EVALUATING PARENTS INVOVLEMENT OF GRADE 7 STUDENTS BASE ON

EIPTIEN MODEL BASIS FOR ENHANCEMENT

An Undergraduate Thesis
Presented to the Faculty of College of Teacher Education
Ramon Magsaysay Memorial Colleges – Marbel Inc.
Koronadal City

In Partial Fulfilment of the Requirements for the degree

Bachelor of Secondary Education
Major in English

PAMPLONA, HANNA GRACE G.

MAY 2023
 ii

Ramon Magsaysay Memorial Colleges-Marbel, Inc.

Office of the College of Teacher Education
Purok Waling-Waling, Arellano St., Lower Balmores, Koronadal City (9506)
Telephone/ Fax No.: (083) 228-2880

APPROVAL SHEET

This undergraduate thesis entitled “EVALUATING PARENTS INVOLVEMENT

OF GRADE 7 STUDENTS BASE ON EIPSTIEN MODEL BASIS FOR
ENHANCEMENT” prepared and submitted by HANNA GRACE G. PAMPLONA, in
partial fulfillment of the requirements for the degree BACHELOR OF SECONDARY
EDUCATION MAJOR IN ENGLISH has been examined and is recommended for ORAL
EXAMINATION.

TAYONG BAGENDA., MAEd

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination

ALBERT P. BALONGOY, PhD

Chairman

BENJIE D. ESPINA, PHD ARTURO PANGILINAN JR., MAEd

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH.

JOHNNY S. BANTULO, EdD

Program Director, College of Teacher Education
 iii

Abstract
The purpose of this review is to examine research on the Epstein model of volunteering
and its implications for volunteer recruitment and retention. The study used random
sampling wherein the respondents of this study were randomly selected twenty five
parent’s students who were born and rise in Dumaguil Norala, South Cotabato. The
research used an adapted survey questionnaire from the study of Eipstien was
administrated to the respondents. Parental involvement is a critical component of
children's academic success and overall development. This involvement refers to the
actions and activities that parents undertake to support their children's educational
journey, including communication with teachers, participation in school events, and
helping with homework. Research has shown that parental involvement positively
impacts student achievement, social and emotional well-being, and overall success in
life. Effective parental involvement requires collaboration between parents and teachers,
with an emphasis on building a positive and supportive relationship. Additionally,
parental involvement should be tailored to the individual needs of the child, taking into
account their interests, strengths, and areas for growth. By promoting parental
involvement, schools can work towards creating a supportive and engaging environment
that promotes lifelong learning and success for all students. The results from twelve
meta-analyses were synthesized and the results were analyzed. The framework of this
enhancement program aims to identify the involvement and communication of the
parents and students in its goals and objectives, programs and activities, and progress
monitoring systems.

Keywords: epstein model, development, parents involvement, achievement

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TABLE OF CONTENTS
Content Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
ACKNOWLEDGEMENT viii
DEDICATION ix
CHAPTER
1. INTRODUCTION
Rationale 1
Research Objectives 4
Review of Related Literature 4
Theoretical Framework 20
Conceptual Framework 21
Significance of the Study 22
Definition of Terms 23
II. METHOD
Research Design 24
Research Locales 26
Population and Sample 26
Research Instrument 27
Data Collection 28
Statistical Tools 28
Ethical Consideration 29
III. RESULTS 29
IV. DISCUSSIONS, CONCLUSION AND RECOMMENDATION
Discussion 30
Conclusions 30
Recommendations 44
REFFERENCES 49
APPENDICES
 v

A. Letter to the Validators 52

B. Validation Sheet for the Research Questionnaire 59
C. Summary of Validators Rating on Questionnaire 62
D. Research Questionnaire 64
E. Letter of Permission to Conduct the Study 65
F. Certificate of Appearance 66
CURRICULUM VITAE
 vi

LIST OF TABLES

Tables Page

1 Parenting 29
2 Communication 30
3 Volunteering 31
4 Learning at Home 32
5 Decision Making 33
6 Collaborating with Community 34
 vii

LIST OF FIGURE

Figure Page

1 Conceptual Framework 21
 viii

ACKNOWLEDGEMENT
This research paper would not be possible without the support and
encouragement of the people to whom the researchers are indebted.
First and foremost, praise and thanks to our Almighty Father for guiding the
researcher to comply with each needed part of the study, for guiding her on conducting
the survey, for keeping her safe and healthy during this school year, and for helping her
to complete this research successfully.
Tayong G. Bagenda., MAEd, our Research Adviser, for his unselfish support
and assistance, for providing the needed knowledge, and also for educating the
researcher on how to understand and know the appropriate way to conduct and finish
this paper during every session and for giving her time and support to finish the paper.
Panel of examiners and questionnaire validators, Albert P. Balongoy, PhD,
Benjie D. Espina PhD, and Arturo Pangilinan JR.,MAed, for sharing their knowledge
and providing the researcher with the exact amount of information, suggestions, and
corrections to enable the validation of this study.
The respondents to this study, thank you for answering the questions honestly,
for giving some time and effort to help fulfill our study, and for helping comply with and
complete the needed data.
The parents of the researcher for their unselfish support in conducting this study
and for giving time to finish the study even on busy days at home.

Above all, thank you Almighty God for his blessings and protection throughout
the study. All glory belongs to the Almighty God.

Hanna Grace G. Pamplona

 ix

DEDICATION

The researcher would like to dedicate and give gratitude to everyone who helped
this study succeed and made it an unforgettable experience.
This study is dedicated to the Almighty God for helping and guiding the
researcher to have a healthy life and providing strength, mind power, protection, and
abilities.
This study is also dedicated to her dear parents, who are always there, giving
support and advice that can surely apply to the researcher.
The researcher would like to express gratitude to her family and friends, who
have always been the source of inspiration and strength when it was all about to give up
and who continue to be supported with moral, spiritual, emotional, and financial support.
The researcher would also like to express gratitude to all the teachers who are
giving more knowledge and advice in class, especially in the development of the study.

The Researcher
 Chapter I

Introduction

Rationale

Parental involvement is a combination of commitment and active participation on

the part of the parent to the school and to the student. There are many problems

concerned with involvement.

Joyce Epstein postulated a six-type model for parental involvement. In her model,

Epstein underlines the concept of partnerships between parents and educators

numerous times and calls for school staff’s key role in involving parents. Her framework

includes (1) parenting; (2) communicating; (3) volunteering; (4) learning at home; (5)

decision making; and (6) collaborating with community. Epstein’s framework seems to

pursuit an even more home- and parent-related standpoint for academic success,

enhancing the value of the home context and figures. Within each of the six types of

involvement, the author highlights, based in a solid cluster of research findings,

numerous advantages of involving parents in schools—for students, for teachers and for

parents themselves.

Despite of viewing involvement from the perspective of ecological systems

theory, considering various system levels that influence children’s development (e.g.,

family, school, and community), Epstein’s model is still school-centered, attached to a

perspective of fulfillment of schools’ needs and academic success of the students. For

example, regarding the first type of involvement described in the model, parenting, the

central goal is to help families establish home environments to support children as

students, such as suggesting home conditions that support studying; or providing school

meetings that would help families to understand the school functioning.

The two primary domains of involvement school-based and home-based are

highlighted by the models of Grolnick, Slowiaczeck, and Epstein. Home-based

 2

involvement is defined as helping with homework, offering study support, and engaging

in conversation with kids about school. School-based involvement is associated with

activities where parents engage with instructors and the school community. However,

both models indicate that parents serve as an aid to the aims of the school or the

teachers.

Nevertheless, research has already demonstrated that there is a less correlation

between academic performance and parental involvement at school than there is

between those and parental involvement at home. For instance, with regard to the fourth

type outlined in the model, learning at home, the focus is placed on educating parents

about the abilities needed at each grade level, providing consistent homework

schedules, or giving families the chance to participate in math, science, and reading

activities at school.

Volunteering, which enhances the welfare of both individuals and communities, is

essential to social involvement. Social, environmental, and individual factors all have an

effect on people's motivation to volunteer, according to Epstein's Model of Volunteering.

The objective of this study is to examine studies on the Epstein model of volunteering

and its implications for volunteer recruitment and retention.

A well-known paradigm for comprehending the function of families and

communities in education is the Epstein model of school, family, and community

partnerships. This paradigm emphasizes the value of interaction and cooperation

between communities, families, and schools. This review's objective is to look at

research on the Epstein communication model and its effects on working with the

community.

Due to the global disruption caused by the COVID-19 epidemic, home-based

learning has significantly increased. According to Epstein's Model of Parental

Involvement, parents are crucial to their kids' academic performance (Epstein, 1987).
 3

This review will look at research on the Epstein model of at-home learning and its effects

on parental engagement in this setting.

T he favorable impact of parental participation on academic achievement has

also received substantial support from international research, as shown in a number of

meta-analyses across various communities and educational levels. Castro and Jayne’s

(ND).

A well-known paradigm for comprehending the function of families and

communities in education is the Epstein model of school, family, and community

partnerships. This paradigm emphasizes the value of interaction and cooperation

between communities, families, and schools. This review's objective is to look at

research on the Epstein communication model and its effects on working with the

community.

Moreover, although there are many different definitions of parental participation,

some more general and others more specific, research findings generally agree that

parental involvement has a favorable impact on children's academic attainment. For

instance, this influence remained constant across all of the studies in Wilder's 2018

meta-synthesis of nine meta-analyses, regardless of the various definitions and

measurements applied..

However, parental involvement in the Philippines refers to how actively a parent is

involved in the education of his or her children. Some schools encourage healthy family

involvement, although parents may hesitate to get involved in their children's education..

In line with this, the researcher would like to determine the parental involvement

in to cognitive growth and its basis for intervention program and be able to provide

possible solutions on the existing problem

 4

Research Objectives

This study aims to determine the merits of parental involvement in student’s cognitive

growth its basis for intervention program.

Specifically, it aimed to achieve the following objectives:

1. To evaluate the parental involvement of grade 7 parents based on Epstein

model in terms of:

a. Parenting?

b. Communication (home school and school home)?

c. Volunteering?

d. Learning at home?

e. Decision making; and

f. Collaborating with community?

2. To develop enhancement base on the result of the study:

Review and Related Literature

This chapter presents the review of related literature and studies which were

found useful in the development of the study. It also includes the conceptual framework,

hypothesis and the definition of terms,

Epstein suggested six different sorts of parental involvement, each of which has

a different impact on how the partnership is implemented and how it affects certain

practices. However, if these are put into practice, it will benefit children, instructors, and

parents. Direct or indirect parental involvement in their children's education will benefit

them throughout their whole learning process. Parents can become involved in school

either for their children's education or for their own, by taking part in extracurricular

activities, valuing education highly, and getting involved in the intellectual and cognitive

realms.
 5

According to, Joyce Epstein Schools' concern for the families of the students

reflects their concern for the students themselves. Teachers are likely to disconnect the

family from the school if they only regard children as students. In other words, the family

is expected to carry out its duties while leaving child education in the hands of the

schools. The community and the family are likely to be seen as partners with the school

in the teaching and development of children if instructors regard their students as

children. Partners collaborate to develop better programs and opportunities for kids

because they are aware of their common interests in and responsibilities for children.

The various elements that affect student accomplishment have been the subject

of extensive investigation. While communication and teacher expertise are vital, there

are many other external elements that have a significant impact on student success. In

fact, studies have shown a connection between parental encouragement and academic

success. Scharton ( 2019).

However, not all academics concur with this hypothesis because not all parental

socioeconomic or ethnic groups have mentioned feeling welcomed by schools. For the

majority of school districts in the United States, it is still difficult to engage parents.

Hayes,(2018).

The majority of academics concur that parental participation helps children in

their academic pursuits, despite differences in opinion regarding the advantages of

parental involvement for all age groups Ferrara, (2018). Along with rising testing

requirements, state expectations, and graduation requirements, so have kids'

educational demands. Children are more likely to stay in school longer, do better

academically, and like school more when families, community organizations, and

schools collaborate to support learning.

According to Jeynes, Epstein, and Hornby (2019), students who had regular

parental involvement received better grades and test scores, enrolled in more
 6

challenging courses, attended class more frequently, earned credits to advance, had

better social skills, displayed better behavior, and graduated from high school. Given

these details, research on the advantages of parents' perceptions of parental

participation was necessary.

Parental participation issues do not always originate with the parents. Obstacles

or variables associated to school might sometimes cause problems (Loop, 2018). While

schools may provide a lot of volunteer options when students are younger, such

chances frequently disappear when students enter upper elementary and middle school.

Loop,(2018).

In essence, the distinct approach sees families and schools as independent, self-

contained institutions that work toward their own ends Epstein & Sheldon; Zhou (2018).

This quantitative study sought to determine whether parental perceptions of the

frequency and efficacy of parental participation varied statistically significantly across

different demographic groups ethnicity, amount of education, socioeconomic situation,

and the number of kids living with you).

Furthermore, According to research, parents' perceptions of how well schools

utilized Epstein's six typologies varied significantly depending on the socioeconomic

status of the parents. These results revealed that middle socioeconomic level parents

believed schools were more successfully applying Epstein's six typologies than did lower

and higher socioeconomic level parents.

According to a study by Ipatenco (2018), middle-class parents tend to have kids

that are academically successful and have less behavioral problems, thus they don't

typically spend much time at the school outside of volunteering. These parents may

have believed that schools were successfully adopting the six typologies of Epstein's

model as a result of this reality because they could see their child succeed, which

typically leads to a feeling that everything is well.

 7

However, Barger and colleagues (2019) emphasize the significance of parents

participating in school activities since this kind of parental involvement is linked to

students' academic success, engagement, and motivation. More precisely, research on

high school graduation reveals that kids of parents who are active in extracurricular

activities, go to conferences, and interact with teachers are more likely to complete

upper secondary education.

Zaff and others, (2017). advise schools to take steps to involve parents more in

the learning environment, such as by providing instructors with the skills necessary to

forge bonds with parents and improve communication with them. For the development of

a successful school-home partnership, Antony-Newman (2019) suggests that inclusive

parental involvement that does not duplicate the deficit view of parents from immigrant

and/or lower socioeconomic backgrounds may be crucial.

As a result, Zaffl believes that intellectual socialization in the home is crucial for

fostering children's academic performance and upper secondary graduation. (2021).

A collection of educational measures has also been put into place, covering

several facets of learning assistance (Norwegian White Paper, 2018).

Yamamoto and Holloway (2018) conducted a review of the literature and found

various ways that parental expectations may influence how students learn. High parental

expectations may increase their kids' motivation and aspirations, increase their

confidence in their academic abilities, encourage other aspects of parental involvement

in their kids' education (like the quantity and caliber of homework help or teacher

communication), and raise students' achievement levels by affecting teachers'

perceptions and evaluations of the kids.

According to the Norwegian White Paper (2018) and Statistics Norway (2020),

there has been a slight increase in the number of people completing upper secondary

education in recent years.

 8

Children should be prepared spiritually, socially, emotionally, physically, and

academically by parents, instructors, and the school.

According to Epstein's writings, schools and parents cooperate to develop better

educational possibilities for pupils because they are aware of their shared interests in

and duties for raising children. The three main contexts in which students learn and

develop the family, the school, and the community may be drawn together or pushed

apart, according to the author's theory of overlapping spheres of influence, which she

uses to explain this connection.

A framework of six basic categories of involvement develops from this hypothesis

of overlapping zones of influence over the course of many years of ongoing research.

This approach has been a huge help to researchers looking for ways to enhance family

participation practices as well as educators around the world implementing home-school

collaboration initiatives. Parenting is a component of the Epstein PI type. Assisting

families with communication, parenting techniques, family support, knowledge of child

and adolescent development, and creating home environments that foster learning at

every age and grade level. Volunteering; informing families about educational initiatives

and students' success; establishing two-way lines of communication between the school

and the home. To increase the participation of families as volunteers and audience

members at the school, improve recruiting, training, activities, and schedules.

Boonk (2018) examined 75 current studies' findings that looked at the connection

between parental participation and academic success. Although they draw the

conclusion that parental participation is really connected to children's academic

achievement in accordance with those research, they also relativize this conclusion by

noting that this association is not as strong as conventional wisdom. Researchers

discovered weak to moderate relationships between various parental participation

factors and academic attainment in the papers they examined. Reading at home,
 9

parents having high expectations for their kids' academic performance and schooling,

communication between parents and kids about school, and parental support and

encouragement for learning were found to have the most consistent and beneficial

relationships.

Additionally, there are disagreements regarding the socialization and education

of children within the two distinct domains (home and school), with a sizable portion of

minority parents assigning the majority of the blame to the school Driessen &

Valkenberg, (2019)

But since children from lower socioeconomic backgrounds and those from racial

or ethnic minorities typically perform worse in school Passaretta & Skopek (2018), they

stand to gain from improved and more intensive support from the school with regard to

learning in the home. The conclusions drawn from the studies given below are not

definitive; insofar as impacts are observed, they are typically minor, and in addition, it is

still unknown what type of parental participation is responsible for the effect and whether

particular areas of children's development are influenced. There is hardly any

information available about the varying impacts of parental involvement on various

student-related outcomes. Therefore, caution is required when establishing general

conclusions about the impacts of parental.

Parental participation issues do not always originate with the parents. Obstacles

or conditions relating to education might occasionally cause problems Loop, (2018).

While schools may provide a lot of volunteer opportunities when students are younger,

by the time they are in upper elementary and middle school, those options frequently

disappear.

Tucker (2019) . Access, opportunity, and achievement disparities between and

among students of various racial, ethnic, and social class backgrounds have been the
 10

subject of research and the objectives of educational reform efforts throughout the

United States since the Coleman Report was published.

It is crucial to note that culturally competent educational leaders have paved the

way by demonstrating transformative leadership in standing firm against oppressive

educational systems by advocating for those students who have historically been

underserved because of their racial and ethnic identity and/or social class (Terrell,

Terrell, Lindsey, & Lindsey, 2018). While the roles of educational leaders have

undergone fundamental change with an increased focus on instruction and learning, it is

important to note that culturally proficient educational leaders have

Research related to evidence-based practice is necessary for our society to

disrupt access and educational gap trends and empower leaders to implement and

sustain equity work into the everyday practices of their districts and schools. Many, like

Eaveston School District leaders, are implementing the equity framework of Cultural

Proficiency to address inequities found in their service to diverse populations, improve

school effectiveness, and full fill the moral imperative of education (Fullan, Lindsey, Nuri-

Robins, Terrell, & Lindsey, (2019)

The Cultural Proficiency Framework is a set of four interconnected tools that help

educational leaders with tasks like creating and implementing school board policies,

allocating resources, utilizing assessment data, delivering curriculum and instruction,

interacting with parents and the community, and organizing and delivering professional

development (Lindsey et al., 2019).

With so many advantages for all parties involved, it is crucial that school

administrators make sure their institutions do everything in their power to encourage

genuine family engagement in their neighborhoods. This is particularly crucial today

because of the growing diversity in the US and the necessity for schools to adapt to the

requirements of families with diverse socioeconomic backgrounds.

 11

According to the study on "A Practical Model for School Leaders to Encourage

Parental Involvement and Engagement" was reportedly undertaken by Jeynes (2018).

The study's goal was to present a useful approach to help school administrators

increase parental engagement and involvement. The Dual Navigation Approach (DNA)

paradigm was used. It comprises of a rubric with six meta-analyses that were performed

over a fifteen-year period. Parental style, reading aloud to kids, informed communication,

house regulations, collaboration with teachers, and community involvement were some

of them. It offered advice on how to be more considerate of your neighborhood. It

emphasized the need of parental participation and cooperation. This study attempted to

demonstrate that school administrators and parents have the same objectives. It

demonstrated how reliant school administrators.

'Why Is Parental Involvement in Children's Mathematics Learning Hard?' was the

title of a study done by Jay, Rose, and Simmons in 2018. Perspectives from Parents on

How They Support Children's Learning. The study's goal was to learn more about the

experiences and routines of parents who help their kids learn math. 8 to 10 year old kids

from 16 elementary schools made up the samples. The interview 44 protocol on parents'

experiences teaching arithmetic to their kids was one of the tools employed in the

current study. Questions that served as a scaffolding for further conversation and

clarification were posed. It concentrated on parents' level of confidence, mathematical

proficiency, experience teaching arithmetic to their kids, and interactions with schools

regarding math. According to the study's data, there was a bad correlation between

parents' participation.

A study titled "Providing a Leg up: Parental involvement and opportunity hoarding

in College" was done by Hamilton, Roksa, and Nielsen (2018). Examining parental

influence on student social class variation was the study's main goal. This essay covered

how parents might assist kids from different backgrounds in having richer college
 12

experiences. 50 interviews with parents of girls enrolled in their first year of a public

institution in the Midwest served as the sample population. Percentile analysis was the

type of analysis employed in the study. According to the research, wealthy families were

able to support their kids' education whereas middle-class families felt excluded.

Wealthy families received information on the courses, requirements, eligibility, academic

support, internships, and employment, while the other two categories middle-class and

low-income did not receive this information.

Barbour et al. (2018) study on the "Parental Engagement Fund" was

undertaken. The Parental Engagement initiative with the objectives of involving parents,

increasing the home learning environment, and fostering child development, was

established in 2021. The Esmee Fairbairn Foundation in the UK provided the funding,

which was administered by Sutton Trust. It encouraged parents to be involved in how

their kids behaved and frequently held seminars to inspire parents. It provided feedback

and also reviewed the development. It made an effort to provide a better environment for

learning at home. Through modeling, opportunities for practice, peer learning, access to

resources, and new ideas, it encouraged active engagement and adjustments in the

home-learning environment.

The Department of Education in the Philippines has created and put into effect

policies, strategies, and programs to ensure that students receive an education

throughout the pandemic (DepEd, 2020). Parental involvement in the learning process is

thus necessary for the pure online mixed learning and modular education approaches.

Most schools in Lucena City, Quezon Province, specifically, used blended learning.

According to this concept, parents must assist and guide their kids while they complete

online courses and modular lessons while enrolled in distance learning. Any educational

institution must provide advice and counseling, therefore the counselors' services extend

beyond the students themselves to include all stakeholders, especially the parents.
 13

Parent-school collaboration enables a more comprehensive view of roles,

relationships, and the effects on children's development (Christenson and Reschly,

2010). By creating new and various activities to relate to one another in accordance with

the unique educational situation, families and schools become the primary actors in the

formation of their roles and forms of involvement. According to the major studies in the

family-school field, this collaboration has a significant impact on academic performance

and accomplishment, among other good outcomes (Epstein and Sander, Hotz and

Pantano, 2015; Sebastian et al. 2021).

According, Lilawati (2020)to Parents help and supervise their children's

fulfillment of assignments assigned by the teacher during remote learning. (2020).

Only 0.9% of parents reportedly oversaw their kids' play and learning activities at

home, according to Sari and Maningtyas.

Furthermore Hamlin (2018), as parenting is different for primary school grades,

parents should develop skills and encourage mental wellness for locally established

learning terms (Jhang & Lee, 2018).

According to De La Vega (2021), parents' involvement in their children's

education is strongly encouraged in order to increase the diversity of people involved in

making significant decisions related to a school's structure, operations, and academics.

According to studies, parents need to be capable of management, leadership, and voice.

Cabangon (2020) observed that when parents participate in management teams

at their children's schools, they are more likely to speak with the teachers and

administration. As a result, seeing their parents participate in school activities and

programs, whether online or in person, uplifts primary education students' spirits and

motivates them to perform well in class.

Sakamoto (2020) discovered that parents had already given their children the

best possible learning support before they even got involved in school administration.
 14

Additionally, in this context, the research of Garen (2021) showed that parents

are more interested in interacting with the instructors and the school than they are in

working with them and participating in decision-making.

Osorio (2021) suggests that information intervention not only increased parental

involvement within schools but also improved parenting behavior outside of schools to

support children's learning regarding shared leadership between teachers and parents.

Shared leadership can facilitate a team's efforts to complete its tasks and support the

striving for organizational goals (Klasmeiere & Rowold, 2020).

Similar to this, Programmed on Mental Health (2019) states that interpersonal

skills help people relate in beneficial ways. Skills in communication are essential for

building relationships with others. Relationships are built on communication, and

effective communication happens when the message sent and the message received

are same Erozcan,(2018)

According to Runcan (2021), a parent's ability to interact with their child will

depend on how well they communicate with them. In addition, the focus of both parents

and kids rekindled their relationships with one another.

To fortify these interactions, openness was subtly established Triwardani &

Chaerowati, 2019. Similar to this, parent-child relationships affect families in real ways,

according to Estonia (2021).

However, decision-making is dependent on intuition and experience, but

problem-solving typically relies on the application of algorithms Fazli, (2020).

Rather of fixing or avoiding difficulties, parents who learn to teach their kids about

them might help them grow more independent, claims Nulsen (2017). In light of this,

Zhang (2020) contends that students' academic performance will likely improve if

parents demonstrate their trust in and understanding of their kids during conversations

and are willing to work with them to make decisions.

 15

Empathy allows for two-way communication and can aid in accepting and

tolerating those who are different (Program on Psychological Wellness, 2019). Parents

must always be compassionate with their kids in order for them to feel cared for and help

prevent difficulties. In this regard, Weisz and Zaki's (2019) findings on the importance of

factors demonstrating a distinct, consistent sense of self are supported by Krol and

Bratz. Parents are aware of the importance of empathy and their contribution to their

children's growth in this area.

According to Mateo (2020) Parents believed there was too much to do in the

allotted time. Ribeiro (2021) found that online education can be a significant time

investment for parents, particularly low-educated parents who find it difficult to balance

work and telecommuting with school activities. Reports show that implementing the new

normal in education is challenging (Olivo, 2021).

With the new educational platform, parents must remain optimistic about the

difficulties they may have in supervising their kids while still managing their own duties

and having time for themselves Bhamani 2020; Greenlee & Reid,(2020).

Parents concurred that school help is essential, particularly given the necessity

for them to manage their employment and obligations to their children at home. They are

confident that teachers who make an attempt to mentor their students electronically have

a significant role in making learning possible. But the expansion of online education is a

significant step forward for the educational system. Families develop stronger bonds and

serve as immediate learning facilitators as a result of distant learning and traditional

teaching methods.

Working parents were able to get assistance from other extended families to

adjust to the changes.

Salin (2020). Parents may benefit from using a variety of coping mechanisms

during the new normal in education. These include social interaction with friends and
 16

family via digital means, support from specialists such as therapy and other social

agencies, and virtual support from teachers.

However, Regardless of the parents' level of educational achievement, research

demonstrates how parental involvement in schools helps children's reading (Marphatia

et al., 2010). It may be possible to lessen performance disparities between

socioeconomic groups by encouraging greater parental involvement. Evidence suggests

that with assistance, underprivileged parents can become more involved in their kids'

education, which could improve outcomes (Axford et al., 2019).

The COVID-19 pandemic has emphasized the value of family support even more

because parents have been forced to participate in the teaching and learning process on

the front lines (Winthrop et al., 2020). Learning results for children may be significantly

impacted by parents' lack of education and capacity to assist with homework, particularly

during school closures (Brossard et al., 2020).

Some parents, in particular those from lower socioeconomic backgrounds or

minority groups, face barriers to involvement in their children’s learning.

Axford et al. (2019) claimed that there are material and psychological barriers to

parents' involvement in their children's education and the home learning environment

that "operate differentially (and discriminatorily) across the social classes" and that there

is evidence of a socioeconomic gradient. According to research from the UK, parents of

children from racial and/or linguistic minorities may lack the confidence or skills to guide

them, or they may be perceived by teachers and institutions of higher learning as less

capable and effective contributors to their offspring's education (Goodall and Vorhaus,

2010). Parents of children who are refugees or migrants were also discovered to be in

this situation (d'Addio, 2019). During the early years, the majority of parents believe they

can help their child with school-related tasks, yet many feel
 17

Moreover, The ability of parents to support their child's learning must be

considered while making policy decisions about school closures and distance learning.

Home learning programs can help parents, especially in areas without electricity or IT

connectivity (Brossard et al., 2020). Angrist et al. (2020) discovered that communicating

with parents via phone calls and SMS boosted their involvement in their children's

education and helped them better grasp where their child stands academically. Any

solutions created must include the hectic schedules of parents and the variety of family

conditions, with support given to those who need it most (Winthrop, 2020).

However, Despite the fact that the focus is primarily on the children's linguistic

and cognitive development, many programs also contain social, emotional, physical, and

health components. This is frequently integrated with educational and pedagogical

support for the parents at home (Driessen, 2020).

According to Erdem and Kaya (2020), who looked at parental involvement's

effects on academic attainment at the pre-school, elementary, and secondary school

levels. Parental participation strategies such as control, learning help, communication,

support, activity, academic socialization, and expectation were differentiated between

home-based and school-based in their meta-analysis. They chose 55 research articles

from 2010 to 2019 for their assessments.

However, Kim (2020), concentrating on East Asian nations, carried out a meta-

analysis of the relationship between parental involvement and school-age kid

achievement. High levels of achievement, a largely uniform educational system, and a

lack of laws promoting good ties between families and schools characterize these

nations. In these nations, parents are more likely to be actively involved in family life.

Theoretical Framework
 18

The study will be based on the tenets of Vygotsky's 2019 theory, which

places an emphasis on culture, language, and internalization and is likely the

most comprehensive, innovative, and cogent viewpoint now available. According

to Vygotsky's theory, culture has two effects on how cognitively young children

develop. First off, culture is the main source of knowledge (or thought content) for

youngsters. Children are also taught how to think through culture, in addition to

what to think. Intellectual development results from a dialectical process in which

students share their problem-solving experiences with their parents, teachers,

siblings, peers, etc. Some issues that arise in children can be resolved by them on

their own, while more difficult issues necessitate assistance from social figures.

The zone of proximal development is a term coined by Vygotsky to describe the

gap between what children are capable of doing on their own and what they

cannot.
 19

Conceptual Framework

Figure 1 shows the relationship of the two variables, the independent and

dependent variable. The independent variable is parental involvement and the

dependent variable was their basis for enhancement.

Input

Parents
Involvement

Enhancement

Program for
parents
involvement

Output

Output

Figure 1. The Conceptual Framework of the Study

Significance of the Study

The study will focus in finding out the Merits of parent’s involvement in student’s

cognitive growth basis for intervention program. Moreover, the result of the study will be

beneficial to the following.

School Administrators. This could be a good basis for them to construct or plan

for student’s cognitive enhancement development.

 20

Students. It will give those data on the level of students’ enhancement which

they can make self-study and explanation about their development matters to increase

their knowledge about it. Additionally, they can be able to improve their development

knowledge and can practice doing it as part of their everyday living or transactions.

Future Researchers. It will give them gathered data which they can use as basis

in making their study in the future.

To the Peers. The findings of this study can help the peers to know the effects of

parental involvement. This study could also help them how to deal with their peers who

experience it. Also, the findings will educate the peers that parent involvement has a

effect, therefore everyone should refrain from doing so.

Scope and Delimitation

This study focused mainly on the evaluating parents involvement of grade 7

students base on eipstien model basis for enhancement .

Definition of Terms

Parents Involvement- refers to the amount of participation a parent has when it

comes to the schooling of his/her children. Parental involvement can encourage

children's and adolescents' achievement in many ways. One way that parents can

contribute positively to their children's education is to assist them with their academic

work at home.

Students - Conceptually academic growth is the measure of a student's progress

between two points in time.

Parental involvement – Conceptually according to De La Vega (2021), parents'

involvement refers to their children's education is strongly encouraged in order to

increase the diversity of people involved in making significant decisions related to a

school's structure, operations, and academics.

 21

Learning at home- Operationally Learning at home refers to an important part of

learning through everyday routine activities. Parental investment in learning at home is

considered to ‘make a positive contribution to child development by enhancing skills

such as organization, planning and monitoring and language that are conducive to

learning, as well as motivation towards learning by developing academic interests and

making connections between curriculum subjects and everyday experiences’ (Sylva et al

2014).

Collaborating with the community- Operationally refers to the process of

working together with members of a local or global community to achieve shared goals

or address common challenges. This collaborative approach involves building strong

relationships and partnerships between individuals, organizations, and communities to

create positive change.

Decision-making process- Conceptually it refers to typically involves several

steps, including identifying the problem or situation, gathering information and evaluating

options, considering the pros and cons of each option, selecting the best option, and

implementing the decision. Casagrande, M. (2021).

Parenting- Operationally it refers to a wide range of activities, including providing

basic needs such as food, shelter, and clothing, promoting physical and cognitive

development, teaching values and beliefs, providing emotional support, setting

boundaries and expectations, and guiding children through various life transitions.

Arnold, R.M.,et al. (2016)

Volunteering- Operationally it refers to the act of giving one's time, skills, and

resources to help others or support a cause without expecting payment or other tangible

benefits in return. It is an act of selflessness and compassion that can have a significant

impact on individuals and communities. David Horton Smith (2019)

 22

Communication between home and school – conceptually it refers to a vital

component of a child's education. It refers to the exchange of information between

parents, teachers, and students, which supports and enhances the learning process.
 CHAPTER II

METHODS

This study presents the methodology used in conducting the study. Specifically,

this chapter presents the research design, research locale, respondents and sampling

technique, research instrument, data gathering procedures, and statistical tool.

Research Design

According to Vijayamohan (2022), descriptive research does exactly what its

name implies: it explains the traits of the issue, phenomenon, circumstance, or group

being researched. Therefore, the objective of all descriptive research is to investigate the

context, specifics, and existing patterns of the issue to completely comprehend it. Or,

preliminary investigation. Descriptive research, however, can be both exploratory and

definitive. The information from descriptive research can be used to create reports and

gain understanding for future planning.

The descriptive research design will used. This design describes the degree to

which quantitative variables are related. In the current study, it will be used to explore to

what extent do the senior high school students cognitive growth if they have a significant

relationship with their level of parent’s involvement. The descriptive method enabled the

researcher to describe and analyzed the language learning strategies and measures the

levels of their critical thinking skills that is prevalent among the respondents. It is the

overall plan for connecting the conceptual research problems to the pertinent and

achievable empirical research. It is an inquiry which provides specific direction for

procedures in research (Creswell, 2014).

 26

Research Locale

The study conducted at Dumaguil Norala Ssouth Cotabato. The respondents

have given an ample time to answer the questionnaire that is made into printed form.

The researcher chose the place of implementation because of its proximity and

accessibility. Moreover, it is also the appropriate setting in conducting the study that

helps to find out the relationship between parents involvement and cognitive growth of

the Senior High school students when it comes to their development.

Respondents

The respondents of the study is composed of 25 selected parents who were

residence of Barangay Dumaguil, Norala, South Cotabato.

Total population sampling is a sort of deliberate sampling in which you decide to

look at the entire population (i.e., the total population) that has a specific set of

qualities. The components of the population are the units in sampling. People,

circumstances (such as organizations, institutions, countries, etc.), pieces of data, and

other entities can all be considered units. These units will most likely represent persons

when employing total population sampling (Total population sampling | Lærd

Dissertation, n.d.).

Sampling Technique

This study used random sampling wherein the respondents of this study were

randomly selected twenty five (25) parent’s students who were born and rise in

Dumaguil, Norala, South Cotabato.

In random sampling is a sampling technique in which each member of a

population has an equal chance of being chosen, through the use of an unbiased
 27

selection method. Each subject in the sample is given a number and then the sample is

chosen by a random method. (Julia Simkus 2022).

Research Instrument

The research used a adapted survey questionnaire from the study of Eipstien

were administrated to the respondents. The set of questionnaires were divided into six

parts, the first part is about the demographic profile of the respondents and next are

questions about parental involvement as experienced by the students.

There were two sets of questionnaire; one was composed of questions about

parent involvement with two point likert 5- Strongly Agree 4- Agree 3- Nuetral 2-

Disagree and 1- Strongly Disagree.

The said questionnaires were undergo a series of checking and validation from a

three (3) qualified validators.

Data Collection

A formal letter is secured first sent to Barangay Dumaguil Norala South

Cotabato, Barangay council prior the conduct of the study asking permission to allow the

conduct of the study the parent’s respondents of the school. The objectives of the study

is explained clearly to the Barangay Captain, Kagawad at the same time the

respondents. A survey questionnaires is administered both through printed survey

questionnaire if they are physically present.

The data for this study was gathered through the answers to the questionnaire

given by the researcher. As the respondents completed their responses, the researcher

gathered and collected the survey results. From that point, the data was coded,

processed, and interpreted.

 28

Statistical Tool

The researcher used an appropriate statistical tool to treat and analyze the

gathered data.

To determine the challenges and involvement of grade 7 students, weighted

mean is being used.

Ethical Consideration

In the conduct of the study, ethics is an important thing to consider such as at

any point of the research they might unexpected occurrences may appear. This study

involved parent’sinvolvement and enhancement. First, it is important to ask their

permission to share such sensitive facts about them and if they were participate in the

research. Prior to the conduct of the study, the purpose were explained clearly. It were

further discussed that their answer were remained confidential and for the purpose of

research only and no such personal names were be mentioned and the respondent can

choose to stop participating any time without penalty.

The researcher was explained that the signed form needed to be returned

immediately after answering.

 CHAPTER III

RESULTS

This chapter presents the results based on the data gathered. The results were

based on the data gathered through the questionnaire answered by the respondents.

The data were analyzed, discussed, presented and interpreted the data to provide

answer to the specific question drawn from the research objective of this study.

Part1. Grade 7 Parents involvement

1 I full fill my child's basic needs (foods, clothing, and 4.68 Strongly Agree

shelter).

2 I make sure that my child attends in school compliance 4.68 Strongly Agree

with all rules and regulations.

3 I discuss the importance of good education with my child. 4.56 Strongly Agree

4 I handle conflict with my child quite well. 4.32 Agree

5 I supervise my child when he/she watches television. 4.48 Agree

Legend:
Mean Scale Interpretation
4.50-5.00 5 Strongly Agree
3.59-4.49 4 Agree
2.50-2.49 3 Neutral
1.50-2.49 2 Disagree
1.00-1.49 1 Strongly Disagree

Table 1 shows the Parental involvement of grade 7 student’s basis for

enhancement having a weighted mean of 4.42 represented as Agree.

The highest mean as mentioned in the table is the item 4,’ I handle conflict with

my child quite well.’ having a mean score 4.32 represented as Agree. Another item was
 30

number 5, ‘I supervise my child when he/she watches television.’ having a mean 4.48

represented as Agree. As well, item number 8, ‘I take the initiative in contacting my

child's teacher.’’, having a mean score of 3.92 represented as Agree. Additionally, the

item number 11, I volunteer in my child's class activities.’ having a mean of 4.32

represented as Agree. Finally, the item number 13, ‘I volunteer in supervising school

field trips or out of school activities such’, having a mean of 4.8 represented as Agree.

Moreover, the lowest mean in the table was the item number 12, ‘I volunteer in

maintaining of the school building’, having a mean score of 4.2 represented as Agree.

And the number 8, ‘I take the initiative in contacting my child's teacher.’ having a mean

of 3.92 represented as Agree. Then the item number 19, I help my child prepare for

tests and examination at school.’ having a mean of 4.4 represented as Agree. Beside

from that the number 23, ‘I help my child with homework.’ having a mean of 4.4

represented as Agree. Finally, the item number 24, I help my child prepare for tests and

examination at school’, having a mean of 4.4 represented as Agree.

This implies that most of the parent are enhance when it comes to their students

education. This also implies that most of them are able to do their job as parents to focus

into another thing in order to avoid their child’s low of enhancement. Aside from that, in

order to cope up, they learn how to minimize their time and effort with their children’s.

Epstein's theory of parental involvement is a model that explains how schools,

families, and communities share responsibility and influence the socialization and

academic success of children. The model consists of six types of involvement that

organize the behaviors, roles, and actions of the partners. The model also depicts three

overlapping spheres of family, school, and community, with the child at the center, and

the importance of interpersonal relationships among the participants. The model

 31

suggests that parent involvement positively affects the student's attitude, performance,

and test scores, and that schools should help all families create supportive home

environments.

Table 1.2 Communicating of Grade 7 Students

6 I meet my child's teacher at school during report card day 4.64 Strongly Agree

(parent, teacher conference).

7 I meet my child's teacher at school in compliance with all 5.48 Strongly Agree

rules and regulations.

8 I take the initiative in contacting my child's teacher. 3.92 Agree

9 If I have any questions pertaining to my child, I can 4.48 Strongly agree

contact my child's teacher.

10 I receive information regarding my child's educational 4.56 Strongly Agree

academic progress from his/her teacher and/or

homeroom teacher.

Weighted Mean 4.16 Agree

Legend:
Mean Scale Interpretation
4.50-5.00 5 Strongly Agree
3.59-4.49 4 Agree
2.50-2.49 3 Nuetral
1.50-2.49 2 Disagree
1.00-1.49 1 Strongly disagree
Table 1.2. in terms Communicating of parents and students involvement showed

that the overall weighted mean having score of 4.16 and was interpreted as "Agree".

This implies that most of the respondents agreed with the statements with regards to the

student’s communication on parents involvement.

 32

On the other hand, from the result gathered above, it showed that the highest weighted

mean is indicator 6, 7, and 10 (4.83), which was described or interpreted as "Agree"

with the statements " I meet my child's teacher at school in compliance with all rules ", I

receive information regarding my child's educational academic progress from his/her

teacher and/or homeroom teacher ", and " I meet my child's teacher at school during

report card day (parent, teacher conference).", respectively. However, the lowest

weighted mean is indicator 8 and indicator 9 with a value of 3.93, which were also

described or interpreted as "agree" with the statements "I take the initiative in contacting

my child's teacher." And the statement " If I have any questions pertaining to my child, I

can contact my child's teacher ", respectively.

Table 1.3 Volunteering of Grade 7 Students

Indicators Mean Description

1 I volunteer in my child's class activities. 4.32 Agree

1 I volunteer in maintaining of the school building. 4.02 Agree

1 I volunteer in supervising school field trips or out of 4.08 Agree

3 school activities such as museum or zoo visits.

1 I volunteer in my child’s school activities (e.g. 4.16 Agree

4 carnivals, parties and etc.)

1 I volunteer in my child's daily home works. 4.04 Agree

 33

Weighted Mean 4.12 Agree

Legend:
Mean Scale Interpretation
4.50-5.00 5 Strongly Agree
3.59-4.49 4 Agree
2.50-2.49 3 Nuetral
1.50-2.49 2 Disagree
1.00-1.49 1 Strongly disagree

Table 1.3. in terms of Volunteering showed that the overall weighted mean

having score of 4.12 and was interpreted as "Agree". This implies that the average of

the respondents agreed and others agreed with the statements with regards to the

student’s volunteering. On the other hand, from the result gathered above, it showed that

the highest weighted mean is statement 11 with (4.32), which was described or

interpreted as "Agree" with the statement " I volunteer in my child's class activities.".

However, the lowest weighted mean is indicator 12 with a value of 4.02, which was also

described or interpreted as "Agree" with the statement " I volunteer in maintaining of the

school building."

Table 1.4 Learning at home of Grade 7 Students

Indicators Mea Description

1 I participate in learning activities with my child, such as 4.48 Agree

6 playing educative games.

1 My child and I talk about his/her activities and what was 5.16 Strongly agree

7 learned in school.

1 I help my child with homework. 4.44 Agree

 34

1 I help my child prepare for tests and examination at 4.4 Agree

9 school.

2 I read books to my child or hold a discussion regarding 4.44 Agree

0 books.

Weighted Mean 4.58 Agree

Legend:
Mean Scale Interpretation
4.50-5.00 5 Strongly Agree
3.59-4.49 4 Agree
2.50-2.49 3 Neutral
1.50-2.49 2 Disagree
1.00-1.49 1 Strongly Disagree

Table 1.4. In terms of Decision Making showed that the overall weighted mean

having score of 4.58 and was interpreted as "Agree". This implies that most of the

respondents agreed with the statements with regards Decision Making.

On the other hand, from the result gathered above, it showed that the highest

weighted mean is statement’s 16 and 17 with 4.48, which were described or interpreted

as "Agree" with the statements " My child and I talk about his/her activities and what

was learned in school. " and “I participate in learning activities with my child, such as

playing educative games.”, respectively. However, the lowest weighted mean is indicator

19 with a value of 4.4, which was also described or interpreted as "agree" with the

statement” I help my child prepare for tests and examination at school."

Table 1.5 Decision making of Grade 7 Students

Indicators Mean Description

2 I participate in learning activities with my child, such as 4.48 Agree

 35

1 playing educative games.

2 My child and I talk about his/her activities and what was 4.36 Agree

2 learned in school.

2 I help my child with homework. 4.4 Agree

2 I help my child prepare for tests and examination at school. 4.4 Agree

2 I read books to my child or hold a discussion regarding 4.48 Agree

5 books.

Weighted Mean 3.54 Agree

Legend:
Mean Scale Interpretation
4.50-5.00 5 Strongly Agree
3.59-4.49 4 Agree
2.50-2.49 3 Neutral
1.50-2.49 2 Disagree
1.00-1.49 1 Strongly Disagree

Table 1.5 revealed that the summary of results of Decision making with a

weighted mean having score of 3.54 was described and interpreted as “agree”. This

implies that the average of the respondents agreed and others disagreed with the

statements.

On the other hand, from the results gathered above, it showed that the highest

weighted mean on decision making in terms of decision making at 4.48, which was

described or interpreted as "Agree". However, the lowest weighted mean on I read

 36

books to my child or hold a discussion regarding books. With a value of 4. 48 which was

also described or interpreted as "Agree".

Table 1.6 Collaborating with community of Grade 7 Students

Indicators Mean Description

26 My child and I visit the local Library. 4.44 Agree

27 I encourage my child to participate in community 4.56 Strongly Agree

based activity within the local school community as

informed my child's teacher.

28 I am involved cooperative programs between school 4.48 Agree

and the local community (e.g. programs for the

orphaned and elderly local health clinics.)

29 I am involved in celebration with the locals in the 4.4 Agree

school area that are conducted by the school.

30 I am involved in religious activities at my child's 4.28 Agree

school.

Weighted Mean 4.43 Agree

Legend:
Mean Scale Interpretation
4.50-5.00 5 Strongly Agree
3.59-4.49 4 Agree
2.50-2.49 3 Neutral
1.50-2.49 2 Disagree
1.00-1.49 1 Strongly Disagree

Table 1.6. In terms of collaborating with community showed that the overall

weighted mean had a result of 4.43 and was interpreted as "Agree". This implies that
 37

most of the respondents agreed with the statements with regards collaborating with

community.

On the other hand, from the result gathered above, it showed that the highest

weighted mean is indicator 27 and indicator 28 with 4.56, which were described or

interpreted as "Agree" with the statements school. I encourage my child to participate in

community based activity within the local school community as informed my child's

teacher. “I am involved cooperative programs between school and the local community

(e.g. programs for the orphaned and elderly local health clinics.)” respectively. However,

the lowest weighted mean is statement 26 with a value of 4.44, which was also

described or interpreted as "agree" with the statement " My child and I visit the local

Library.”

A PROPOSED ENHACEMENT PROGRAM FOR THE PARENTS AND STUDENTS

INVOVLEMENT IN COMMUNICATION

Rationale

It is evident that based on the results of the evaluation of this study at the

Dumaguil Norala South Cotabato to propose a parents enhancement program. The

concept of parent’s enhancement has been a topic of discussion for several years.

Parent’s enhancement refers to the use of medical technologies to improve the genetic

makeup of children before they are born. This process can involve manipulating genes

to ensure that the child will have certain desired traits such as intelligence, physical

strength, and disease resistance. The use of this technology is a controversial topic, with

some people arguing that it is an essential tool for improving the health and well-being of

future generations, while others are concerned about the ethical implications of

manipulating the genetic makeup of humans.

 38

One of the main arguments in favor of parent’s enhancement is that it has the

potential to improve the health and well-being of future generations. For example,

parents who are carriers of genetic diseases such as cystic fibrosis or sickle cell anemia

could use this technology to ensure that their child will not inherit the disease.

Additionally, parents could use this technology to enhance their child's intelligence or

athletic ability, providing them with opportunities that they may not have otherwise had.

By enhancing their children's genetic makeup, parents could give them a better chance

at success in life.

However, opponents of parent’s enhancement argue that it is unethical to

manipulate the genetic makeup of humans. They argue that this technology could lead

to a society that values certain traits over others, leading to discrimination against those

who do not possess these traits. Additionally, there are concerns that this technology

could be used to create a class of genetically superior individuals who have an unfair

advantage over others. There are also concerns that this technology could be used to

create "designer babies," where parents could choose the physical and intellectual traits

of their children, which could lead to a society that places too much value on appearance

and intelligence.

Furthermore, the use of parent’s enhancement could lead to unintended

consequences. For example, manipulating genes to enhance certain traits could have

unforeseen effects on other traits, leading to unintended consequences that could harm

the child. Additionally, there is the potential for mistakes to be made during the genetic

manipulation process, which could lead to unintended consequences or even harm to

the child.

Goals and Objectives

 39

The framework of this enhancement program aims to identify the involvement

and communication of the parents and students in Barangay Dumaguil Norala South

Cotabato, in its goals and objectives, programs and activities, and progress monitoring

systems.

Specifically, it aims to do the following.

The aim of parental enhancement is to give children a better chance at success

in life and to improve the health and well-being of future generations,

To use of this technology raises ethical and moral questions and has sparked a

controversial debate about its potential benefits and risks: and

To carefully consider the potential benefits and risks of parental enhancement

and to make informed decisions about its use.

Strategies

To attain the goals mentioned above, the following needs to be done:

1. Informed decision-making: It is essential to make informed decisions about

parental enhancement based on accurate and reliable information. Parents

should research and seek out information from credible sources to make an

informed decision.

2. Conducting an annual seminar and workshop for teachers wherein they can raise

their concerns and receive benefits from accessing resources according to their

needs.

3. Monitoring the respondent’s learning and progress in their school performance.

Monitoring and Evaluation Scheme

To ensure the effectiveness of this enhancement program, the responsible

groups and individuals that will be the source of the programs and services must form a
 40

partnership in order to establish an enhancement program for the respondents of the

Dumaguil Norala South Cotabato. To monitor the activities under this enhancement

program, a scheduled assessment meeting will be held. The evaluation will be based on

the modification of the enhancement program as well as its strategies to ensure that

everything is in accordance with the place.

 40

ENHANCEMENT PROGRAM MATRIX

Factors/Area Objective Program/Activity Time Resources MOV Success

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 41

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 42

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 44

CHAPTER IV

DISCUSSION

This chapter shows the conclusion and recommendations that the researcher

had gather based on the true analysis and interpretation of given result of the data.

Conclusions

Based on the forgoing data and information gathered the following conclusions

are made:

1. That implies Parental involvement refers to the active participation of parents in

their children's education and development. This involvement can take many

forms, such as helping with homework, attending school events, volunteering in

the classroom, communicating with teachers, and providing emotional and

academic support. Besides this implies the Research has shown that parental

involvement is associated with a range of positive outcomes for children,

including higher academic achievement, improved behaviour and social skills,

and better mental health. In addition, parental involvement can benefit schools by

promoting a positive school climate, increasing teacher morale, and reducing

discipline problems.

2. Effective parental involvement requires a partnership between parents and

educators. Schools can encourage parental involvement by providing

opportunities for parents to be involved, such as parent-teacher conferences,

volunteer programs, and parent education workshops. Teachers can also

communicate regularly with parents, provide clear expectations for student

behaviour and academic progress, and offer suggestions for how parents can

support their child's learning at home.

 45

3. The parent’s enhancement on their students having weighed mean of 3.39

represented as Agree. Parental involvement in terms of collaboration refers to

the active partnership between parents and educators in promoting children's

academic, social, and emotional development. Collaboration between parents

and educators involves sharing information, setting goals, and working together

to support children's learning.

4. Effective collaboration requires open communication, mutual respect, and a

shared commitment to the child's well-being. Collaboration can take many forms,

such as regular meetings between parents and educators, joint decision-making,

and joint problem-solving. Collaboration between parents and educators has

been shown to have numerous benefits for children. Research has shown that

children whose parents are involved in their education tend to have higher

academic achievement, better attendance, and better behavior in school. In

addition, collaboration between parents and educators can lead to a more

positive school climate, increased parent satisfaction with their child's education,

and greater teacher job satisfaction.

5. Parental involvement is often seen as an important means of contributing to

successful educational careers of children, and especially of children from

disadvantaged backgrounds stemming from unfavorable ethnic, immigrant and

socioeconomic backgrounds.
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Recommendations

From the result of the study, the following recommendations were sought.

1. The parents and students are Encourage to develop study habits students such

as setting a routine study schedule, breaking down larger tasks into smaller

manageable ones, taking breaks, and reviewing materials regularly.

2. Parents and students should set goals to help students set achievable goals,

both short-term and long-term. Goals can help students stay motivated and

focused on their studies.

3. The parents and students are encourage to Engage in extracurricular activities

Encourage students to participate in extracurricular activities that align with their

interests. These activities can help students develop skills, build confidence, and

connect with others who share their interests.

4. parents and students are Seek to academic support it Encourage students and

parents to seek academic support when needed, such as tutoring or extra help

from teachers. Many schools offer academic support programs that can help

students stay on track and succeed academically.

5. Develop strong communication skills with students and parents Encourage

students to develop strong communication skills, including listening, speaking,

reading, and writing. These skills are essential for success in academics, as well

as in many careers and everyday life.

6. The parents should Emphasize the value of education to their students to help

students understand the value of education and how it can impact their future.
47
 48

REFERENCES

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 49

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Zaff, J. F., Donlan, A., Gunning, A., Anderson, S. E., McDermott, E., &Sedaca, M.
(2017). Factors that promote high school graduation: A review of the
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 51

APPENDIX A

Letter to the Validators

52
53
 54

APPENDIX B

Validation Sheet for the Research Questionnaire

55
56
 57

APPENDIX C

Summary of Validators Rating on Questionnaire

Name of Expert Average Rating Description

Validators

Albert P. Balongoy, 4 Very Good

PhD.

Benjie D. Espina PhD. 4.78 Excellent

Arturo Pangilinan 4 Very Good

Maed.

Legend:
4.50-5.00 Excellent
3.50-4.49 Very Good
2.50-3.49 Good
1.50-2.49 Fair
1.00-1.49 Poor
 58

APPENDIX D

Research Questionnaire

Ramon Magsaysay Memorial Colleges- Marbel, Incorporated

Prk. Waling-Waling, Arellano St. Zone II, Koronadal City (9506)
Tel No. (083) 228-2880

Research Questionnaire

General Instruction: Please read all the questions carefully. The survey has been
designed to facilitate easy answering. All surveys are confidential and only the
researcher see and process the questionnaire. Your responses are expressed in
different degree of reactions as shown on the table below.

Scale Description

5 Strongly agree

4 Agree

3 Neutral

2 Disagree

1 Strongly disagree

Direction: Put check (√) on the space if you are strongly disagree, disagree, neutral,
agree or strongly agree on the statement provided according to the corresponding scale.

Name (optional): ___________________________

Gender: ________
Age: _____

Part 1.Grade 7 Parents involvement

No. Statement 5 4 3 2 1
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Parenting

1 I fulfill my child's basic needs(foods, clothing, and shelter).

2 I make sure that my child attends in school compliance with

all rules and regulations.

3 I discuss the importance of good education with my child.

4 I handle conflict with my child quite well.

5 I supervise my child when he/she watches television.

Communicating

1 I meet my child's teacher at school during report card day

(parent, teacher conference).

2 I meet my child's teacher at school in compliance with all

rules and regulations.

3 I take the initiative in contacting my child's teacher.

4 If I have any questions pertaining to my child, I can contact

my child's teacher.

5 I receive information regarding my child's educational

academic progress from his/her teacher and/or homeroom
teacher.

Volunteering

1 I volunteer in my child's class activities.

2 I volunteer in maintaining of the school building.

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3 I volunteer in supervising school field trips or out of school

activities such as museum or zoo visits.

4 I volunteer in my childs school activities (e.g.carnivals,

parties and etc.)

5 I volunteer in my child's daily homeworks.

Learning at home

1 I participate in learning activities with my child, such as

playing educative games.

2 My child and I talk about his/her activities and what was

learned in school.

3 I help my child with homework.

4 I help my child prepare for tests and examination at school.

5 I read books to my child or hold a discussion regarding

books.

Decision making

1 I voice my opinions regarding the school and its

development.

2 I am involved in the schools decision making regarding

curriculum and learning strategies, school financial planning,
or the recruitment of teachers and staff.

3 I have an influence over what happens in my child's

classrooms e.g.by providing suggestions regarding learning
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activities in class.

4 If I need a change in my child's school,I can contact the

school committee to voice my opinions

5 I vote for parent representatives in my child's class and the

school committee.

Collaborating with community

1 My child and I visit the local Library.

2 I encourage my child to participate in community based

activity within the local school community as informed my
child's teacher.

3 I am involved cooperative programs between school and the

local community (e.g. programs for the orphaned and elderly
local health clinics.)

4 I am involved in celebration with the locals in the school area

that are conducted by the school.

5 I am involved in religious activities at my child's school.

Adapted from the study of Epstein et al. (2018). School, family, and community
partnerships: Your handbook for action. Corwin Press.
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APPENDIX F

Certificate of Appearance
 63

CURRICULUM VITAE

Hanna Grace G. Pamplona

Prk. Mabuhay, Brgy. Dumaguil , Norala, South Cotabato

09658256646

cutepamplona@gmail.com

Personal

Name : Hanna Grace G.Pamplona

Age : 21

Birthday : June 25, 2001

Sex : Female

CivilStatus : Single

Height : 4 feet and 6 inches

Weight : 46 kg

Citizenship : Filipino

Father : Elmer C. Pamplona. Sr

Mother : Teresa G. Pamplona

Special Skills : Communication and Organizational Skills, Computer

Literate

Education
Tertiary : Ramon Magsaysay Memorial Colleges Marbel Inc.

Koronadal City, South Cotabato

Bachelor of Secondary Education Major in English

Secondary : Sergio L. Legyada National High School

Norala, South Cotabato

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Elementary : F. Palmares Sr. Memorial Elementary School

Norala, South Cotabato