Basic Action Research Roselyn Guzman Edited March 122024

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
Parents’ Involvement in Schools Activities and Their Level of
Satisfaction of the Services During the Implementation of Full Face-to-
Face: A Basis for Community Enhancement Work Plan
A Full-Blown Basic Research
Presented to
the Schools Division of the City of Ilagan
Presented by
ROSELYN C. VILLANUEVA
Principal-I
Villa Imelda Elementary School
INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Telephone Nos.: (078) 624-0077
www.facebook.com/sdoilagan ilagan@deped.gov.ph www.sdocityofilagan.gov.ph
I. Abstract
Parent satisfaction and involvement to school activities is a

crucial aspect of a successful and thriving school for it influences various
factors, including student well-being, academic success, school reputation
and even success of the educational institution. The objective of this basic
research is to determine the level of parent satisfaction towards school-
based meetings and services during the implementation of face to face.
The study was conducted to the 70 parents which were selected
randomly and whose children are bonafide pupils of Villa Imelda
Elementary School for the school year 2023-2024. Data were gathered
through questionnaire distributed to the respondents.Variables such as
respondents’ profile and determinants of satisfaction have undergone
statiscal analysis such as Anova, Chi-square and T-test. Results revealed
that there was no significant difference on the respondents’ level of
satisfaction on the services implemented by the school during the conduct
of face to face when grouped according to profile. Meanwhile, the school is
doing a good job in meeting up expectations, thus, respondent are
strongly satisfied on the quality of learning, learning outcomes, student
reporting, general environment and customer responsiveness.. The
findings of this study may then serve as a corner stone for community
enhancement and pedagogical intervention to continuously maintain
satisfaction among parents and students.School Head, teachers,parents
and community should also intensify good partnership and relationship
for the development and improvement of parent involvement for every
school projects, programs and activities of the school.
Keywords: Parent involvement, Face to face, Community Enhancement

II. Acknowledgement
The researcher would like to acknowledge the persons behind
the completion of this humble endeavor, To the members of the
committee in assessment and evaluation of the City Division of Ilagan
headed by Schools Division Superintendent, Dr. Eduardo C. Escorpiso
Jr., to the Assistant Schools Division Superintendent Dr. Cheryl R.
Ramiro, teaching staff and most especially to all the parents of Villa
Imelda Elementary School who served as respondents for without their
full cooperation, this undertaking would not be made possible.
III. Introduction and Rationale

Nearly every element of one's life has been severely altered by the
COVID-19 epidemic. Due to the COVID-19 pandemic's transfer of school
education from the classroom to the home, parents of young students
should give their kids extra educational support while they study online.
Parental involvement in children's online education, including study aids
and psychological counseling, is the distinctive component of educational
care that distinguishes it from face-to-face learning.
Most parents are pleased with the policy of face-to-face
instruction, claiming that it creates a more suitable learning atmosphere
than distant learning. They are also delighted with the policy's guarantee of
choice since parents have the ultimate vote on whether their children return
to school or continue their online education from home. Parents were
obliged, among other things, to collaborate with their children's instructors
on lesson plans and assignments, submit or upload homework to online
platforms, and, in some situations, teach their children the class contents
themselves.
Parental engagement is the involvement of parents in the academic and
extracurricular activities of their kids. It could entail helping with academics,
participating in decision-making processes, going to parent-teacher
conferences and extracurricular activities, and keeping in regular contact
with the child's teacher. Parents and educators are crucial to children's
educational development. Students need a supportive, inspiring, and
enjoyable learning environment in order to succeed in school. Parental

involvement in children's education has expanded outside of the classroom
as a result of mounting family demands. According to Ross (2016), parental
involvement in a child's education begins at home, where parents provide a
safe and healthy environment, appropriate learning opportunities, support,
and a positive attitude toward school.
Family is the fundamental tower of strength and constant frame in
molding the future of a child throughout the enhancement of their
personality in giving their bests may it be academically or focusing on
various fields. Children’s basic education is given that schools only gives its
final shape. But with employing thorough support, participation and
presence of parents in involving school activities, services and most
especially engaging in parent-teacher association (PTA) meetings together
with goal-oriented facilitators in creating optimum goals for the development
of the institution and their child’s conducive environment is also out most
important in order to attain what is preeminent to every student. Parents
can act as a purveyor of their children. Their presence during valuable
meetings and cooperation can undeniably serve as actual support and
motivation to their young ones to keep their head above struggles in
attaining exceptional grades. Their ability to manage loaded responsibilities
while corroborating with their child’s educational institution makes a way to
avoid misunderstandings of every activities rendered and further understand
proposed activities such that to sustain and make additional suggestions for
its accomplishment, thus acquire satisfaction on it without hesitation, (Ross,
2016)
With the foundation of parents being around at school activities,
meetings, and recognitions depicts an optimistic view to a student as being
supported by their family even without academic awards and notable
acknowledgement to receive. That is why teachers continuously invites and
encourages parents to attend and participate in activities held in school
because it can also affect student’s academic dedication. Despite various
hindrances to take part in like works, businesses, lack of time, parents being
reticent due to poor financial stability and diverse reasons which would most
likely in many cases end up agreeing with the agenda even without their
participation for they know it will also benefit their children and opposing
will cause more difficulty. (Tárraga et al., 2017)
Empirical findings have demonstrated a positive association between
parental involvement in education and academic achievement (Pérez
Sánchez et al., 2013;, and improving children’s self-esteem and their
academic performance (Garbacz et al., 2017) as well as school retention and
attendance (Ross, 2016). And that interprets that the availability of parents
for their children coincides with their ability also to be cradle for their future
and urge to be academically capable to give their parents recognition.
Parental involvement in education is essentially vital for creating a
cooperative environment to thrive and succeed. Because, whenever a student
knows that he or she is receiving support both inside and outside the school
most importantly from their family the chances of that child becoming
responsible and dynamic in their education are more likely

According to Kakzan, et. al. (2014), satisfaction of parents and the
degree of contentment with different aspects of schools attended is crucial to
parental involvement in their children’s education. Positive opinion about
school and satisfaction with contact with teachers is associated with greater
readiness to active participation, which in turn may reinforce positive
feelings about the school and promote further integration with school life.
Activation of a friendly feedback may promote more extensive cooperation
between parents and schools.
Hence, increasing participation of parents in everyday school life is an
important concept to recognize for educational policy makers and school
managers (Friedman, Bobrowski and Markow, 2013). It is therefore
important to know the factors that made the parents passive in engaging
with the school’s activities so that proper addressing of the needs will be
done for a better partnership between parents and the school.
Villa Imelda Elementary School is involving all parents in the
implementation of school’s program and projects (PAPs) like the Brigada
Eskwela, Nutrition Program, disaster risk reduction and management
(DRRM) and other activities. Parent Teacher Association (PTA) is recognized
so that they can help in the execution of programs, activities and projects
that will improve the school for the benefit of the school children. But
despite of all the effort of the school in engaging them to school’s activities,
not all parents are present during school programs/school projects. It is in
this premise that the proponent conceptualized this study in order to

determine the factors affecting the non-involvement of parents to school so
that the partnership between parents and the school will be strengthened.
IV. Literature Review
According to the following studies, students with parents who are
involved in their education have higher literacy levels than students with
parents who are not. Topor et al. According to et al. (2012), parent
involvement has been defined and measured in a variety of ways, including
activities that parents participate in at home and at school and positive
attitudes parents have toward their child's education, school, and teacher.
Several recent studies have emphasized the difference between the
activities parents engage in and the attitude parents have toward education.
For example, in the study by Izzo et al. (2013), cited by Topor (2011), an
increase in the parent's school activities, such as an increase in the number
of parent-teacher contacts, was associated with worsening achievement, as
increased contacts may have occurred to help the teacher manage the child's
already present behavioral issues. Furthermore, they noted that although
attitudes are thought to be a crucial component of the relationship between
parents and schools, the significance of parent attitudes about education
and school is less well understood (Eccles & Harold, 2014). Parents convey
attitudes about education to their children during out-of-school hours and
these attitudes are reflected in the child's classroom behavior and in the
teacher's relationship with the child and the parents (Kellaghan, Sloane,
Alvarez, & Bloom 2013).

Every parent’s complete involvement along with their absolute
attendance in every quarterly meetings and school exercises is up to date a
ceaseless problem and a challenge to every instructors and teachers with
basis in every sections and grade levels involved. On parent’s part, they are
seemingly hesitant to join actively and pay attention on this regard because
they some parents feel helpless and that they are not welcome. Some may
complain that their opinions are also being disregard when attending that
makes them uninterested. Moreover, they are busy and prioritize their work
in order to make a living for their children such that many of the parents on
public schools are farmers and company workers who cannot leave work due
to scheduled date of meetings and activities in weekdays. Although some
give their own different thoughts, their absence does not accurately mean
they do not want to take action on improvement of the school but have their
own reasonable errand to work on the same day activities are held. Other
parents usually make sure there will be substitute to their absence in order
to validate their child’s performance and ascertain their support and
availability. Hence, there is a strong support from international research
showing the positive influence of parental involvement over academic
achievement, as has been demonstrated in a variety of meta-analyses across
different populations and educational levels (Castro et al., 2015; Jeynes,
2016; Ma et al., 2016).
School only opt is to deliver a desirable and exceptional service in
giving adequate, improved and innovative insights in order for students to
gain sufficient knowledge with strengthen partnership of parents. Level of

satisfaction of parents in the various activities correlates with them being at
the gathering, assembly or conference which may involve around children’
vital agendas to address their needs and concerns. Such inactive parents
more frequently have low level of satisfaction on the activities provided and
are not pleased or contented with it. Thus, collaboration with educational
institution and parental involvement is a must so that no barriers are
encountered in every pursuit because increasing parental involvement in
education have positive impacts on children, families, and school
communities (Jeynes, 2012; Catalano and Catalano, 2014).
Often parents aren’t involved because they are not aware of ways that
they can help which is why it is salient to incorporate successful parent
involvement with a clear and open path for communication to keep them
informed on projects, upcoming tests and even goals to have an active,
ongoing participation of a parent or primary caregiver in the education of his
or her child. Parents can also integrate this by exhibiting at home reading
with their children, helping with homework, and discussing school events-or
at school, by attending functions or volunteering in classrooms. Schools with
involved parents are well satisfied with how the school provides the needs of
their children and this can integrate how the mission of the school is
attained with constant cooperation of parents and associations.
In the article of Cotton and Wikelund (2015), they cited that parent
involvement in children's learning is positively related to achievement. The
more intensively parents are involved in their children's learning, the more

beneficial are the achievement effects. They also mentioned about the
findings of researchers that the more active forms of parent involvement
produce greater achievement benefits than the more passive ones. That is, if
parents receive phone calls, read and sign written communications from the
school, and perhaps attend and listen during parent teacher conferences,
greater achievement benefits accrue than would be the case with no parent
involvement at all. However, considerably greater achievement benefits are
noted when parent involvement is active--when parents work with their
children at home, certainly, but also when they attend and actively support
school activities and when they help out in classrooms or on field trips, and
so on. Moreover, they mentioned that the schools with the most successful
parent involvement programs are those which offer a variety of ways parents
can participate. Recognizing that parents differ greatly in their willingness,
ability, and available time for involvement in school activities, these schools
provide a continuum of options for parent participation. Further, they also
discussed the parent involvement in school governance. They defined
"governance" as any activity which provides parents the opportunity to take
part in decision making about school programs. This may include being a
school board member, a participant on a parent advisory committee or a
local school improvement council, or an active member of the PTA. Areas in
which parents may be helping to make program decisions include goal
setting, development and implementation of program activities, assessment,
personnel decisions, and funding allocations. This is practicing the School-
based Management.
In the Philippines, Most Filipino parents place a tremendous value on
children (Salazar-Clemena 2003), and go to great lengths to ensure their
positive growth. To them parental involvement is regarded as the interaction
and assistance which parents provide to their children’s schools in order to
somehow enhance or benefit their children’s success in the classroom.
However, some parents as observed are not as active as the others when
attendance to school programs/projects is involved.
Meanwhile, Pradesh and Sudarshanam (2014) mentioned also about
parents’ satisfaction in school. They said that many schools have attempted
to measure parental satisfaction in order to gauge the quality of the
education provided to children and to discover ways of improving the schools
(Brown, Cheng, Yau, & Ziegler 2012; Hecht, O’Connell, Michael, Klass, &
Dwyer, 2012; Henderson,2012; Pederson & Wilk, 2013). Increasing parents’
satisfaction is considered one way of improving the quality of the schools
(Salisbury, Branson, Altreche, Funk, & Broetzmann, 2011). This notion is
consistent with the basic tenets of the Quality Movement, a systemic
approach to improving goods and services based on satisfying the consumer
(American Association of School Administrators, 2002; Deming, 2003;
Dobyns & Crawford-Mason, 2011). Parents’ satisfaction is similar to
consumer satisfaction in that it affects the parents’ loyalty and commitment
to the schools their children attend (Bhote,2006; Salisbury et al, 2007;
Scheuing, 2005). Dissatisfied parents can move to other school districts or
send their children to private schools. Although parents are not the sole
consumers of the education their children receive, satisfying parents is

thought to be key in promoting community support for schools (Salisbury et
al, 2012).
With all the citations above, the proponent is convinced to conduct
this study in order to determine the predictors that influence the
involvement of parents to the school’s activities in order to improve the
shared responsibility of educating the school children of Villa Imelda
Elementary School.
V. Research Questions
This study was conducted to determine the Parents’ Involvement
in Schools Activities and Their Level of Satisfaction of the Services During
the Implementation of Full Face-To-Face which will serve as Basis for Policy
Enhancement.
Specifically, the study sought to answer the following.
1. What is the profile of the respondents in terms of;

1.1 Age
1.2 Civil Status
1.3 Occupation
1.4 Monthly Net Income
1.5 Educational Attainment
1.6 Size of the family
1.7. Proximity of the school to their houses/residence
2. What is the level of satisfaction of the respondents on the services
on the implementation of full face-to-face in terms of;

2.1 Quality of teaching
2.2 Learning outcomes
2.3 Student reporting
2.4 General environment
2.5 Customer responsiveness
3. What school-based meetings and activities do the respondents
attended?
4. Is there a significant difference between the level of satisfaction of
the respondents on the services on the implementation of full face-
to-face when grouped according to their profile?
5. Is there a significant relationship between the school-based
meetings and activities attended by the respondents and their level
of satisfaction on the school’s services?
VI. Scope and Limitation
The study only looked into the level of satisfaction of the 70
parent respondents whose children were enrolled in the school year
2023-2024. Quality of teaching, Learning outcomes, Student reporting,
General environment and Customer satisfaction was as variables in
determining the level of satisfaction as well as the school-based
meetings limited only to General Parents-Teachers Association,
Homeroom PTA, Nutrition program, Brigada Eskwela and Brigada
Eskwela Plus.

VII. Action Research Methods
The proponent made use of the descriptive inferential. As
defined by Devi (2022), it is used to determine outcomes and compare
them in two or more groups and to investigate differences between or
among groups. Which is suited for the study for it will look into the
different relation between the profile and level of satisfaction of the
respondents. Also, it used the descriptive correlational design, which
is a research methods that tries to explain relationship between two
or more variables (Bhat, 2024). Which is relevant for the study for it
also tries to look into the relationship between the respondents’ level
of satisfaction and attended meetings.
a. Participants and/or other Sources of Data and Information
The primary sources of data were the 70 parents of the pupils
from Kinder to Grade VI in the school year 2023-2024. Which were
selected through stratified sampling. The proponent employed
random sampling to choose 10 parents from each grade level and to
have equal chance to become a respondent, the researcher employed
draw lots
b. Data Gathering Methods
Once permitted to conduct the study and letter was sent to
the chosen respondents. The proponent called for a meeting.
Discussion of the research objectives, input and outcome was
elaborated by the proponent. After which, the respondents were

given the questionnaires and an informal interview was done to
substantiate unclear responses.
c. Ethical Issues
Informed consent forms with an introduction that precisely
outlines the study's goal, confidentiality, and anonymity was used
by the researcher. The study's participants was given the assurance
that the information they receive is protected from public access and
that their opinions are valued without revealing their identities.
Furthermore, participation is entirely voluntary, and there are no
consequences or lost rewards for declining to take part. Participants
are free to stop participating and withdraw their consent at any
moment without facing any consequences. No legal claims, rights, or
remedies were waived. The researcher guaranteed that the names
and personal information of the respondents and participants was
handled with the highest confidentiality as part of protecting privacy
and confidentiality. The researcher specifically did not use their
names, instead, pseudonyms was be used to conceal their identify.
The researcher also extracted and protected the questionnaires that
contain substantial data. The results of the survey was coded to
protect the respondents' identities, and it was up to the participants
to decide whether they want the results made public.
d. Data Analysis Plan

For the treatment of the variables under this study, the
following statistical tools was employed:
Frequency percentage count was used in determining the profile of
the respondents.
Ranking and Frequency count was used to determine the attended
school-based meetings and activities of the respondents.
Weighted Mean and Standard Deviation was used to determine their
level of satisfaction.
T-test and Analysis of Variances (ANOVA) was used to treat the
significant difference between the level of satisfaction in the
implementation of full face-to-face when groped according to their
profile.
Chi-square was employed to determine the relationship between the
respondents’ level of satisfaction and their attended school-based
meetings and activities.

VII. DISCUSSION OF RESULTS AND RECOMMENDATIONS
This section presents the analysis and interpretation of data obtained
from the participants.
Table 1
Distribution of Respondents According to Profile
Profile Variables Frequency Percent
Age
20-29 10 21.43
30-39 16 41.42
40-49 29 22.86
50-59 15 14.29
Civil Status
Single 3 4.28
Married 63 90.00
Separated 2 2.86
Widowed 2 2.86
Occupation
Government Employee 7 10.00
Private employee 6 8.57
Self-Employed 57 81.43
Monthly Net Family Income
5,00-Below 21 30.00
5,001-10,000 34 48.57
10,001-15,000 6 8.57
15,001- Above 9 12.86
Educational Status
Elementary Graduate 29 41.43
Secondary Graduate 38 54.29
College Graduate 3 4.28
Size of the Family
Small 39 55.71
Medium 23 32.86
Large 8 11.43
Proximity of the school to their houses
Less than 1km 42 60.00
1.01km – 2km 16 22.85
2.01km – 3km 10 14.29
3.01km-4km 2 2.86
Total 70 100%
Table 1 shows that the majority of respondents were 40-49 of age with
a frequency of 29 and percentage of 41.42%, married (f=63, P=90%), self-

employed (f= 57, P=81.43%) and have a monthly income of Php 5,001-10,00
(f= 34, P=48.57%), which is below the Philippine poverty threshold of Php
12,802. In terms of educational attainment, most of the respondents were
only Secondary graduate (f= 38, P=54.29). Also, majority of the family size
were medium (f= 39, P= 32.86) which have a 5 to 7 members of the family
who are living less than 1km (f= 42, P=60.00) away from the school.
Table 2
Level of Respondents’ Satisfaction on the Quality of Teaching
Quality of teaching Mean Interpretation

Teachers at the school motivate 5.77 Strongly satisfied
my child who want to learn
I hear positive feedback from my 5.64 Strongly satisfied
child regarding his/her learning
experiences in the classroom and
in school
My child’s teachers are 5.51 Strongly satisfied
committed and enthusiastic in
their approach to teaching
My child receives high quality 5.60 Strongly satisfied
teaching
Teachers at the school provide a 5.61 Strongly satisfied
stimulating and challenging
environment for my child
My child’s teachers care if my 5.57 Strongly satisfied
child is not doing as well as
he/she can
Overall 5.62 Strongly satisfied
The table above presents the respondents’ level of satisfaction in
terms of quality of teaching. Result obtained a strongly satisfied level of
satisfaction with a mean of 5.62. The respondents are very much satisfied
with the kind of quality teaching the teachers are performing to deliver the
best education that their pupils deserved. This is very much evident as all
the items in the table had obtained a mean ranging from 5.51 to 5.77. In
addition, item 1 “teachers at school motivate my child who want to learn” (m=
5.72). This Also signifies that teachers were doing a great work in motivating
their pupils to come to school to learn.
This is in relation to what Kelty et al. (2020) have concluded in their
study that teachers who are enthusiastic about motivating students can
have a profound impact on the learning experience and academic success of
their students.
Table 3
Level of Respondents’ Satisfaction on the Learning Outcome
Learning Outcome Mean Interpretation

The school meets the academic 5.73 Strongly satisfied
needs of my child.
The school has high academic 5.79 Strongly satisfied
standards.
The school has high academic 5.77 Strongly satisfied
expectations of my child and
clearly communicate such
expectations.
The school provides sufficient 5.61 Strongly satisfied
challenges for my child in other
areas (sports, music, visual, and
performing arts.)
My child is given opportunities to 5.70 Strongly satisfied
participate in various school
activities.
The table above presents the respondents’ level of satisfaction in terms of
Learning outcome. Learning outcomes as observed by the respondents had
strongly satisfied level of satisfaction with a mean of 5.72. Item 2 “the school
has high academic standards” is more noticeable with the highest mean of
5.79, this signifies that the school is successful in promoting high academic
attainment which is essential to recognize and address issues of equity and
accessibility to ensure that educational opportunities will be given to all their
pupils.
As mentioned by Shao et al. (2022), schools that provide
individualized attention to students and address their unique learning needs
tend to receive higher satisfaction ratings from parents. Which was evident
in the school based from the data gathered.

Table 4
Level of Respondents’ Satisfaction on Students Reporting
Student Reporting Mean Interpretation
My child’s school reports are 5.89 Strongly satisfied
informative and that they indicate
achievement levels
My child’s school reports are 5.94 Strongly satisfied
comprehensive. They include
teacher’s remarks/comments on
my child’s behavior
My child’s progress report provides 5.90 Strongly satisfied
a space for me to write my
comments/ remarks about my
child’s learning
My child’s progress reports provide 5.83 Strongly satisfied
a space for his/her comment
about his/her own learning.
Based on the data, the respondents’ level of satisfaction towards
student reporting had a strongly satisfaction level with a mean of 5.89. The
respondents appreciated the fact that school reports are comprehensive and
teacher’s comments/remarks on their children’s behavior are included
which is evident on item 2 “My child’s school reports are comprehensive.
They include teacher’s remarks/comments on my child’s learning” with a
mean of 5.94. In addition, respondents also are given the opportunity to
write their comment with regard to their child’s progress as evident on item
3 with a mean of 5.90.
As stated by Shao et al. (2022), establishing effective feedback
mechanisms, such as parent-teacher conferences, progress reports and
online platforms, allows parents to stay involved in their children’s education
and monitor their learning.

Table 5
Level of Respondents’ Satisfaction on General Environment
General Environment Mean Interpretation
My child shows enthusiasm in 5.77 Strongly satisfied
coming to school every day.
The school conducts activities 5.74 Strongly satisfied
that uplift the spiritual aspect of
my child’s growth.
The school established its own 5.76 Strongly satisfied
school culture distinct from other
schools
The school’s environment is 5.77 Strongly satisfied
caring, child-friendly, safe and
secure.
The student management policy 5.77 Strongly satisfied
at this school is fair and
reasonable.
The school exists harmoniously 5.67 Strongly satisfied
with other institutions in the
locality.
The table above presents the level of respondents’ satisfaction in
terms of general environment. In the same manner, the respondents had a
strongly satisfaction on the general environment of the school as the center
of learning for their child’s development as well as character build up. The
respondents felt the enthusiasm of their children in coming to school as seen
in item 1 “my child shows enthusiasm in coming to school every day” with a
mean of 5.77 because the school also promotes an environment that is
caring, child-friendly, safe, and secure as well as student management policy
is fair and reasonable as seen in items 4 and 5 with a mean of 5.77
respectively.

This is in relation to what Schuler et al (2014) have stated that
parents appreciate schools that promotes positive relationships among
students. Furthermore, they value school where students feel supported and
where positive interpersonal connections are encouraged.
Table 6
Level of Respondents’ Satisfaction on Customer Responsiveness
Customer Responsiveness Mean Interpretation

The school has a sound program of co- 5.94 Strongly satisfied

curricular activities that support the
“Moral Recovery Program”.
The school is well-managed in terms of 5.99 Strongly satisfied

its human and material resources.
I am given the opportunity to get 5.90 Strongly satisfied

involved in my child’s learning.
The school considers and recognizes 5.93 Strongly satisfied

parents’ participation in school
improvement very important.
As a parent, I experience/feel that the 5.93 Strongly satisfied

staff in this school are very
approachable.
Teachers at the school 5.53 Strongly satisfied

accommodate/communicate with
parents/clientele with respect and
courtesy.
I believe there is effective educational 5.60 Strongly satisfied

leadership within the school.
The school seriously takes any concern 5.81 Strongly satisfied

that I have
The school shares its successes and 5.57 Strongly satisfied

accomplishments with the community.
The school offers special programs on 5.74 Strongly satisfied

health and nutrition such as feeding
program and medical/dental services

Finally, the respondents still have a strongly satisfaction with regard
to the customer responsiveness of the school with a mean of 5.80. The most
observed variable is item 2 “the school is well-manage in terms of its human
and material resources” with a mean the highest mean of 5.99, which
signifies that the school management is consistent with regards to its

practice of delivering observable quality of a good institution. Furthermore,
respondents were also strongly satisfied with the school environment, its
teachers and staff as evident in item 4 and 5 with a mean of 5.93
respectively.
Effective school management is crucial for creating an environment
that supports both teaching and learning. As shared by Hill and Tyson
(2009), family involvement in education can make a profound difference in
early outcomes. When educators build a strong relationships, families can
reinforce what their students are learning in the classroom as they set their
own routines and expectations at home.
Table 7
Summary of the Level of satisfaction of the Respondents on the services on the
Implementation of face to face
General Environment Mean Interpretation
Quality of learning 5.62 Strongly satisfied
Learning Outcome 5.72 Strongly satisfied
Student Reporting 5.89 Strongly satisfied
General Environment 5.75 Strongly satisfied
Customer Responsiveness 5.80 Strongly satisfied
Table 7 reveals the summary of level of satisfaction of the respondents
on the service on the implementation of face to face. In general, the
respondents have a strongly satisfaction with a mean of 5.76. Student
reporting has the highest mean of 5.89 while Quality of Learning has the
least mean of 5.62.

The way the respondents observed and sees the practices of the
school in meeting the expectations of the parents is recommendable and is
very consistent. Determinants of the satisfaction of the parents yielded to
high level of satisfaction, however, the way the school manages and deliver
quality of learning should improve more.
Table 8
School-Based Meetings Attended by the Respondents
School Meetings Frequency Rank
Brigada Eskwela 68 1
General PTA Meeting 64 2
Homeroom PTA Meeting 61 3
Brigada Eskwela Plus 59 4
Quarterly Recognition Program 55 5
Nutrition Program 45 6
Table 8 shows the ranking of the school-based meetings attended by
the respondents. Brigada Eskwela is the most attended meeting with a
frequency of 68, General PTA meeting ranked 2nd with a frequency of 64 and
Homeroom PTA as 3rd with a frequency of 61. While, Nutrition Program
ranked the least with a frequency of 45. This signifies that the respondent
considers Brigada Eskwela and Parents-Teachers Association as something
that is remarkable and most favorable.
In a study conducted by Villela and Lengson (2019), they have
found out that Brigada Eskwela is the most participated school activity of a
school. According to the parents during the conducted interview they are

willing to support the different programs and project of the school for as long
as it is for the benefit of their children.
Table 9
Comparison between Respondents’ Level of Satisfaction on the
Implementation of full face to face in Terms of Age
Age Mean SD df F- p- Decision Remarks
Value value
50-59 5.78 0.17
40-49 5.70 0.17 19 0.39 0.77 Accept Ho Not

Significant
30-39 5.78 0.06
20-29 5.72 0.17
The table presents the Comparison between respondents’ level of
satisfaction on the implementation of full face to face in Terms of Age. As
shown in table, there no significant difference in the level of satisfaction of
the respondents on the implementation of the face to face when grouped
according to age. This is shown in the computed f-value of 0.39 and
probability of 0.77. Hence, the study’s null hypothesis is accepted at 0.05
alpha level of significance, implying that all the respondent despite of their
age difference they observed and appreciate the services of the school on the
implementation of the full face to face.
Table 10
Implementation of full face to face in Terms of Civil Status
Civil status Mean SD df F- p- Decision Remarks

Value value
Single 5.72 0.18

Not
Married 5.75 0.09 19 0.31 0.81 Accept Ho Significant
Separated 5.76 0.29
Widowed 5.85 0.18
Table 10 represents the Comparison between Respondents’ Level of
Satisfaction on the implementation of full face to face in terms of civil status.
Based on the data, there is no significant difference on the implementation
of the face to face in terms of civil status. This is shown in the computed f-
value of 0.31 and probability of 0.81. Hence, the study’s null hypothesis is
accepted at 0.05 level of significance. This signifies that though the
respondents differ in civil status, they observed the same level of satisfaction
towards the school services.
In a study conducted by Wells (2021), impact of marital status on
academic performance depends on various factors, and it's essential to
consider the individual's specific circumstances. Personal motivation,
support systems, and effective time management can play crucial roles in
determining academic success regardless of marital status.
Table 11
Implementation of full face to face in Terms of Occupation

Occupation Mean SD df F- p- Decision Remarks

Value value
Government 5.88 0.17

Employee
14 1.13 0.35 Accept Ho Not
Private 5.83 0.18 Significant
Employee
Self- 5.73 0.11
Employee
Based on table 11 shows the comparison between respondents’ level
of satisfaction on the Implementation of full face to face in terms of monthly
net income. Base on the data, there is no significant difference on the level of
satisfaction of the respondents when grouped according to occupation. This
is evident based on the f-value of 1.13 and probability value of 0.35 at 0.05
level of significance. This signifies that respondents have the same
perception and degree of satisfaction on the implementation of the face to
face.
According to Naite (2021), arental occupation can also influence the
expectations parents have for their children's education. Parents in
professional occupations may have higher expectations for academic
achievement and involvement in extracurricular activities.
Table 12
Implementation of full face to face in Terms of Monthly Net Income
Monthly Mean SD df F- p- Decision Remarks

Income Net Value value
5,000- 5.72 0.12

Below Not
19 2.16 0.13 Accept Ho Significant
5001- 5.67 0.09
10,000
1001- 5.81 0.15
15,000
15,001- 5.87 0.18
above
The table above presents comparison between respondents’ level of
satisfaction on the implementation of full face to face in terms of monthly net
income. The table shows that there is no significant difference on the level of
satisfaction of the respondents in terms of monthly net income. This is
shown in the computed f-value of 2.16 and probability of 0.13. This accepts
the null hypothesis at 0.05 alpha. This indicates that respondents with high
income have the same observation and satisfaction with those who have low
income.

Table 13
Implementation of full face to face in Terms of Educational Attainment
Educational Mean SD df F- p- Decision Remarks
Attainment Value value
Elementary 5.87 0.16 14 1.61 0.24 Accept Ho Not

Graduate Significant
Secondary 5.72 0.12

Graduate
College 5.83 0.15
Graduate
The table presents the comparison between respondents’ level of
satisfaction on the implementation of full face to face in terms of educational
attainment. Based on table, the level of satisfaction of the respondents
when grouped according to educational attainment has no significant
difference. This is shown on the f-value of 1.61 and probability of 0.24 at
0.05 alpha. This denotes that differences on educational attainment among
the respondents does not signify that they have different satisfaction towards
the implementation of face to face.

Table 14
Implementation of full face to face in Terms of Family Size
Family size Mean SD df F- p- Decision Remarks
Value value
Small 5.76 0.14 Accept Not

Ho Significant
Medium 5.75 0.10 14 0.07 0.93
Large 5.73 0.18
The table presents the comparison between respondents’ level of
satisfaction on the implementation of full face to face in terms of family size.
As shown in table 14, there is no significant difference on the level of
satisfaction of the respondents in terms of family size. This is evident with
the f-value of 0.07 and probability value of 0.93. Hence, the acceptance of
null hypothesis at 0.05 level of significance.
Table 15
Implementation of full face to face in Terms of Proximity of the school from
their houses
Proximity Mean SD df F- p- Decision Remarks
of from the Value value
school
Less than 5.76 0.12

1km Not
19 0.07 0.97 Accept Ho Significant
1.01km – 5.72 0.15
2km
2.01km – 5.78 0.08
3km
3.01km- 5.75 0.35
4km

Table 15 presents the comparison between respondents’ level of
satisfaction on the implementation of full face to face in Terms of Proximity
of the school from their houses. The table shows that that there is no
significant difference on the respondents’ level of satisfaction when grouped
according to the distance of their houses from the school. The p-value is
greater than 0.05 level of significance, thus, the distance of the respondents
from the school does not affect their level of satisfaction.
As stated by UNESCO, distance to school is one of the major factors
impeding children’s attendance and so with parents. As not all households
can afford transport or transport may not be available. Is it good, that based
on the data majority were just living around the school and that distance is
not a problem.
Table 16
Relationship between the Level of Satisfaction of the Respondents on the
implementation of face to face and their School-Based Meetings attended
Correlation School-Based Decisio Remarks
Meetings n
Attended
Level of Satisfaction r value 0.055 Accept NS

Ho
P value 0.653 Accept NS

Ho
N 70 Accept NS
Ho
The table above presents the relationship between the level of
satisfaction of the respondent on the implementation of face to face and their
school based meetings attended. 16 reveals that there is no significant

relationship between the level of satisfaction of the respondents and their
attended school-based meetings. The p value 0.653 is greater than the level
of significance at 0.05. This further indicates that whether the respondents
do not attend the meetings or has incomplete attendance, still they have
strong level of satisfaction with the implementation of face to face by the
school. In addition, this depicts that they have high trust and consideration
of the school’s ability to provide satisfactory services.
As a support, a study conducted by Manalo et al. (2023) on the parent
involvement and student engagement, they have stated that parental
involvement in education improves scaffolding for children’s growth and is
important in learner’s cognitive and behavioral development. However, they
have mentioned that just because parents do not participate to school
activities does not mean that they are not willing to help.
Conclusions
Based from the findings, the following are the conclusions
1. Majority of the respondents are 40-49 of age, married, self-employed, has
a monthly net income of 5,001-10,00, secondary graduate, under small
family and are less than 1 km ways from the school.
2. The respondent are strongly satisfied on the quality of learning, learning
outcomes, student reporting, general environment and customer
responsiveness of the school.
3. The most attended school-based meetings and activities are Brigada
Eskwela, General PTA meeting and Homeroom PTA meetings.

4.There is no significant difference on the respondents’ level of satisfaction
on the services implemented by the school during the conduct of face to face
when grouped according to profile.
5.There is no significant relation between the respondents’ level of
satisfaction and attended school-based meetings and activities.
Recommendations
From the aforementioned findings and conclusions, the following
recommendations are suggested:
1. The school should conduct a seminar-workshop on parental involvement
to ensure 100% of attendance and participation during school-based
meetings and activities.
2. Parents should lead the different programs and projects of the school.
4. Parents can make a PTA office in the school, and bulletin boards for
suggestions.
5. Maintain open communication with teachers, addressing any concerns or
challenges.
6. Teachers should collaborate with parents to reinforce consistent
expectations and support strategies.

PARENT’S INVOLVEMENT AND THEIR LEVEL OF SATISFACTION ON

THE SERVICES OF VILLA IMELDA ELEMENTARY SCHOOL
SURVEY QUESTIONNAIRE
Dear Parents,
We consider your opinions as very important in the improvement of
school performance because you are our valued partners in educating your
children. May we request you to please accomplish this form. ALL
RESPONSES ARE CONFIDENTIAL. YOU MAY NOT PLACE YOUR NAME
ON THE FORM. Thank You.
PART 1 – PROFILE OF THE RESPONDENTS.

Directions: Please check the box that is appropriate for you.
Age Civil Status Occupation
20-29 Single Government
Employee
30-39 Married Private employee
40-49 Separated Self-Employed
50-59 Widowed
Others: (Please
specify)
Monthly Net Income Educational Status Size of the Family

5,000 – Below Elementary Small
Graduate
5,001 – 10,000 Secondary Graduate Medium
10,001 – 15,000 College Graduate Large
15,001 – Above
Others: (Please
specify)

Proximity of the school from your house
Less than 1km
1.01km – 2km
2.01km – 3km
3.01km – 4km
Part II- Level of Satisfaction on the services during the implementation

of face to face
Directions: Read and analyze each question. Assess your level of

satisfaction on the services implemented by the school using the scale below.
6 - Strongly Satisfied
5 – Moderately Satisfied
4 – Slightly Satisfied
3 – Slightly Dissatisfied
2 – Moderately Dissatisfied
1 – Strongly Dissatisfied
Parent Opinion Dimensions 6 5 4 3 2 1

Quality of Teaching
1 Teachers at the school motivate my child who want
to learn.
2 I hear positive feedback from my child regarding

his/her learning experiences in the classroom and
in school.
3 My child’s teachers are committed and
enthusiastic in their approach to teaching.
4 My child receives high quality teaching
5 Teachers at the school provide a stimulating and
challenging environment for my child.

6 My child’s teachers care if my child is not doing as
well as he/she can.
Learning Outcomes 6 5 4 3 2 1
1 This school meets the academic needs of my child.
2 This school has high academic standards.
3 The school has high academic expectations of my
child and clearly communicates such expectations.
4 The school provides sufficient challenges for my
child in other areas (sports, music, visual and
performing arts).
5 My child is given opportunities to participate in
various school activities
Student Reporting 6 5 4 3 2 1
1 My child’s school reports are informative and that
they indicate achievement levels
2 My child’s school reports are comprehensive. They
include teachers’ remarks/comments on my child’s
behaviour
3 My child’s progress report provides a space for me
to write my comments/remarks about my child’s
learning
4 My child’s progress report provides a space for
his/her comment about his/her own learning.
General Environment 6 5 4 3 2 1
1 My child shows enthusiasm in coming to school
every day.
2 The school conducts activities that uplift the

spiritual aspect of my child’s growth.
3 The school has established its own school culture
distinct from other schools
4 The school’s environment is caring, child-friendly,
safe and secure
5 The student management policy at this school is
fair and reasonable.

6 The school exists harmoniously with other
institutions in the locality.
Customer Responsiveness 6 5 4 3 2 1
1 The school has a sound program of co-curricular
activities that support the “Moral Recovery
Program”.
2 The school is well-managed in terms of its human
and material resources.
3 I am given the opportunity to get involved in my

child’s learning.
4 The school considers and recognizes parents’

participation in school improvement very
important.
5 As a parent, I experience/feel that the staff in this
school are very approachable.
6 Teachers at the school
accommodate/communicate with parents/clientele
with respect and courtesy.
7 I believe there is effective educational leadership
within the school.
8 The school seriously takes any concern that I have
9 The school shares its successes and
accomplishments with the community.
1 The school offers special programs on health and

0 nutrition such as feeding program and
medical/dental services
Part III: School-Based Meetings and Activities
Directions: Below are list of school-based meetings and activities. Please
check those that you participated and attended.
School-based Meetings/ Activities
1. General PTA Meeting

2. Home-Room PTA Meeting

3. Nutrition Program
4. Quarterly Recognition Program
5. Brigada Eskwela
6. Brigada Eskwela Plus


VIII. Action Plan
STRATEGY PROGRAM ACTIVITY TASK RESOURCES TIMELINE

Physical Material Financial
Dissemination and Re- Evaluation Result dissemination * Communicate the result Researcher Laptop, ppt 800.00 April 2024
utilization of and of the research to the Chairman of Full blown
research report Dissemination teaching staff and Planning and research
of research parents. Research
output * recommend to teachers Teachers
and parents to intensify parents
relationship for the
development and
improvement of
participation to every
school project and
programs of the school
Total 4, 900.00


IX. References
Ascher, C. (1988). Improving the home-school connection for low-income

urban parents. Urban Review, 20(1), 109–123.
Amatea, E. S., & West, C. A. (2007). Joining the conversation about
educating our poorest children: Emerging leadership roles for school
counselors in high poverty schools. Professional School Counseling,
11(2), 81–89.
Ardelt, M., & Eccles, J. S. (2001). Effects of mothers ’parental efficacy beliefs
and promotive parenting strategies on inner-city youth. Journal of
Family Issues, 22(8), 944–972.
Bæck, U. D. K. (2010). Parental involvement practices in formalized home-
school cooperation. Scandinavian Journal of Educational Research,
54(6), 549–563.
Al-Barwani, T. A., Albeely, T. S., & Al-Suleimani, H. (2012). Parental
involvement in higher education in Oman. Jurnal Pendidikan
Malaysia, 37(1), 13–24.
Alampay, L. P., & Jocson, M. R. M. (2011). Attributions and attitudes of
mothers and fathers in the Philippines. Parenting: Science and
Practice, 11(2–3), 163–176.
https://doi.org/10.1080/15295192.2011.585564
Albert, J. R. G., Dumagan, J. C., & Martinez, A. J. (2015). Inequalities in
income, labor, and education: The challenge of inclusive growth.
Discussion Papers, (January). Retrieved from
http://ideas.repec.org/p/phd/dpaper/dp_2015-01.html
Albert, J. R., Quimba, F. M., Ramos, A. P., & Almeda, J. P. (2012). Profile of
out-ofschool children in the Philippines. Discussion Paper Series,
2012–1.
Alvarez-Valdivia, I. M., Chavez, K. L., Schneider, B. H., Roberts, J. S.,
Becalli-Puerta, L. E., & Sanz-Martı, Y. A. (2012). Parental involvement
and the academic achievement and social functioning of Cuban
school children. School Psychology International, 34(3), 313–329.
https://doi.org/10.1177/0143034312465794
Alvarez-Valdivia, I. M., Chavez, K. L., Schneider, B. H., Roberts, J. S.,
Becalli-Puerta, L. E., & Sanz-Martı, Y. A. (2012). Parental involvement
and the academic achievement and social functioning of Cuban
school children. School Psychology International, 34(3), 313–329.
https://doi.org/10.1177/0143034312465794

Bartolome, Mamat, Masnan, (2017). Parental Involvement in The
Philippines: A Review of Literatures. International Journal of Early
Childhood Education Care Vol.6, 2017. Retrieved January 31, 2023,
from https://files.eric.ed.gov/fulltext/EJ1207994.pdf
Barwegen, L. M., Falciani, N. K., Putnam, S. J., Reamer, M. B., & Stair, E. E.
(2004). Academic achievement of homeschool and public school
students and student perception of parent involvement. School
Community Journal, 14, 39-58.
Christenson, S.L. & Sheridan, S.M. (2001). School and families: Creating
essential connections for learning. New York: The Guilford Press.
Conway, K. S. (2008). Parental involvement strongly impacts student
achievement, New Research Finds. Retrieved from
http://www.teachthought.com/learning/ the-effect-of-parental-
involvement-onacademicachievement/
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-
Asencio, E., and Gaviria, J. J. (2015). Parental involvement on
student academic achievement: a meta-analysis. Educ. Res. Rev. 14,
33–46. doi: 10.1016/j.edurev.2015.01.002
Devi, B. (2022). Application of Cross-National Comparative Research Design.
Retrieved from
https://www.thieme-connect.com/products/ejournals/pdf/10.1055/
s-0042-1757734.pdf
Garbacz, S. A., Herman, K. C., Thompson, A. M., and Reinke, W. M. (2017).
Family engagement in education and intervention: implementation
and evaluation to maximize family, school, and student outcomes. J.
Sch. Psychol. 62, 1–10. doi: 10.1016/j.jsp.2017.04.002
Hill, N., & Tyson, D. (2009). Parental Involvement in Middle School: A Meta-
Analytic Assessment of the Strategies that promote Achievement.
American Psychological Association.
https://www.apa.org/pubs/journals/releases/dev453740.pdf
Jeynes, W. H. (2012). A Meta-Analysis of the efficacy of different types of
parental involvement programs for urban students. Urban Educ. 47,
706–742. doi: 10.1177/0042085912445643
Jeynes, W. H. (2016). A Meta-Analysis: the relationship between parental
involvement and Latino student outcomes. Educ. Urban Soc.49, 4–28.
doi: 10.1177/0013124516630596
Kelty, N. E. & Wakabashi, T. (2020). Family Engagement in Schools: Parent,
Educator, and Community Perspectives. Sage Journals.
https://journals.sagepub.com/doi/10.1177/2158244020973024.

Manalo, E., Yumang, E. & Almazan, R. (2023). Parental Involvement and
Students’ Engagement in Modular Learning Environments.
ResearchGate.
https://www.researchgate.net/publication/371173542_Parental_Invo
lvement_and_Students'_Engagement_in_Modular_Learning_Environm
ents#:~:text=The%20findings%20have%20shown%20that%20parental
%20involvement%20has,understand%2C%20assertiveness%2C
%20decision-making%2C%20problem-solving%2C%20and
%20personal%20stress%20management.
Naite, I. (2021). Impact of Parental Involvement on Children’s Academic
Performance. IOP Conference Series: Earth and Environmental
Science. https://iopscience.iop.org/article/10.1088/1755-
1315/690/1/012064/pdf
Pérez Sánchez, C. N., Betancort Montesinos, M., and Cabrera Rodríguez, L.
(2013). Family influences in academic achievement: a study of the
Canary Islands. Rev. Int. Sociol. 71, 169–187. doi:
10.3989/ris.2011.04.11
Peters, M. (2012). Parental Involvement: How Much is Enough and What
Can Schools Do to Encourage It? William Paterson University of New
Jersey (Master Thesis).
Ross, T. (2016). The differential effects of parental involvement on high
school completion and postsecondary attendance. Educ. Policy Anal.
Arch. 24, 1–38. doi: 10.14507/epaa.v24.2030
Schueler, B., Capotosto, L., Bahena, S., & Mclntyrne, J. (2014). Measuring
Parent Perceptions of School.
https://dash.harvard.edu/bitstream/handle/1/11143738/PAS_Schu
eler%20et%20al_FINAL_for%20distribution.pdf
Tárraga, V., García, B., and Reyes, J. (2017). Home-based family
involvement and academic achievement: a case study in primary
education. Educ. Stud. 44, 361–375. doi:
10.1080/03055698.2017.1373636
UNESCO. (2015).
https://policytoolbox.iiep.unesco.org/policy-option/barriers-to-
school-attendance/
Villela, C. & Lengson, M. (2019). Prents’ Involvement During Brigada
Eskwela: Basis for Action Plan. Ascenders Asia Journal of
Multidisciplinary research Abstracts.
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/9
192.
Wells, M. (2021). Parental Marital Status and Academic Performance.
https://www.studocu.com/en-us/document/university-of-south-

carolina/laboratory-in-psychology/parental-marital-status-and-
academic-performance/16337648.

X. Financial Report
ACTIVITY ITEM QUANT UNIT UNIT TOTAL

DESCRIPTION/ ITY COST AMOUN
PARTICULARS T
Preparation of Reproduction of
the research research 1Bond Ream 200.0 200.00
proposal and manuscript for papers 0
other essential proposal and 10 Pcs 50.00
components of survey Folders Box 5.00 57.00
this study like questionnaires 1 btls 57.00 500.00
survey - Printing Fastene 250.0
questionnaires - Photocopying rs 0
, etc. 2 Inks
Submission of  Printing of full

full blown blown Research 1Bond Ream 200.0 200.00
research Manuscript papers 0
proposal to  Ring-Binding of
the Principal’s Completed 10 pcs 50.00
Office and the Research folders 5.00
Division Office Manuscript
 Hard-Bound
Copy of
Completed
Research
Manuscript (for
Regional Office
copy)
Operational  Dissemination 500.00
Expenses of the research
results to the
school’s
administration/
principal,
special program
teachers,
Division Office
and other
secondary
schools.
Total Expenses: 1,557.0
0
Reference: DepEd Order No. 16, s. 2017. Research Management Guidelines.

MINUTES OF THE MEETING

Activity: SCHOOL MEETING
Place: School Office
Date: March 8,2023
Time Started: 11:15 a.m.
In Attendance:
School Heads
Teachers
DISCUSSIONS/
No. DISCUSSANTS TOPIC AGREEMENTS
ISSUES/ CONCERNS
1. Preliminaries
2. ROSELYN C. * The school head greeted
VILLANUEVA everyone and convey her
Principal-I appreciation to all VIES
teaching staff.
Conduct of * The school head present
Applied Research and introduce the title and
on Parents’ objective of the basic
Involvement in research to be conducted.
Schools Activities * She discussed the
and their Level of different parts of the
Satisfaction of research for them to
the Services understand the study.
during the * She also reiterated that
Implementation they will only choose 10
of Face to Face: A parents per class as
Basis for respondent in this study
Community * lastly, she presented and
Enhancement discussed the
Work Plan questionnaire or tools to
be used and distributed to
the respondent.
* She also encouraged the
teachers as her partners
in conducting the study.
MARIBEL D. * asked how did they * the researcher will

BONDAME conduct the distribution of conduct PTA
questionnaire to their orientation after
parents. which all adviser will
conduct homeroom
PTA meeting for the
conduct of this
study.
* the adviser will

facilitate the
distribution of the
questionnaire to the
parents
*After answering the

questionnaire, they
will submit it to the
School Head for data
analysis
* Maam Rachelle Castillo *Orientation to the

asked when will be the Parents will be on
orientation of the parents. March 8,2023. The
focal person of
communication will
prepare a letter to be
distributed to
parents for the
schedule of
orientation.
* Maam Bondame asked * Distribution will

also when to start and the start on March
deadline for submission of 13,2023 and it will
the questionnaire be submitted on
March 27-30,2023
Meeting
adjourned at
12:15pm
Prepared by:
ROMER T. GUILLERMO
School Secretary
Approved:
ROSELYN C. VILLANUEVA
Principal- I

Conducted School meeting with the teaching staff to discuss Basic
Research entitled :Parents’ Involvement in Schools Activities and Their
Level of Satisfaction of the Services During the Implementation of Full
Face-to-Face: A Basis for Community Enhancement Work Plan to be
implemented for the SY 2022-2023

During the conduct of the study to the PTA as a respondent

The researcher conducted orientation to PTA in regards to the

implementation of the basic research


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Republic of the Philippines

Parents’ Involvement in Schools Activities and Their Level of

Satisfaction of the Services During the Implementation of Full Face-to-

Face: A Basis for Community Enhancement Work Plan

A Full-Blown Basic Research

the Schools Division of the City of Ilagan

Villa Imelda Elementary School

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

Parent satisfaction and involvement to school activities is a

Keywords: Parent involvement, Face to face, Community Enhancement

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

The researcher would like to acknowledge the persons behind

the completion of this humble endeavor, To the members of the

committee in assessment and evaluation of the City Division of Ilagan

headed by Schools Division Superintendent, Dr. Eduardo C. Escorpiso

Jr., to the Assistant Schools Division Superintendent Dr. Cheryl R.

Imelda Elementary School who served as respondents for without their

full cooperation, this undertaking would not be made possible.

III. Introduction and Rationale

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

COVID-19 epidemic. Due to the COVID-19 pandemic's transfer of school

education from the classroom to the home, parents of young students

Parental involvement in children's online education, including study aids

and psychological counseling, is the distinctive component of educational

care that distinguishes it from face-to-face learning.

Most parents are pleased with the policy of face-to-face

instruction, claiming that it creates a more suitable learning atmosphere

to school or continue their online education from home. Parents were

obliged, among other things, to collaborate with their children's instructors

on lesson plans and assignments, submit or upload homework to online

Parental engagement is the involvement of parents in the academic and

extracurricular activities of their kids. It could entail helping with academics,

participating in decision-making processes, going to parent-teacher

conferences and extracurricular activities, and keeping in regular contact

educational development. Students need a supportive, inspiring, and

enjoyable learning environment in order to succeed in school. Parental

INHS Compound, Claravall St., San Vicente, City of Ilagan, Isabela

as a result of mounting family demands. According to Ross (2016), parental

involvement in a child's education begins at home, where parents provide a

safe and healthy environment, appropriate learning opportunities, support,

and a positive attitude toward school.

Family is the fundamental tower of strength and constant frame in

molding the future of a child throughout the enhancement of their

personality in giving their bests may it be academically or focusing on

final shape. But with employing thorough support, participation and

presence of parents in involving school activities, services and most

especially engaging in parent-teacher association (PTA) meetings together

with goal-oriented facilitators in creating optimum goals for the development

important in order to attain what is preeminent to every student. Parents

can act as a purveyor of their children. Their presence during valuable

meetings and cooperation can undeniably serve as actual support and

motivation to their young ones to keep their head above struggles in

attaining exceptional grades. Their ability to manage loaded responsibilities

while corroborating with their child’s educational institution makes a way to

avoid misunderstandings of every activities rendered and further understand

its accomplishment, thus acquire satisfaction on it without hesitation, (Ross,

meetings, and recognitions depicts an optimistic view to a student as being

supported by their family even without academic awards and notable

acknowledgement to receive. That is why teachers continuously invites and

encourages parents to attend and participate in activities held in school

because it can also affect student’s academic dedication. Despite various

will cause more difficulty. (Tárraga et al., 2017)

Empirical findings have demonstrated a positive association between

parental involvement in education and academic achievement (Pérez