.32
 31

interpreted as sometimes manifested, Oral ommunication Skills has a

mean of 3.32 interpreted as sometimes manifested, Academic/ school and

work skills has a mean of 3. 28 interpreted as sometimes manifested,

Behavior and social skills has a mean of 3.08 interpreted as sometimes

manifested and Energy level and motor skills has a mean of 3.02

interpreted as sometimes manifested.

The results revealed that there is no significant relationship

between Parental Involvement and Student learning skills.

Conclusion

Based on the findings of the study, the following conclusions were

drawn:

First, the level of parental involvement was often manifested while

the level of student learning skills was sometimes manifested. It also

revealed that there is no significant relationship between the Parental

Involvement on Student learning skills in Wakat Elementary School as

perceived by Grade IV pupils.

Recommendation
 32

Based on the result, it is recommended for the school principal to

support the parents as well as the teachers (for they are the second

parents of the child) in their endeavors on motivating their child and for

parents to be more attentive and participative on their children’s

activities, may it be in the home, school, and church or even in the

environment he/she is interacting.

Parents may remember their responsibility to their child does not

end in their home only but rather in every aspects and stage of their lives

particularly in school, their second home. Stop blaming the teacher for

their low learning but rather guide them more together with their teachers

for it is both your responsibilities.

Parents may encourage and motivate their children to participate in

different activities in school, may it be academic, physical, social and

spiritual activities for it will improve and boost their confidence and self-

esteem. Furthermore, the researchers recommend that parents may

create a way on how they are going to make their children happy, for

example having bonding, recreational activities, storytelling and others

that might motivate and inspired them to study more and be an efficient

student someday.

The researchers recommend that parent may make time for their

children for them to open up on their achievements in school and even

their lacking. Being part of a wholesome family is a great influence on

having a good pupil and most especially a good child.

 33

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 40

APPENDICES

Appendix A
 41

LETTER OF PERMISSION

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

Date: August 15, 2018

JUARLITO V. GARCINES, Ph.D.

SUC PRESIDENT II
ASSCAT, Bunawan, Agusan del Sur

Sir:
We, the undersigned students, will conduct a research study
entitled, “PARENTAL INVOLVEMENT ON STUDENT LEARNING
SKILLS AS PERCEIVED BY GRADE IV PUPILS IN WAKAT,
ELEMENTARY SCHOOL”.

In connection to this, we would like to ask permission from your

good office to conduct a survey outside the campus. The data gathered
from this will be helpful to the success of our study.

We are hoping for your approval. Thank You and God bless!

Respectfully yours,

Madielyn M. Guao

Annie P. Humilde
Researchers
Noted by:

ROBELYN G. SORIANO, MAEd

Adviser

Recommending Approval:

CARLITO P. YURANGO, Ph.D. BELEN S. DELA PEŇA, Ph.D.

Dean, College of Teacher Education V-Pres. for Academic Affairs

Approved by:

JUARLITO V. GARCINES
SUC PRESIDENT II

APPENDIX B
 42

Survey Questionnaire

Name:_________________________________ Age: _________

Date:_______________

Direction:

Below are several statements. Please read and check (/) the answer
that best describes how much you agree with the statement. It is most
helpful if you try to answer honesty and accurately.

Response Choices
1- Strongly Agree
2- Agree
3- Partially Agree Partially Disagree
4- Disagree
5- Strongly Disagree

1 2 3 4 5
Parenting Category
1 My parent/s are very comfortable visiting
my school.
2 My schoolwork is always displayed in our
home (e.g. hang papers on the refrigerator).
3 If I misbehave at school, my parents will
know about it soon afterward.
4 My parent/s frequently explain difficult
ideas to me when I don’t understand.
5 Everytime I do something well at school, my
parents/s compliment me.
6 My parent/s are confuse about their legal
rights as a parent to student.
7 My parent/s know that I misses school
several days each semester.
8 If I have trouble in school, my parent/s will
know how to get extra help for me.
1 2 3 4 5
Communicating Category
9 My parent/s are comfortable in talking with
my principal.
10 My parent/s know how well I am doing in
school.
 43

11 My parent/s talk with other parents

frequently about educational issues.
12 My parent/s have visited my classroom
several times in the past year.
13 My parent/s are somewhat comfortable in
talking with my current teacher.
14 My parent/s made suggestions to my
teacher about how to help me learn more.

Learning at Home Category 1 2 3 4 5

My parent/s reads me a book at home every
15 day.
16 There are many children books in our
house.
17 My parent/s understand the assignments I
bring home.
18 Reading books is a regular activity in our
home.
1 2 3 4 5
Volunteering Category
19 My parent/s knows that I attended
community programs (e.g. YMCA, park/rec,
community theatre) regularly.
20 My parent/s attended activities at my
school several times (e.g. fun nights,
performances, awards nights).
21 My parent/sknows the laws governing
schools well.
22 My parent/s attended several school board
meetings
23 My parent/s volunteered at my school at
least 3 times.
24 My parent/s knows about many programs
for youth in the community.
This questionnaire is adapted by Ringenberg M. et al.(2005)

Survey Questionnaire
 44

Name:_________________________________ Age: _________

Date:_______________

Direction:

Below are several statements. Please read and check (/) the answer
that best describes how much you agree with the statement. It is most
helpful if you try to answer honesty and accurately.

Response Choices
1- Strongly Agree
2- Agree
3- Partially Agree Partially Disagree
4- Disagree
5- Strongly Disagree

Listening Skills and Conditions; Auditory Memory 1 2 3 4 5

1 Easily distractible when listening
2 Oversensitive to certain sounds
3 Tires easily
4 Becomes sleepy when listening to speakers
5 Feels that people talk too fast
6 Gets confused in noisy situations
7 Trouble with sound discrimination (phonemic
awareness)
8 Daydreams or tunes out in class
9 Difficulty hearing and understanding in background
noise such as TV, others talking, music, children
playing, etc.
10 Difficulty hearing and understanding in a quiet room
(others may be present but are being quiet)
11 Difficulty listening when there is some other form of
input (watching speaker’s face, demonstration or
illustration; listening to another read and reading
along)
12 Trouble immediately recalling spoken information
13 Trouble recalling spoken information (such as
instructions, word spelling, numbers, etc.) when
delayed recollection is required (1 hour or more)
14 Trouble remembering order or sequence of spoken
information

Oral Communication Skills 1 2 3 4 5

 45

1 Delay in speech or language development

2 Has a slow or delayed response
3 Uses “Um” when speaking
4 Confuses prepositional words such as “on” and
“in”
5 Difficulty speaking in complete sentences
6 Poor grammar
7 Difficulty organizing and expressing thoughts
8 Difficulty summarizing
9 Difficulty reconstructing a story in appropriate
order
10 Difficulty giving a meaningful account of the
events of the day
11 Difficulty speaking in front of the class or a
group
12 Mispronounces words
13 Loses his/her way in sentences or fails to finish
longer sentences
14 Speaks mostly in phrases or single sentences.
Does not elaborate
15 Trouble rephrasing a point if he/she is not
understood the first time

Academic / School and Work Skills 1 2 3 4 5

1 Difficulty with phonics

2 Difficulty with reading fluency
3 Difficulty with reading comprehension
4 Difficulty with spelling
5 Can memorize words for spelling tests but
cannot retain over time
6 Difficulty remembering questions when called
upon in class or meetings
7 Difficulty with math concepts
8 Difficulty with math calculations and math facts
9 Difficulty with written expression
10 Difficulty with writing mechanics (capitalization,
punctuation, etc.)

1 2 3 4 5
Behavior and Social Skills
1 Poor self-image or low self-esteem
2 Difficulty making or keeping friends
3 Withdraws from or avoids social interactions
4 Mood swings or moodiness
 46

5 Tendency towards irritability

6 Tends to be anxious or tense
7 Low motivation
8 Difficulty getting started
9 Difficulty completing tasks
10 Poor planning and organization skills
11 Difficulty with time concepts and punctuality
12 Difficulty “reading” body language, facial
expressions, and tone of voice.
13 Tends to be forgetful
14 Lacks tact
15 Difficulty making judgments and generalizing to
new situations

1 2 3 4 5
Energy Level and Motor Skills
1 Excessively tired at the end of the day
2 Procrastinates
3 Hyperactive
4 Tendency towards depression
5 Trouble getting self-going in the morning
6 Very slow moving
7 Poor balance or coordination
8 Tends to be clumsy or awkward
9 Excessive body movement when speaking
10 Poor posture, including slouching and slumping
11 Confusion with right and left
12 Confusion about location and direction
13 Poor sense of rhythm
14 Poor handwriting
15 Poor athletic skills
Dr. Kari Miller, PhD, BCET klmiller555@sbcglobal.net
www.DrKariMiller.com

APPENDIX C
 47

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Madielyn M. Guao

Nickname : “Madel”

Gender : Female

Civil Status : Single

Date of Birth : February 16, 1993

Place of Birth : Zillovia, Talacogon, Agusan del Sur

Home Address : San Luis, Agusan del Sur

Religion : Roman Catholic

Father’s Name : Mario Padilla Guao

Mother’s Name : Anita Morales Guao

EDUCATIONAL ATTAINMENT

Elementary : Zillovia Elementary School

High School : Zillovia National High School

College : Agusan del Sur State College of

Agriculture and Technology

Course : Bachelor of Elementary Education

CURRICULUM VITAE
 48

PERSONAL BACKGROUND

Name : Annie P. Humilde

Nickname : “Ann”

Gender : Female

Civil Status : Single

Date of Birth : August, 25 1994

Place of Birth : P-8 lucena, Prosperidad, Agusan del Sur

Home Address : P-8 lucena, Prosperidad, Agusan del Sur

Religion : Roman Catholic

Father’s Name : Charles Bisol Humilde

Mother’s Name : Florita Prajes Humilde

EDUCATIONAL ATTAINMENT

Elementary : Lucena Elementary School

High School : Lucena National High School

College : Agusan del Sur State College of

Agriculture and Technology

Course : Bachelor of Elementary Education