BIBLIOGRAPHY MARILOU C. LAGADAN, October 2006. Parents...
BIBLIOGRAPHY
MARILOU C. LAGADAN, October 2006. Parents Involvement In Private
Elementary School Activities in La Trinidad, Benguet. Benguet State University, La
Trinidad, Benguet.
Adviser: Mary Jane L. Laruan, Ph.D.
ABSTRACT
The study determined the existing parent involvement activities offered by La
Trinidad private elementary schools; the extent of parent involvement; the perceived
effects, and the problems met by parents in their involvement.
The study was conducted in 15 different private elementary schools of La
Trinidad Benguet. There were 792 respondents.
There is a significant difference in the existing parent involvement activities
offered by private elementary schools of La Trinidad, Benguet.
The existing parent involvement activities always offered by La Trinidad private
schools are annual social events like Christmas program, family day, sports fest, closing
and graduation programs, annual parents’ orientation, parent-teacher conferences, and
giving of homework.
Parents are very much involved in learning at home activities. They do learning
activities with their children to enrich their education by homework assistance, and
limiting TV viewing during school nights. Furthermore, parents are also very much
involved in communicating with their children’s teachers thru drop-in and pick-up
conversations, phone calls, text messages, email, personal letters or communication
notebook. On the other hand, parents are never involved in home visits and voting in
school boards.
Parents perceived that when they involve themselves in school and home learning
activities, the effects are tremendous especially on the learning of their children.
It was found out though that some parents do not involve themselves in parent
involvement activities offered by private elementary schools because of problems related
to their children, to themselves, and to the staff or to the school.
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TABLE OF CONTENTS
Page
Bibliography.……………………………………………………………….. i
Abstract…………………………………………………………………….. i
Table of Contents…………………………………………………………... iii
INTRODUCTION
Background of the Study……………………………………………….. 1
Statement of the Problem……………………………………………….. 6
Objectives of the Study…………………………………………………. 7
Importance of the Study………………………………………………… 7
Scope and Delimitation of the Study…………………………………… 8
REVIEW OF LITERATURE
Parent Involvement Activities…………………………………………... 10
Dimensions of Parent Involvement……………………………………... 12
Parent Involvement in All Ages………………………………………… 16
Foreign Schools with Parent Involvement Activities…………………... 17
Local Studies of Parent Involvement Activities………………………... 20
Effects of Parent Involvement Activities………………………………... 21
Problems Encountered in Parent Involvement Activities……………….. 24
iii
Conceptual Framework of the Study……………………………………. 25
Definition of Terms……………………………………………………... 31
Hypothesis of the Study………………………………………………… 32
METHODOLOGY
Locale of the Study…………………………………………………….. 33
Respondents of the Study ……………………………………………… 35
Instrumentation…………………………………………………………. 36
Data Gathering Procedure……………………………………………… 36
Statistical Treatment of Data…………………………………………… 36
RESULTS AND DISCUSSION
Activities Where Parents are Involved in Private Elementary
Schools…………………………………………………………………. 38
Extent of Parent Involvement…………………………………………... 48
Perceived Effects of Parental Involvement in Activities Offered
By La Trinidad Private Elementary Schools…………………………… 57
Problems Met by Parents in Participating in Activities Offered
By La Trinidad Private Elementary Schools…………………………… 62
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary……………………………………………………………….. 67
Conclusions…………………………………………………………….. 69
Recommendations ……………………………………………………… 70
iv
LITERATURE CITED…………………………………………………….. 71
APPENDICES
A. Letter of Permission to School Principal…………………………… 78
B. Letter to Respondents………………………………………………. 79
C. Questionnaire………………………………………………………. 80
BIOGRAPHICAL SKETCH………………………………………………. 85
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INTRODUCTION
Background of the Study
The family living in a home is the most instinctive and fundamental unit
of society. It is the original school of many practices, attitudes, and values that
are carried on and passed by an individual throughout his lifetime.
The ancient game of family life regardless of race and color is to assist the
individual members of the family, particularly the parents, to possess basic skills
for efficient planning and decision-making, effective communication and problem
solving. Every facet of family life is to be faced and all these lead towards total
integration of each family member. For this cause, parents have to know,
understand, and internalize the standards, in which they contribute to the
behavioral patterns of their offspring (Andres, 1992).
Family life, together with population, health, and nutritional services,
advancing technology, competitive education, media, and many other attributes
whether good or bad can make a substantial contribution to the quality of life of
every child, family, school, community, nation, and society as a whole.
Along with today’s family life, parents have to cope with the increasing
difficulty of supporting a family. Parents are preoccupied with generating an
income to provide the best education for their children. In this case, Tuwao
(2005) added that children are brought to school and parents seem to commit a
serious mistake of totally putting the responsibility of educating their children to
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the school. Parents provide shelter, pay school fees, clothe, feed their children
and forget that they are the best teachers their children will ever have.
Time has passed and man finds himself in the fangs of the so-called
modern and high technology society. Machines now render services and the
gradual removal of human touch is set on the stage. School children are
transported from the door of their homes to the door of their schools. Television
is now the popular baby-sitter for today’s children. And so, for years, scientific,
technological, and economic advancements have steadily pulled homes and
schools away from each other. Many parents are so engrossed in earning a living
while the education of their children is left to the school (Lomotan, 1986).
Educators believe that the important role, parents’ play should not be
taken for granted. It is a fact that learning institutions serve as a supplement and
not a substitute of the home. Where children are short of parental support and
encouragement, their intellectual, linguistic, and social growth is sapped and
failure in school is almost inevitable, with serious consequences in their own view
of themselves and in their own self-respect (Halsall, 1973). Learning is also
affected, not determined, by the social and academic organization of the school,
personal and background characteristics and circumstances of students; and their
families, the community contexts within which students, families, and schools
exist, and the relationship of these factors to one another (Natriello, 1990), yet
parental support and involvement proves to be a most influential and important
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factor. Dorothy Rich (2005) says, “In this complex world, it takes a good school
and a good home to educate today’s children”.
Increasing attention has recently been given to the importance of parent
involvement in young children’s learning (Berger, 1995; Larsen and Haupt,
1997).
In order to meet the challenges facing families in today’s rapid
changing society and to avoid the potential ill effects, a clarion
call has gone out to all parents to provide learning oppor-
tunities for children in the home, to become more involved in
their children’s schooling, to form partnerships with their
children’s teachers, and to participate in parent education.
(Haupt, and Larsen, 1997).
Even though the importance of school-parent partnerships is generally
accepted, there is often little or no training for helping teachers implement this
valuable philosophy. So often the parental involvement is limited to back-to-
school events at the beginning of the year, occasional help with scheduled parents
and field trips, or periodic parent-teacher conferences, often formal in nature and
with a set time limit. Parents and teachers may not feel secure working with each
other; attitudes, ideas, values, previous experiences, cultures, and other influences
may all make communication with one another difficult. Still, teachers are
expected to involve parents and parents are expected to be involved, and so the
partnership needs to begin with building a trusting relationship (Finders and
Lewis, 1994).
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Families and schools share a mutual responsibility in helping children
learn (Coleman, 1997; Haupt and Larsen, 1997). Groves and Stamp (1994) refer
to this unique relationship between families and schools as a “third institution”.
Every effort must therefore be made to strengthen this important link and help
parents and teachers see each other as playing an important role in the education
of the child.
The family is the young child’s earliest educator, and parents have a
lasting influence on their child’s attitudes, values, learning, concepts, emotions,
and ideas. They have the right, responsibility, and opportunity to influence their
child’s education (Newman, 1995;Gage and Workman , 1997). Even though
many parents are not aware of how important they are in their child’s education,
there is extensive and convincing evidence regarding the benefit of parent
involvement in the development and education of their child (Akaran and Fields,
1997).
Everyone benefits when parents are involved in their child’s education,
and all parents have competences that will help their child succeed in school. In
order for the teaching of the young children to be effective, a positive link must be
made between the school and the home; the two must be partners, since they are
both vital parts of the child’s life and education. Involving parents in children’s
education improves the children’s achievements and the overall level of success
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in schools. The earlier the parents are involved in their child’s learning, the
greater are the benefits (Eliason, 1999).
Both parents and teachers can contribute to the growth and development
of children. In addition, parents have much to offer teachers and the school, and
the teachers have much to offer parents. Parents can become better acquainted
with the school’s programs, and teachers can become more aware of children’s
home situations. As they learn each other’s values and goals, they are able to be
more supportive of each other in working together with their children. Teamwork
and collaboration are more likely to achieve positive results than when school
systems and families work alone (Rosenthal and Sawyers, 1996).
It has been found that there are both parent’s and teacher’s attributes that
promote partnerships. Qualities that appear especially for parents are their self-
image, warmth, efficacy, nurturance, sensitivity, and strength of interpersonal
involvements. Relevant attributes for teachers that promote partnerships are
accessibility, reliability, sensitivity, and flexibility (Swick, 1991).
Some teachers believe that planning for parent involvement takes too
much time. However, despite the difficulties, the accumulating research on the
positive effects for parent participation in educational programs has created
continuing interest in parent involvement. Teachers need to accept that parent’s
attitudes toward involvement are important (Lopez and Schultz, 1996). There is a
clear relationship between the teacher’s attitude toward parent involvement and
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the actual level of involvement; the more positive a teacher feels about involving
parents, the higher the level of parent involvement (Swick, 1991).
There are many parent involvement activities that will assist schools and
homes in developing partnerships that benefit everyone involved and help parents
realize that their participation makes a difference. Educators believe parents
make the difference between a mediocre school and a great school (Eliason,
1999). It is then the aim of the study to determine the existing parent involvement
activities in private elementary schools in La Trinidad, Benguet that are believed
to be beneficial to the students, parents, teachers, and community.
Statement of the Problem
The study was geared in knowing the involvement of parents in their
children’s education. Specifically, the study aimed to answer the following
questions:
1. What are the existing parent involvement activities offered by private
elementary schools in La Trinidad, Benguet?
2. What is the extent of parent involvement in activities offered by
private elementary schools in La Trinidad, Benguet?
3. What are the perceived effects of involving parents in activities
offered by private elementary schools in La Trinidad, Benguet?
4. What are the problems met by parents in their involvement in
activities offered by private elementary schools in La Trinidad, Benguet?
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Objectives of the Study
The study in general assessed the involvement of parents in their child-
ren’s education. Specifically it aimed to achieve the following:
1. To determine the existing parent involvement activities offered by
private elementary schools in La Trinidad, Benguet.
2. To determine the extent of parent involvement in activities offered
by private elementary schools in La Trinidad, Benguet.
3. To determine the perceived effects of involving parents in activities
offered by private elementary schools in La Trinidad, Benguet.
4. To determine the problems met by parents in their involvement in
activities offered by private elementary schools in La Trinidad, Benguet.
Importance of the Study
Evaluating a planned and implemented activity is very important to any
educational institution, specifically in the case of involving parents in school
activities, which require money, time, and effort.
The results of this study will help both educators and parents become
aware of their roles in educating the children bestowed by God in their hands. Its
goal is to help educators and parents for effective yet fun-filled teaching and
parenting. The task of course in educating tomorrow’s God-fearing and effective
citizens is not an easy one. It is the business of all individuals, the family, the
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school, the church, and the community.
With this study, parents will become aware and be enlightened of what
should really be their roles in the development and progress of the educational
system. They will not be passive parents of the school but active so that both
parties will be able to achieve its goal (Apolonio, 2001). It will also be a great
help to administrators as they plan, revise, and enhance their parent involvement
activities.
The study hopes to develop in the readers the sense of gratitude to the
contributions of school parents and will serve as a challenge to them to be more
dedicated to any endeavor, they will undertake in the next years to come,
Paving the way to a horizon of awareness, cooperation, and mutual
understanding between parents and educators, a vision of strengthened ties
between educators and parents of private elementary schools in La Trinidad,
Benguet is not far to achieve.
Furthermore, the results of the study are for committed individuals who
take interest in educating the future leaders/citizens of this nation and society as a
whole.
Scope and Delimitation of the Study
The study was conducted to determine the existing parent involvement in
the activities offered by private elementary schools in La Trinidad, Benguet
during the first semester of school year 2006-2007. The private elementary
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schools included in the study were: Benguet Scholastic and Achievement
Development Center, Brilliant Child Christian Academy, Cordillera Career
Development College-Elementary Department, God’s Lamb Academy, H.O.P.E.
Christian Academy, La Trinidad Nazarene Learners Center, Little Flower
Children’s Home Foundation, Rainbow Mission International Academy, Inc., San
Jose Elementary School, Shekinah Learning Center, St. Francis School, Star
Educational Christian Foundation, Sunbeam Learning Center, Superkids Learning
Center, and UCCP Integrated School.
The extent of parent involvement, the perceived effects of parent
involvement, and the problems encountered in participating in activities offered
by private elementary schools in La Trinidad, Benguet were also determined.
Parents Involvement In Private Elementary School Activities
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REVIEW OF LITERATURE
The unifying purpose for individuals, families, schools, and organizations
that collaborate in the development of educational partnership is best depicted
by the much-quoted African proverb “It takes an entire village to raise a child”.
Partnerships exist because parents, school teachers, administrators, and other
individuals seek to address the academic, social, emotional, physical, and
ethical development of children (Cordero, 2000).
Parent Involvement Activities
The term “parent involvement” is used broadly in this study. It includes
several different forms of participation in education and with the schools. Parents
can support their children’s schooling by attending school functions and
responding to school obligations like parent-teacher conferences, for example.
They can become more involved in helping their children improve their
schoolwork by providing encouragement, arranging for appropriate study time
and space, modeling desired behavior such as reading for pleasure, monitoring
homework, and actively tutoring their children at home (Cotton, 2005).
Parent involvement in children’s education can also mean discussing
progress with teachers, voting in school board elections, helping the school to set
challenging academic standards, limiting TV viewing on school nights, and
becoming an advocate for better education in the community. It can also be as
simple as asking children, “How was school today?” every day. It will then send
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children the clear message that their schoolwork is important to parents (NEA
Resources, 2006).
Rio Linda Junior High School, (2002) adopts the policy that parent
involvement is a crucial element in a successful educational program. The school
strives to involve parents in the educational process through a variety of means.
Education is a process that involves teamwork on the part of parents, students,
teachers, school staff, and administration.
In an effort to engage parents/guardians in their child’s education, learning
institutions now provide opportunities for parents to participate in. Morrison
(1994) found that mixture of informal and formal activities work well. Parents
can become engaged through social and recreational activities. Once engaged,
they are more likely to work with their children on school-related activities and
view themselves as involved in their children’s education. Seely (1993) argues
for a different model of schooling, one in which parent involvement is a necessity.
While some programs have adopted extensive comprehensive efforts to
increase parental participation, relatively simple efforts also have effects. Bole,
Walberg, and Waxman (1980) found that children of parents who adhered to
school contracts made greater gains. These contracts signed by the principal,
teacher, parent, and child stipulated that parents would provide a special place at
home to do school work, talk with their child daily about school events, and pay
attention to their child’s academic progress and compliment any gains.
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Dimensions of Parent Involvement
“Parent involvement” is fast becoming a hot topic (Simic, 1991).
Teaching periodicals, parent magazines, newspapers, and even television talk
shows and special broadcasts are emphasizing the impact parents make in
educating their children. Topics include hints on effective communication at
conference time, tips for establishing study skills and habits at home, and
information on how to use parents effectively as volunteers in the classroom
(Vukelich, 1984).
A potential limitation with the teachers-parents involvement suggestions
described in some articles is that even though they may be worthwhile, they often
lack an overall organization that allows teachers to plan and develop principled
programs for parents (Becher, 1986). Many well meaning, dedicated teachers
approach parent involvement as an “afterthought” that may lack purposeful
implementation. Parent involvement, in this sense, is not seen as part of the
curriculum. A general format may help and guide the development of an
organized approach to parent involvement. The following are three different
thoughts that can be considered in planning the parent involvement program.
Petit (1980) attempts the various dimensions of parent involvement. Petit
specifies three levels or degrees of increasing parent involvement: namely
monitoring, informing, and participating. These are described in the following
paragraphs.
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Monitoring level. Schools make parents aware of the school situation.
This is done through informal conversations, announcements regarding the
school’s activities, weekly bulletins, open houses, and public invitations to
activities. Parents are assured of confidence and acceptance.
Information
level. Communication at this level is between the classroom
teacher and the parent and it is done through parent-teacher conferences, home
visits, class newsletters, bulletin boards, reporting, phone calls, and take-home
packets.
Participation
level. Parents become actively involved in the classroom
with teachers. They act as volunteers or aides, helping with bulletin boards,
making games and activities, and many others that they can participate into.
Epstein (1995) presents six standards of parent involvement as
follows:(I) parenting, (II) communicating, (III) volunteering, (IV) learning at
home, (V) decision making, and (VI) collaborating with community.
Standard I-Parenting. This is to help families establish home
environments to support children as students like parent education, family support
programs to assist families with health, nutrition, and other services;
neighborhood meetings to help families understand schools and vice versa.
Standard II-Communicating. This is to design effective forms of school-
to-home and home-to-school communications about school programs and
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children’s progress like conferences, weekly or monthly folders, phone calls,
newsletters, and other forms of communication.
Standard III-Volunteering. This is to recruit and organize parent help and
support. These are: volunteer program to help teachers, students, and other
parents; parent room for volunteer work, meetings; talent bank, parent patrols or
other activities to aid safety and operation of school programs.
Standard IV- Learning at home. This provides information and ideas to
families about how to help students at home with homework and other
curriculum-related activities, decisions, and planning such as information on
homework, calendars with activities, family participation in setting student goals.
Standard V- Decision-making. It includes parents in school decision,
developing parent leaders and representatives like active PTA/PTO, advisory
councils, advocacy groups, and networks to link all families with parent
representatives.
Standard VI- Collaborating with community. This identifies and
integrates resources and services from the community to strengthen school
programs, family practices, and student learning and development. Activities like
information on community activities that link learning skills; service integration
through partnership; service to the community by students and families;
participation of alumni are some examples of integrating school activities with
that of the community.
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Another framework is Swap’s (1993) four models of home-school
relationships that include: the protective model, school-to-home transition model,
curriculum enrichment model, and the partnership model. These are described in
the following paragraphs:
Protective model. Parents delegate to the school the responsibility of edu-
cating their children. Swap contends that the goal of this model is primarily to
reduce the possible conflict that can result between schools and families.
School-to-home transition model. It involves enlisting parents in
supporting the school’s goals. It then becomes the responsibility of the family
to reinforce these goals at home.
Curriculum enhancement model. It involves families in developing and
enriching the school curriculum. Parents are encouraged to take a child to an
aquarium or a museum if related topics are being covered in the curriculum.
Partnership model. It attempts to reshape the school environment by
emphasizing two-way communication and joint problem solving. In this model,
families and educators work to enhance all aspects of the school, rather than
certain parts of the curriculum.
Henderson and Berla (1995) report that the protective and school-to
home models are common practice and that the curriculum enrichment and
partnership models are coming into wider use. The partnership model described
by Swap could include the typology described by Epstein. Schools incorporating
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Epstein’s typology and Swap’s partnership model would be creating a new
standard for family involvement.
Parent Involvement in All Ages
There appears to be a relationship between the age of the child and the
forms of parental involvement. Greater efforts to involve parents are seen at the
preschool and primary levels. Efforts focus on assisting in the classroom and
reading to children at home. Teachers of young children are the most frequent
users of parent involvement techniques (Epstein, 1987).
At the middle and high school levels, parent involvement practices
declined (Lucas and Lusthaus, 1978). Hollifield (1994) presents a number of
reasons why this is so. The adolescent has a developmental need for autonomy
and greater responsibility. Families often live far from the high school and are
less able to spend time there. The organization of the secondary schools is more
complex and teachers have contact with large numbers of students. Few high
schools make any one teacher responsible for a small group of students. At the
secondary level, what parents do at home seems to have the greatest impact.
Keith et.al. (1986) found that key strategies to follow at the secondary level were
limiting recreational TV viewing and emphasizing the completion of homework
assignments. Hollifield (1994) noted that parents of high school students are
rarely guided to conduct discussions with their teenage children about important
school decisions or plans for the future.
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Research also suggests a correlation between parent involvement and
dropout rates. Rumberger et.al (1990) found that students who drop out reported
that their parents rarely attended school events or helped with homework. These
parents were more likely to respond to poor grades with punishment. These high
school students rarely consulted their parents when making educational decisions.
Brian (1994) reports that parents of high school students feel more
uncertain about what is happening in their children’s lives than they did in
elementary school. Despite their need for autonomy, Brian finds that teens are
less resistant to the idea of parent involvement than is commonly believed. The
key here is the notion that parental efforts is seen as support rather than control.
Foreign Schools with Parent Involvement Activities
Stone (1998) documented the following American learning institutions
implementing parent involvement activities:
Ashiwi Elementary Schools (AES). Last school year 1997-1998, 209
students and their parents participated in the Family Math and Science Exhibition.
Five projects made to the County Science Fair and this enabled the school to
sponsor more parent training activities. Parents provided class presentations,
small group activities, individual tutoring, and they also volunteered as crossing
guards.
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Dowa Yalane Elementary School (DYE). Last school year 1997-1998
DYE initiated and implemented a Parent Scholar Program. Parents received
training and they worked in different classrooms. The program brought parents
closer to the teaching/learning process and they became models for their own
children as well as others.
Zuni Middle School (ZMS). In 1997, ZMS initiated the “Parents as
Mentors” program. Trainings were provided so parents will be able to act as
mentors for middle-aged children who are considered “at-risk”.
Twin Buttes High School (TBHS). The school has a monthly “dress
lunch” where food is served restaurant style. This is a time for students and their
parents to enjoy meals together. Many parents are called on to be guest speakers
in different classes. Parents or family members also act as mentors for some
students at service learning placements.
Zuni High School (ZHS). Parents are the Booster Clubs for athletics.
They handle the majority of the fund-raising activities through concession stands,
advertising sales and just old-fashioned hard work.
Zuni Tribal Head Start (ZTHS). The Tribal Head Start Program serves
over 150 Zuni preschool students. The district provides special education staff for
3-5 year olds with disabilities in the mainstreamed program. Head Start has many
parenting training programs, volunteer activities and programs open to the
community. Last 1997, parents contributed 6,000 hours of volunteer time.
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Wherry (2004) also compiled the following researches on parent
involvement program:
In a Maryland survey, 85% of elementary school parents said they spend a
quarter hour or more in helping their children when teachers request it, and were
willing to spend more time if asked.
In a survey in the U.S. southwest, low-income parents were as interested
as higher income parents being involved in evaluating their child’s progress,
selecting methods of classroom discipline, and deciding how much homework is
assigned.
Children need routines and consistency in their lives. In-depth surveys of
achieving and underachieving 12th grade African American students in Chicago,
and culturally diverse fourth-grade students in Los Angeles indicate that children
who are academically successful tend to come from families who engage in a
regular routine of activities.
A study of 1,900 elementary children in London found that when schools
encouraged children to practice reading at home with parents, they made highly
significant gains in reading achievement compared to children who practiced only
at school with teachers.
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Local Studies of Parent Involvement Activities
Home and family are significant factors in student learning and
achievement. Embodied in The Civil Code of the Philippines, Care and
Education Act of Children is the entitlement of every child to parental care; moral
and civic training by the parents or guardians; and the right to live in an
atmosphere conducive to his physical, moral, and intellectual development. Lee-
Chua (2004) attested that family environment is even more crucial than creative
and innovative teaching styles.
In the Philippines, the first step towards home-school collaboration was
the organization of the Parent-Teacher Association (PTA) in 1923. It had been a
channel of blessing to many schools (Salinas, 1996). Lately, however, it has lost
its attraction to parents. Through time, the PTA turned out to be a fund-raising
organization (Padre, 1978).
According to Alip (1969), parents should give their support to the school.
They should take an active interest in their children’s schools and be willing to
give service whenever they have the opportunity to do so. They should be
interested in what their children are learning. In this way, they make education
real and meaningful to their children.
Garcia (1973) found out in her study that school administrators had
employed direct means to make direct contact with the parents. This includes,
regular sending of letters dealing with the school problems and other types of
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information to parents, periodic meeting with the parents, informal conference
with individual parents when they visit the school, organizations of parent
seminars or workshops, and home visits of school administrators/teachers to
parents.
Maglaya (1998) recommended in her study that; a) parents and teachers
should work together to elevate the achievement of the school, b) parents and
teachers should be more active in attending such meetings and programs of their
children, c) and parents and teachers should give more attention to the different
problems encountered looking into the possible root causes and introducing
remedial measures.
Apolonio (2001) further recommended that: a) parents and teachers should
continue working hand-in-hand so that school related projects be undertaken
fully, b) parents are encouraged to continue supporting school activities, c) parent
involvement were found to be advantageous, hence; parents must continue to be
always of help to the school, d) parents and teachers should always maintain open
communication so that negative attitudes towards each other be settled or cleared,
e) parents and teachers must be open minded individuals so that acceptable
measures be applied .
Effects of Parent Involvement Activities
Many researchers, practitioners, and policy makers have documented the
importance of parent involvement. Epstein (1983) reported that when teachers
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22
were committed to increasing parent involvement, the parents “…felt that they
should help their children at home, …understand more on what their children
were taught in school, … and were more positive about the teacher’s interpersonal
skills…”. This change in parent’s perceptions is true even after socio-economic
status and student ability are taken into account. Furthermore, if increased
parental involvement creates the perception that the school is more effective, it is
likely that student achievement will increase (Caplan, Choy, and Whitmore 1992).
According to Cotton and Wikelund (2001) research overwhelmingly
demonstrates that parent involvement in children’s learning is positively related to
achievement. This holds true for all types of parent involvement in children’s
learning and for all types and ages of students. Parent involvement has also
positive effects on student attitudes and social behavior. Research further
indicates that the activities parents get involved with will provide them the
training that would help them for roles in school decision making.
As compiled by Wherry (2004) and with other researches, the following
effects prove that parent involvement is worth investing. Studies find that
students with involved parents are more likely to: earn higher grades and test
scores, pass their classes earn credits and be promoted, have positive attitudes and
behavior and attend school regularly. It was observed also that the students have
better social skills, show good behavious and adopt well to schools. Involvement
of parents in school activities resulted to the high quality and more grade-
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appropriate work, completion of more homework on weekends, observation of a
closer relationship between family and school, fewer placements in special
education. Further observations are, greater enrollment in postsecondary
education and children of involved parents usually graduate and go on to further
education.
Studies of Henderson, (1994) find that involved parents are more likely to:
1. Have more confidence in school.
2. Regard teachers to have higher opinions of parents and higher
expectations of their children.
3. Greater confidence in themselves as parents and in their ability to
help children learn at home.
4. Greater likelihood that the parents will enroll in continuing education
to advance their own schooling.
Studies of Henderson, (1994) document the following benefits for schools
and communities:
1. improved teacher morale;
2. higher ratings of teachers by parents;
3. more support from families;
4. higher student achievement; and
5. better reputation in the community.
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Problems Encountered in Parent Involvement Activities
All parents want their children to become successful, caring adults.
However, they do not know where to start, when to find the time, or how to go
about making positive connections with the school. Educators are advised not to
assume that if parents or guardians are uninvolved, they are disinterested. There
are many reasons why parents do not become active in school. Davies (2002)
enumerated some of the many problems: too little time/ work schedule/single
parenthood, lack of resources/transportation/child care, language barrier/cultural
isolation, social isolation/low educational level, not knowing how to contribute,
and feeling overwhelmed, intimidated or unwelcome.
Lee (1999) contributes similar problems as: conflicting perceptions of
roles, logistical problems, school resistance, and characteristics of parents-
educational level, income level, marital status, family structure, and ethnicity.
Honig (1990) presented some problems such as: parent has difficulty in
seeing self as educator and responsible person in the life of the child, parental
problems and fears, and parents do not believe anyone has no hidden motive.
Additional studies have found that parental involvement is more
important to student success, at every grade level, than family income or
education. However, strong families, strong schools (1986) mentioned a report
that reflects 30 years of research on family involvement in education. It stated the
sad fact that “in many instances parents do not feel welcomed in schools”.
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Educators then need to recognize the extent of disconnection as a precondition for
involving families in their children’s education. Starr, (2005) suggest ways of
reducing that feeling of disconnection. These are having positive contact with
parents during the first meeting, communicating with parents simply and
convincing that all parents have regular access to clear and concise, readable
information. The concern and opinions of schools should be addressed. Parents’
work schedule, language and cultutral differences should be accommodated.
The National PTA has also set the following for parent/family
involvement activities:
1. establish regular and meaningful communication between home and
school;
2. promote and support parenting skills;
3. encourage active parent participation in student learning;
4. welcome parents as volunteer partners in schools;
5. invite parents to act as full partners in making school decisions that
affect children and families; and
6. reach out to the community for resources to strengthen schools.
Conceptual Framework of the Study
In education, partnerships are either school-linked or school based. In
today’s economic and social climate, partnering is a service model that is very
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useful (Cordeiro and Loup, 1996). Allen and Catron (1999) further elaborated
that partnerships with parents is an ecological approach to involving, teaching,
and supporting families; to enhancing the total experience of children through
increased interactions and continuity between the home and the learning
institution; and to enriching the program through parent’s participation and
contributions. Partnership with parents is one of the foundations of the invisible
curriculum and provides the bridge of consistency between children’s worlds.
Parents and guardians are the most important and influential adults in
student’s lives. Parent involvement clearly impacts students’ learning
(Christenson and Sheridan, 2001). This is consistent with the findings that
teachers cite lack of parental support as the major factor preventing students from
completing homework. Based on the National Longitudinal Study conducted by
the National Center for Education Statistics, “parental involvement in school
activities had a consistent effect on the students”, Kaufman et. al. (1992).
The complexity of modern life, the pressures of balancing work and
family commitments, and the demands on parents’ time are factors that contribute
to an expanded view of parent participation (Allen and Catron, 1999). Research
has then established that the most successful parent participation efforts are those
which offer parents a variety of roles in the context of a well-organized and long-
lasting program. Parents need to choose from a range of activities that
accommodate different schedules, preferences, and capabilities.
Parents Involvement In Private Elementary School Activities
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In this study, Epstein’s (1995) Framework of Six Standards of Parent
Involvement is adopted. The parenting (I), communicating (II), volunteering (III),
learning at home (IV), decision-making (V), and collaborating with community
(VI).
Standard I –Parenting is helping families establish home environments to
support children as students like parent education, family support activities to
assist families with health, nutrition, and other services; neighborhood meetings to
help families understand schools and vice versa. Parents become involved in the
basic obligations of ensuring children’s health and safety. They acquire parenting
and child-rearing skills needed to prepare children for school, supervise them,
teach and guide children at each level, and create positive home conditions that
support learning.
Standard II-Communicating is doing effective forms of school-to-home
and home-to-school communications about school activities and children’s
progress such as conferences, weekly or monthly folders, phone calls, newsletters,
and other forms of communication. Parents receive and respond to
communications from the school regarding educational programs and children’s
progress.
Standard III-Volunteering is recruiting and organizing parent help and
support like volunteer program to help teachers, students, and other parents;
parent room for volunteer work, meetings; talent bank, parent patrols or other
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activities to aid safety and operation of school programs. Parents become directly
involved on site. They assist teachers, administrators, and children in classrooms
or other areas of the program.
Standard IV- Learning at Home is providing information and ideas to
families about how to help students at home with homework and other
curriculum-related activities, decisions, and planning such as information on
homework, calendars with activities, and family participation in setting student
goals. Parents respond to child-initiated requests for help as well as ideas or
instructions from the teachers. Parents monitor or assist their children at home in
learning activities that are coordinated with children’s experiences at the school or
center.
Standard V- Decision Making includes parents in school decision,
developing parent leaders and representatives like active PTA/PTO, advisory
councils, advocacy groups, networks to link all families with parent
representatives. Parents take decision-making roles on advisory councils or on
other committees or groups at the program, district, or national level. Parents may
become involved in community activities or independent advocacy groups that
monitor the program and work for educational improvement.
Standard VI- Collaborating with Community identifies and integrates
resources and services from the community to strengthen school activities, family
practices, and student learning and development like information on community
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activities that link learning skills; service integration through partnership; service
to the community by students and families; participation of alumni.
Figure 1 shows the independent and the dependent variables on which the
study is based. The independent variables are the activities adopted from
Epstein’s framework of parent involvement. The dependent variables are the
existing parent involvement activities offered by private elementary schools in La
Trinidad, Benguet described as always, often, seldom, and never. The extent of
parent involvement in activities described as very much involved, much involved,
moderately involved, seldom involved, and never involved. The perceived effects
of involving parents in activities were determined to have very much effect, much
effect, moderate effect, and no effect. Likewise the problems encountered by
parents when they involved themselves in activities offered by private elementary
schools in La Trinidad, Benguet were described as very much serious, much
serious, moderately serious, and not serious.
Parents Involvement In Private Elementary School Activities
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Independent Variables
Parent involvement activities offered by private elementary schools in La
Trinidad, Benguet.
Epstein’s Framework on Parent Involvement:
(I ) Parenting Activities
(IV) Learning at Home Activities
(II) Communicating Activities
(V) Decision-Making Activities
(III) Volunteering Activities
(VI) Collaborating with Community
Activities
Dependent Variables
Existing parent involvement activities offered by private elementary schools in
La Trinidad, Benguet.
Extent of parents’ involvement in activities offered by private elementary schools
in La Trinidad, Benguet.
Perceived effects of involving parents in activities offered by private
elementary schools in La Trinidad, Benguet.
Problems met by parents in activities offered by private elementary schools in
La Trinidad, Benguet.
Expected
Outcome
Parent Involvement Activities
Parent observation (observe on-going classes)
Home visits by teachers
Parents as resource speakers
Volunteer room parent (teacher, tutor, storyteller…)
Voting in school boards
Parents to plan/coordinate partnership with community
Parents to link service to the community by the students, families, and school
Figure 1. Paradigm of the Study
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Definition of Terms
For the purpose of clarity and easy understanding, the following terms
used in the study are herein defined:
Existing parent involvement activities refer to the current means by which
schools involve parents in their child’s education and development. It is
classified according to Epstein’s (1995) framework of parent involvement as:
Parenting (I), Communicating (II), Volunteering (III), Learning at home (IV),
Decision Making (V), and Collaborating with the Community (VI). It is described
as always, often, seldom, and never.
Extent of parent involvement refers to the parents’ level of participation in
the various activities undertaken whether at home or at school for the child’s
education and development. It is measured using the scale: very much involved,
much involved, moderately involved, seldom involved, and never involved.
Family involvement refers to any form of possible interaction of an older
sibling, a grandparent, an aunt, an uncle, or a cousin probably with schools in the
interest of the child’s education and development.
Partnership refers to the shared power of the family, school, and
community. Family members are given opportunities to provide ideas just as
educators and community members do.
Parent involvement refers to any form of interaction of parents with
schools in the interest of the child’s education and development.
Parents Involvement In Private Elementary School Activities
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Parent involvement program refers to the annual school plan consisting of
several activities.
Perceived effects of parent involvement refer to the benefits that influence
the students, teachers, parents, and community. It is measured using the scale:
very much effect, much effect, moderate effect, and no effect.
Private school refers to any school owned and managed by individuals,
corporations or churches. It is not owned and managed by the government.
Problems in parent involvement refer to the difficulties met by parents in
the course of involving themselves in their children’s education and development.
It is measured using the scale: very much serious, much serious, moderately
serious, and not serious.
Hypothesis of the Study
The following hypothesis was tested:
1. There is a significant difference on the existing parent involvement
activities offered by private elementary schools in La Trinidad, Benguet.
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METHODOLOGY
Locale of the Study
The study was conducted in 15 different private elementary schools in La
Trinidad, Benguet during the first semester of school year 2006-2007. The
private elementary schools are the following: Benguet Scholastic Learning
Center, Brilliant Child Christian Academy, Cordillera Career Development
College Elem. Dept., God’s Lamb Academy, Home Oriented Prime Education
Christian Academy, Inc., La Trinidad Nazarene Learners Center, Little Flower
Children’s Home Foundation, Rainbow Mission International Academy, Inc., San
Jose School, Shekinah Educational Center, St. Francis School, Star Educational
Christian Foundation, Sunbeam Learning Center, Superkids Learning Center, and
UCCP Integrated School.
The above schools were chosen because they are owned and managed by
private individuals. Some of the schools are newly established, and some were
established many years ago.
Figure 2 shows the map of the study.
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HCA-2
N
RMIA
CCDC
SJES
UCCP
SKLC
BCCA
SFS
GLA
LEGEND
HCA-
HOPE Christian Academy, Inc.
BSDC
SKLC- Superkids Learning Center
SBLC
LNLC- La Trinidad Nazarene Learners Center
LNLC
SJES-
San Jose Elementary School
SECF
CCDC- Cordillera Career Development College
GLA-
God’s Lamb Academy, Inc.
SEC- Shekinah
Educational
Center
BSDC- Benguet Scholastic Development Center
UCCP- UCCP integrated School
HCA-2
SFS-
St. Francis School
BCCA- Brilliant Child Christian Academy
RMIA- Rainbow Mission International Academy, Inc.
LFCHF
SLC-
Sunbeam Learning Center
SEC
SECF- Star Educational Christian Foundation
LFCHF- Little Flower Children’s Home Foundation
Parents Involvement In Private Elementary School Activities
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Respondents of the Study
Table 1 shows the distribution of respondents. The respondents of the
study were the parents of the pupils or students who were enrolled last school year
2005-2006 and are currently enrolled for the school year 2006-2007 in the
different private elementary schools in La Trinidad, Benguet. The respondents
were grouped according to families. Siblings were given one set of questionnaire.
Table 1. Distribution of Respondents
SCHOOLS
FREQUENCY
PERCENT
H.O.P.E.
Christian
Academy,
Inc.
179
22.60
San
Jose
Elementary
School
166
20.96
La Trinidad Nazarene Learners Center
99
12.50
Cordillera Career Development College-Elem. Dept.
80
10.10
Shekinah Educational Center
77
7.72
Benguet Scholastica Development Center
37
4.60
Brilliant
Child
Christian
Academy
27
3.41
God’s Lamb Academy, Inc.
24
3.03
Star Educational Christian Foundation
21
2.65
UCCP-Integrated
School
21
2.65
Rainbow Mission Int’l Academy, Inc.
19
2.40
St.
Francis
School
18
2.27
Superkids
Learning
Center
13
1.64
Little Flower Children’s Home Foundation
7
0.88
Sunbeam
Learning
Center
4
0.51
TOTAL
792
100
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Instrumentation
The research instrument used in the study was a questionnaire checklist.
Included in the questionnaire were the possible parent involvement activities
adopted from Epstein’s (1995) framework of parent involvement. The extent of
parent involvement in activities offered by private elementary schools is also
included. The perceived effects of involving parents in activities, and the
problems encountered in participating in activities offered by private elementary
schools in La Trinidad, Benguet were also included.
Data Gathering
The survey questionnaire was the main instrument used in gathering data
for the study, supplemented by informal interview with the respondents.
Upon the approval of school heads, copies of the structured questionnaire
were hand-carried to the different elementary private schools. The researcher
asked the kind assistance of the administrators, grade school teachers, and school
parents in the conduct of the data-gathering instrument. The advisers of the
different grade levels were asked to attach the questionnaires on the assignment
notebooks of the students and they were the ones who collected the questionnaires
and arranged them randomly before giving it back to the researcher.
Statistical Treatment of Data
The data gathered were tabulated, analyzed, and interpreted according to
the objectives of the study. To indicate the existing parent involvement activities,
Parents Involvement In Private Elementary School Activities
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37
a four-point scale was used as always, often, seldom, and never. To indicate the
extent of parent involvement; a four-point scale was used as; very much involved,
much involved, moderately involved, and never involved. To indicate the
perceived effects of parent involvement; the respondents identified whether this
involvement had very much effect, much effect, moderate effect, and no effect.
To indicate the degree of the seriousness of the problems met; a four-point scale
was used as very much serious, much serious, moderately serious, and not serious.
Descriptive statistics were used in treating the data such as ranking, frequency
counts, weighted mean, and Friedman’s two-way analysis of variance, which has
the following formula:
X2 r - 12 Σ ( R1 ) 2 - 3N (K+1)
NK (K+1)
Where:
X2 -
r Friedman’s two-way ANOVA by ranks
K - Number of Columns
N – Number of Rows
Parents Involvement In Private Elementary School Activities
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RESULTS AND DISCUSSION
This section presents the analysis, interpretations, and discussions of the
data on the activities where parents are involved in the private schools of La
Trinidad, Benguet; the extent of parents’ involvement, the perceived effects of
involving parents, and the problems met in their involvement in activities.
Parent Involvement Activities Offered by Private Elementary Schools
Table 2 presents the existing parent involvement activities offered by La
Trinidad private elementary schools.
As shown in Table 2, La Trinidad private elementary schools are always
giving Learning at Home (Standard IV) activities with weighted mean of 3.58.
Collaborating with Community (Standard VI) with weighted mean of 2.38, while
Volunteering (Standard VI) with weighted mean of 2.22 are parent involvement
activities that are seldom done by La Trinidad private elementary schools.
The computed X2 value of 8.35 is higher than the tabular value of 7.82.
Thus, the hypothesis stating that there is a significant difference among the
existing parent involvement activities in La Trinidad, Benguet private elementary
schools is accepted. This implies that the schools in La Trinidad private
elementary schools offer varied activities.
Parenting activities like annual social events like Christmas program,
Family day, Closing/Recognition Programs, sports fest and others with the
Parents Involvement In Private Elementary School Activities
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Table 2. Existing activities where parents are involved in La Trinidad private
elementary schools
PARENT
INVOLVEMENT
WEIGHTED
D.E.
RANK
ACTIVITIES
MEAN
Learning at home (Standard IV)
3.58
Always
1
Parenting (Standard I)
3.05
Often
2
Communicating (Standard II)
2.65
Often
3
Decision making (Standard V)
2.62
Often
4
Collaborating with community
(Standard VI)
2.38
Seldom
5
Volunteering (Standard III)
2.22
Seldom
6
X2c – 8.35 Significant
X2(.05) – 7.82
Scale:
Always (A)
3.26 – 4.00
Often (O)
2.51 – 3.25
Seldom (S)
1.76 – 2.50
Never (N)
1.0 – 1.75
weighted mean of 3.58 indicates that La Trinidad private elementary schools
always do these activities in their respective schools. These activities are always
done because they are common and traditional in the Philippine educational
setting. Having these well-attended activities, administrators, and principals use it
to teach, influence, and encourage parents on family involvement.
Parenting seminars, trainings, and workshops with the weighted mean of
2.5 indicates that La Trinidad private elementary schools often do these
Parents Involvement In Private Elementary School Activities
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activities. Two schools as per researchers’ experience conduct quarterly parenting
seminars with various parenting topics. Other schools conduct parenting trainings
at least twice a year while other schools conduct at the beginning of the school
year only. Javonillo (2006) commented that once classes have started, it is so
difficult to be conducting parenting seminars, much more when a teacher leaves at
the middle of the school year and the principal takes over his/her class.
Communicating activities like Parent Teacher Conferences or PTC’s are
always done. For most schools, regular PTC’s are conducted at least four times a
year. PTC’s are done two weeks after every grading examination. In this way,
parents are given quarterly opportunities to interact with their children’s teachers.
Also, parents get the benefit of being encouraged to monitor their children’s
quarterly progress.
Starr (2002) added that schools could further increase parental attendance
at conferences in the following ways: make parents aware of conference dates
and goals, make it possible for every parent to attend conferences, and teachers
should plan ahead for a pleasant and productive conferences making it possible
for all parents to get the maximum benefit from the conferences,
On the contrary, weighted mean of home visitation, 1.63, indicated that
such communicating activity is never done by La Trinidad private schools.
In an informal interview, Magli (2006) admitted, “though home visitation
is a very good activity, she and her staff do not have the time to go and visit the
Parents Involvement In Private Elementary School Activities
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homes of their students. Teachers after they teach, do all kinds of paper works and
most often than not they go home late. Saturday and Sunday are spent with their
families, she explained”. Furthermore, home visitation involves money for they
need to pay their fare going to the students’ houses.
Home visitation is not a new idea. Hymes Jr. (1953) in his book Effective
Home-School Relations written 53 years ago said, “Countless teachers,
particularly those working with young children have long done it”. Today,
according to Carlin (2001), home visits are catching on across the grade levels
and around the world. Schools in England, Australia, Japan, and the United
States all report success with teacher’s home visits. Many school districts in the
U.S. now have programs that require teachers to visit their student’s homes at
least once each school year.
Locally, Mandapat (2006) who is a dedicated advocate of parent-
involvement encourages all her staff to visit at least five families each year.
Golden opportunities of home visits are: death in the family, child is sick, birth of
a new baby, or simply just to say hello. Pes-oyen (2006) added that absentee and
problem students are also good prospects for home visitation. This acquaintance is
to know the child in his full color, shape, and form as a person. Much has to be
done, and so educators have to start it now. La Trinidad educators are challenged
to help families understand schools and for educators to understand families as
well.
Parents Involvement In Private Elementary School Activities
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Another communicating form believed by Fisher (2001) of Edgewood
Middle School Wooster, Ohio as one of the school’s best way to get parents
involved is to express sincere appreciation for individual students and their
efforts. Congratulatory letters, phone calls, text messages, and e-mails mainly to
recognize the good work of the student are healthy starts.
Among the seven listed activities offered by La Trinidad private
elementary schools, enlisting parents to help in miscellaneous chores like
preparing food and prizes, joining reach out programs, helping in the clean and
green drive, scouting/camping, and others with the weighted mean of 2.71
indicates that La Trinidad private elementary schools often do it in their schools.
Schools believed that the above activities are avenues for parents to be involved
in. However, due to economic demands, parents are not readily available. They
work for a living and besides their children’s schools are considered private and
so they expect schools to do the job, Banigan (2006) added that not all schools do
scouting and camping activities. One principal lamented that joining the national
boys and girls scouts associations is just participating in their fund raising
programs.
Activities seldom offered by La Trinidad private elementary schools are:
enlisting parents to volunteer their transportation for a field trip or for an
educational outing with the weighted mean of 2.22, asking parents to contribute
for the school newsletter or yearbook with the weighted mean of 2.02, asking
Parents Involvement In Private Elementary School Activities
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parents to be resource speakers in the class with the weighted mean of 2.00,
requesting them to be volunteer teacher/helper/tutor with the weighted mean of
2.00, and requesting them to lend books or other educational resources with the
weighted mean of 1.88. This can be attributed to many factors such as not all
parents have a vehicle to volunteer, conflict of work schedules, the culture of “shy
kami mango”, lack of training, no extra educational facilities to share or lend, and
simply the fact that their children’s schools are private. “Schools have to take the
job and provide needed materials since parents are paying high tuition and
miscellaneous fees”, one parent mentioned.
Anyhow, schools are to organize volunteer work, provide training, match
time and talent with school, teacher, and students’ needs, and to recognize efforts
so that participants are productive (Center on Families Communities, Schools, and
Children’s learning, 2006). Educators have to get parents involved – no matter
what it takes (Starr, 2002) reminded.
Fifteen La Trinidad private elementary schools agree to the importance of
providing learning activities at home as a follow-up of concepts being learned in
school. Schools always give homework to their students has the weighted mean
of 3.58. Home works are copied by the students in their assignment notebooks/
handbooks and are double checked by teachers especially for the primary grades.
Some schools even require parents to affix their signatures in their children’s
homework to make sure they are assisting their children. Salinas (1996) supports
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the importance of schools giving follow-up activities at home about the concepts
learned by the children in school.
The data in this study agree with the results of Salinas (1996) study who
documented that Baguio City preschools appear to best engaged in giving
homework(Type 4).
La Trinidad private elementary schools often have parent organizations as
shown by the weighted mean of 2.98
During the conduct of this study, the researcher was able to note a school
having the induction of their newly elected PTA officers. “They help a lot,” the
principal said and she continued by showing some of the physical improvements
done through the efforts of the association which is covered walk, so students do
not get wet during rainy seasons.
Elementary schools that welcome the idea of parent organizations
encourage parents, parent/community groups to be involved in fund-raising
activities. As admitted by another local principal, parents raise funds and purchase
items outside the school budget such as sport equipment, band uniforms,
instructional equipment for the library and others.
On the contrary, one of the researcher’s respondents wrote, “ Schools
should handle the budget for repairs since we are paying high tuition fees ”. One
school principal also added “ Their school does not have a parent organization
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45
because it is better that way. There is no pressure from parents; anyway, we can
still get them involved without the organization”.
With the weighted mean of 2.25, parents seldom vote in school boards.
This can be attributed to the very fact that no parent if not few is a member of the
school board. School boards are usually permanent in status. For Catholic
private schools, the school board comes from the diocese. For evangelical
church-based schools, the school board comes from the elders or deacons of the
church, and for other family owned private schools; the school boards are
composed of family members.
Manchak (1982) further noted that most studies have shown that the more
active and involved the organization is, it is easier for both sides to see and help
with the problems of the other, the more likely it is that the entire educational
program of the school will be successful.
Knowing the pros and cons of parent organizations, schools have to take
the balance. The die has to be cast.
The very basic goal of parents collaborating with community is to identify
and integrate resources and services from the community to strengthen school
programs, family practices, and teacher-student learning and development (Center
on Families Communities, Schools, and Children’s Learning, 2006).
With the weighted mean of 2.64, La Trinidad private elementary schools
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
46
often have their students’ parents provide information to schools about
community health, cultural, recreational, social support, and other programs or
services available in the community.
Locally, parents often provide information to schools. Usually community
agencies channel information to schools. And in response, schools continue to
disseminate information to parents through their children. Noted for the previous
year was the provision of Meningococcemia vaccine by La Trinidad Rural Health
Unit. Health officers made arrangements with schools and waivers were given to
students for their parents’ approval. Many school children benefited from this
program since many parents were not aware of the “libreng bakuna” and cannot
accompany their children to barangay health centers because of work. One parent
thanked the school; at least she will not file for office leave anymore just to bring
her daughter to the health center.
With the weighted mean of 2.15, parents of La Trinidad private
elementary schools, seldom have the parents’ plan/coordinate for school
partnership with business, civic, and other agencies. This can be again attributed
to parents working for a living. They are busy in their own workplaces and they
cannot be forced to do the job, Javonillo (2006) stated.
Furthermore, institutionalized parent organizations serve as a link to
partnership with business, civic, and other agencies. Institutionally also, La
Trinidad private elementary schools do not have Community Service Learning
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
47
(CSL) program or its equivalent that parents can take roles. Community Service
Learning is a school wide program in the United States. Its aim is to form a
bridge between the community and schools, to help the members of the
community understand the contribution students can make to community
improvement and bring them in direct contact with students (Berman, 2005).
Service to the community that can be coordinated by students, families, and
schools include, art, music, drama, activities for seniors, and others.
At any rate, this research supports the goal of Hymes (1953) that in home-
school relations, children are the real winners. The task is to keep welding a
tighter parent-teacher team and to keep that team in shape and on the job
continuously. The more unity there is, the more the children will benefit.
The other side of the coin reminds schools to offer different forms of
parent involvement; no form of involvement is necessarily right for every
family. Educators need to be flexible with work schedules of parents and
supportive of their efforts to be involved in their children’s schools (Amico,
1995).
Chua (2004) further insinuated that it is important to know the activities
applicable to the Philippine setting and which among the many activities the
families of students are already practicing. The only way to find out is to ask
parents themselves.
Parents Involvement In Private Elementary School Activities
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Extent of Parent Involvement
Table 3 shows the extent of parents’ involvement in activities offered by
La Trinidad private elementary schools.
As gleaned from the table, Learning at Home (Standard IV) with the
weighted mean of 3.50 indicates that parents of La Trinidad private elementary
schools are very much involved in learning activities done at home. Decision
Making (Standard V) with the weighted mean of 2.23, Collaborating with
Community (Standard VI) with the weighted mean of 2.21, and Volunteering
(Standard III) with the weighted mean of 2.01 indicates that parents of La
Trinidad private elementary schools are moderately involved in these activities.
Similarly, the above data agree with the results of Salinas (1996), which
revealed that parents of Baguio City preschools best engage in helping their
children with homework (Type 4).
Having a weighted mean of 3.54, parents of La Trinidad private
elementary schools are very much involved in annual social events like Christmas
program, family day/sports fest, closing/graduation programs being undertaken
by their children’s respective schools. These are common and traditional
activities that parents are very much involved in. Some parents lead the opening
or closing prayer in programs, others teach cheering songs during sports fest,
others join parents choir, and others simply claim that by their mere presence,
they are already involving themselves. In one of the schools, the researcher
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49
Table 3. Parents’ extent of involvement in activities offered by La Trinidad
private elementary schools
PARENT INVOLVEMENT WEIGHTED
D.E.
RANK
ACTIVITIES
MEAN
Learning At Home (Standard IV)
3.50
Very Much Involved 1
Parenting (Standard I)
2.89
Much Involved 2
Communicating (Standard II)
2.66
Moderately Involved 3
Decision Making (Standard V)
2.23
Moderately Involved 4
Collaborating with Community
(Standard VI)
2.21
Moderately Involved 5
Volunteering (Standard III)
2.01
Moderately Involved 6
Scale:
Very Much Involved (VMI)
3.26 – 4.00
Much Involved (MI)
2.51 – 3.25
Moderately Involved (MoI) 1.76 – 2.50
Never Involved (NI)
1.0 – 1.75
was able to observe a merit store. She learned that when parents attend and
involve themselves, in specified school activities such as family day and field trip;
students get merit cards with corresponding points. Points are accumulated and in
due time students claim their merit prizes at the merit store.
Parents who are very much involved in attending these social events
draw motivation in it and are inspired to do better with their parenting career. It
makes me feel important, one parent testified.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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Salinas (1996) mentioned, notable are arrangements made by parents so as
to watch their children in programs. Some file for a leave from work, some go
under time, others entrust their other children to a relative or a neighbor while
others wake up earlier or sleep later than usual to finish work, which is supposed
to be done on the day of the program. “Watching my child perform in school
makes me joyful; all troubles for a moment seem to vanish,” one parent added.
Some parents who are not able to attend send other relatives to represent them.
Somebody has to be there to watch my child, another parent declared.
Having a weighted mean of 2.15, parents of La Trinidad private
elementary schools are moderately involved in parenting seminars, trainings, and
workshops offered by the schools of their children. Some reasons why parents are
not involved in trainings are conflicts of schedule, parents are not aware, no time,
they have more important appointments, they are nursing students, and other
parents simply say they are “busy”.
Communication is one of the keys to good education (ACSI, 2000). Since
God has given parents the responsibility of educating their children, it is
important that educators include parents in the educational process of their
children. Parents are educators’ allies. Educators are encouraged to be honest,
natural, open-minded, and to keep parents informed.
As shown in Table 3, Parent- Teacher Conferences (PTC) has the highest
weighted mean of 3.33 and home visitation has the lowest weighted mean of 1.64.
Parents Involvement In Private Elementary School Activities
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It indicates that parents of La Trinidad private elementary schools are very much
involved in PTC’s and are never involved in home visitation.
Frequent and positive school-to-home communication in the form of
phone calls, progress reports, conferences, personal notes, newsletters, and home
visits are to be used by educators to help parents feel more self-confident, more
comfortable with the school, and more likely to become involved. The Center on
Families, Communities, Schools, and Children’s Learning (1994) reports that
parents are more likely to participate in schools if they receive information from
teachers about classroom activities, the progress of their children, and ways of
working with their children at home.
Parent-Teacher Conference scheduled two weeks every grading
examinations is one form of communication, which school parents anticipate.
Parents are excited to know their children’s strengths and weaknesses, their
academic achievement, their emotional stability, social attitudes, skills and habits,
their highest and lowest grades, and other parents are just curious how teachers
would rate their children behaviorally and academically. Guinto (2006)
commented, “it is worth attending PTC’s. Parents like me are encouraged and
reminded of our roles as parents and that we are to be creative in assisting our
children and to be consistent with agreed rules when it comes to disciplining our
children”.
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In home visits, parents are never involved because teachers do not visit
their homes at all. Only 33 parents out of 792 responded that teachers have
visited their homes. Magli (2006) explains, “Though home visitation is a very
good activity, teachers do not have the time to visit the homes of their students.
Teachers do all kinds of paper works after they teach and most often than not,
they go home late. Saturday and Sunday are spent with their families”.
On the contrary, Smith (1997) asserted that when teachers visit homes of
their students, a special partnership is formed creating a systematic strategy to
change the way the two most important people in a child’s life would relate to one
another. Home visits’ primary importance is building a trusting relationship
between parents and teachers. And so, it is believed that home visits can affect the
lives of countless children, Smith reiterated.
Consistent with the result in Table 2, parents of La Trinidad private
elementary schools are moderately involved in all volunteering activities as
follows: parents helping in miscellaneous chores which are preparing food and
prizes, joining reach out programs, helping in the clean and green drive; parents
being involved as chaperons on a field trip or outing; parents volunteering their
transportation for a field trip or for an educational outing; parents as resource
speakers in the class on a certain recipe/topic/hobby, or occupation; parents as a
volunteer teacher, helper, storyteller, or tutor; parents contributing articles for the
school newsletter or yearbook; and parents lending books or other educational
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53
resources. Parents are moderately involved because La Trinidad private
elementary schools seldom asked parents to be involved in the listed volunteering
activities. It’s very difficult to get parents involved because they are also working
Javonillo (2006) admitted. Besides, since their children are in private schools,
parents expect schools to do the job. Salinas (1996) also indicated that none of
the Baguio City preschool parents have volunteered their transportation for a field
trip or outing, neither has any one contributed articles for the school newsletter or
yearbook, nor lent books and other resources to the school. Only one parent
volunteered her home for a class field trip; one who served as volunteer helper in
class and two who served as storytellers.
Henderson (2002) strongly advised that effective volunteering activities
are those that invite maximum involvement, those that are welcoming, and those
that cater to the specific needs of students, parents, and schools.
Epstein (1982) suggested that individual teachers could have positive
impact on student learning and behavior when they involve parents as volunteers
in classroom activities at school.
As shown in Table 3, parents of La Trinidad private elementary schools
are very much involved in learning activities done at home with the weighted
mean of 3.50.
Aside from parents assisting their children with their homework, other
learning activities include, parent-child discussions with question and answer,
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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storytelling/story reading/ rhyme recitation, booklet or poster making, listening
activities, role-playing, calendar/journal making, counting/classifying/sequencing
objects, and visiting places with follow-up activities. One parent commented,
“Home works now are very different to what we had before during our
elementary years. Today, we too have to learn together with our children and be
creative when it comes to homework”. Thus, parents are encouraged to help their
children do well in school by using time at home to talk, read, and interact every
day.
Following are some bright ideas compiled and suggested by Wherry
(2006) for at-home practices and activities that will pave the way for positive
school experiences. Use of car time, once a week relaxed bedtime rules when
children can stay up late as long as they are reading in bed, and keeping a
scrapbook of children’s accomplishment. Henderson (2002) stipulated that
families with high achieving students reported more time engaged in home
learning than families with low achievers.
Furthermore, in an extensive study of the best practices done by the best
students of Ateneo High School, Chua (2004) found out that the top strategy to
help students do well in school is for parents (not yaya, house help or Lola) to
simply tutor their children until Grades IV or V at home. Chua (2004) made her
point that the first 10 years of our child’s life are essential not just for building
relationships but for developing good study habits as well. Investing time and
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effort especially in the early years provides a steady foundation for lifelong
learning and may prevent future problems.
Williams and Stallworth,(1984) and Elam (1990) added that various
studies show that parents are willing to be more involved, and in a broader variety
of ways.
Evident is the obtained weighted mean of 2.70 on parents being members
of an active PTA or PTO. Parents of La Trinidad private schools are much
involved in the activities of the association or organization. Among the agenda
during meetings as reported by Salinas (1996) are projects, contributions, or
donations, election of officers, deliberation of problems or complaints and
information on parenting. Banigan (2006) also affirmed that, parents who are
hesitant to approach teachers with questions and are afraid to speak their minds at
school usually channel it to the officers of the association.
For schools with selected school boards, parents cannot definitely be
involved in decision-making roles like voting in school boards. They can only
participate if they are members of the school board. Evident is the obtained
weighted mean of 1.75. It indicates that parents are never involved in voting in
school boards.
As shown in Table 3, parents of La Trinidad private elementary schools
are moderately involved in doing collaborating with community. Activities like
parents providing information to schools about community health, cultural,
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recreational, social support, and other programs or services available in the
community that enhance learning skills and talents of students; parents linking
service to the community by students, families, and school; parents
planning/coordinating for school partnership with business, civic, counseling,
cultural, health, recreation, and other agencies. Parents in these activities are
moderately involved because schools seldom ask them to get involved. This can
be related to the system existing in the locality. Usually, concerned agencies
channel information to schools and schools pass the information to parents.
Dengue alerts, Meningococcemia updates, Children’s month celebration, are few
examples.
Nevertheless, a handful of La Trinidad parents as per researchers’
experience provided schools with information on different community activities.
In one of the schools, parents sought the permission of the administrator to
post invitations to a cantata, Christian drama, Bible seminar, camps, and others.
Two teachers of another local school availed of the DOST-Scholarship
grant -Math and Summer Trainings because of a parent who provided the
necessary information and forms to the principal. Velasco (2001) one of the
grantees was very thankful to the parent. “It’s good to have parents in
government agencies that shares their program” she added.
Recently, a mother and a government employee also provided local
schools the needed information on the “Dugad Mo Shalosim” municipal wide
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project. She was able to link community service by encouraging the community
members to recycle, reuse, and reduce garbage. She was able to increase the
awareness of schools in making money out of garbage by encouraging schools to
segregate, separate, and sell plastics, paper, and the like to junk shops.
Thus, Henderson (2002) articulated that effective programs to engage
families and community embrace a philosophy of partnership. The responsibility
for children’s educational development is a collaborative enterprise among
parents, school staff, and community members. Indeed, “it takes a whole village
to raise a child”.
Perceived Effects of Parental Involvement in Activities Offered by La Trinidad
Private Elementary Schools
Table 4 shows the perceived effects of parental involvement in activities
offered by La Trinidad private elementary schools. Parents perceived that when
they involved themselves in activities offered by their children’s schools, the
results had a descriptive equivalent of very much effect. Students, parents, schools
and communities reap the results.
For
Students. The obtained weighted mean of 3.51 proved that when
parents get involved in school activities, the results have a very much effect
description. These effects are: students attend class regularly, observe a closer
relationship between family and school, do their homework, improve
academically, have high test scores and grades, become resourceful and
Parents Involvement In Private Elementary School Activities
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Table 4. Perceived effects of parental involvement in activities offered by La
private elementary schools
WEIGHTED MEAN
D.E.
RANK
FOR STUDENTS
Regular attendance of students
3.67
Very Much Effect
1
Students observe a closer
relationship between family
and school
3.60
Very Much Effect
2
Completion
of
homework
3.55
Very Much Effect
3
Academic achievement due to
improved learning environment
3.51
Very Much Effect
4
High test scores and grades of
students
3.41
Very Much Effect
6
Resourcefulness and cooperation
3.41
Very Much Effect
6
Better social skills of students
3.41
Very Much Effect
6
AVERAGE
3.51
Very
Much
Effect
FOR PARENTS
Improved patience and parents seem to
listen more carefully to children
3.51
Very Much Effect
1
More confidence in school
3.41
Very Much Effect
2
Improved family management
3.40
Very Much Effect
3.5
Greater marriage satisfaction by
both spouse
3.40
Very Much Effect
3.5
Increased competence and
self-esteem
3.24
Much Effect
5
Career development of parents
3.22
Much Effect
6
AVERAGE
3.57 Very Much Effect
Parents Involvement In Private Elementary School Activities
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Table
4.
Continued…
WEIGHTED MEAN
D.E.
RANK
FOR SCHOOLS AND COMMUNITIES
Greater community development
3.47
Very Much Effect
1
Better reputation of school in the
community
3.44
Very Much Effect
2
Fewer grade retention and
remedial classes
3.41
Very Much Effect
3.5
Improved teacher morale
3.41
Very Much Effect
3.5
More support to schools from
families
3.40
Very Much Effect
5
AVERAGE
3.43
Very
Much
Effect
Scale:
Very Much Effect (VME)
3.26 – 4.00
Much Effect (ME)
2.51 – 3.25
Moderate Effect (MoE)
1.76 – 2.50
No Effect (NE)
1.0 – 1.75
cooperative, and develop better social skills. A parent also shared that children
grow emotionally healthy, and they tend to do things with self-confidence when
they see parents interacting with teachers. One student mentioned that he is happy
to see his parents being involved in school activities. Smith (1997) pointed out
that when the two most important people in a child’s life would relate to one
another, results are beyond compare.
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For Parents. The obtained weighted mean of 3.57 also proved that when
parents get involved in their children’s education, the results to parents are
described as very much effect.
Parents experienced improved patience and listening skills, improved
confidence in school, improved family management, greater satisfaction by
spouse, increased competence and self-esteem, and career development of
parents. One parent happily boasted, “Indeed, children are boosters to one’s
career”. Another parent also claimed of improved family communication and
interaction.
For Schools and Communities. The obtained weighted mean of 3.43
further proved that when parents are partners with schools and communities, the
results are described as very much effect. Greater community development due to
projects undertaken by schools, improved reputation of schools, improved teacher
morale, improved support to schools from families, and fewer grade retention and
remedial classes.
The Action Alliance for Children (2002) attested tremendous results that
happened at a class conducted by Parent Institute for Quality Education (PIQE)
for parents of children at Longfellow Elementary School in El Monte, California.
It is a nine-week parent courses, offered in 14 languages, funded by school-
districts and from private donations, and whose teachers are parents who have
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taken courses and have lived in poverty at some time. Some of the many results
are as follows:
a. By the eighth week, parents report that they are sitting with their
children during homework time and communicating more with their children’s
teachers.
b. A study by the Rand Corporation found that “fewer children of PIQE
graduates have been involved in disciplinary action and have been absent from
school without permission. More PIQE parent-graduates have been in recent
contact with their children’s teachers and spent a fixed amount on their children’s
homework.”
c. ‘I’ve learned how to help my kids with their homework, how to listen
and pay attention,” says Lainfiesda, (2002) a PIQE graduate. Vargas, (2002)
another PIQE graduate concludes “I feel better about my relationship with my
child and the school”.
The research evidence is beyond dispute, when schools work together with
families to support learning, children tend to succeed not just in school, but also
throughout life. The more parents participate in schooling, in a sustained way, at
every level – in advocacy, decision-making, as volunteers and paraprofessionals,
and as home teachers, the better for student achievement (Gordon, 1978).
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Problems Met by Parents in Participating in Activities Offered by La Trinidad
Private Elementary schools
Table 5 shows the probable problems met by parents in participating in
activities offered by La Trinidad private elementary schools. As gleaned from the
table, parents of La Trinidad private elementary schools revealed that problems
related to children, parents, staff, and schools are moderately serious with
weighted means of 2.11, 2.39, and 2.09 respectively.
Problems Related to Children. Parents of La Trinidad private elementary
schools reveal that problems related to children are moderately serious. Problems
include: no one is to take care of my children, and I have many children to attend.
These problems were taken by parents as moderately serious for not
involving themselves in activities. One parent affirmed, “I can always leave my
children to other family members, so I can participate in activities. In this
situation, cellphones are very useful. You can contact family members
immediately and ask for help”.
Problems Related to Parents. Parents cannot fully participate in activities
offered by La Trinidad private elementary schools because of problems they have
in themselves. Problems that are very much serious are both parents are working
abroad and parents are separated. Children are left at home with the supervision
of aunts, grandparents, and even just housemaids.
Problems that are not serious include, being a single parent, low
educational level, and inadequate communication skills in English or Filipino.
Parents Involvement In Private Elementary School Activities
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63
Table 5. Problems met by parents in participating in activities offered by La
Trinidad private elementary schools
WEIGHTED MEAN
D.E.
RANK
PROBLEMS RELATED
TO CHILDREN
No one is to take care of
my children
2.10 Moderately Serious
1
I have many children to attend
2.12 Moderately Serious
2
AVERAGE
2.11 Moderately Serious
PROBLEMS RELATED
TO PARENTS
Both parents are abroad
4.00 Very Much Serious 1.5
Separated parents
4.00 Very Much Serious
1.5
Conflict of work schedule
i.e. day or night shift
2.30 Moderately Serious
3
I am out of town
2.06 Moderately Serious
4
I don’t know what and how
to contribute
1.76 Moderately Serious
5
I am a single parent
1.71 Not Serious
6
I have a low educational level
1.66 Not Serious
7
I don’t know how to communicate in
English or Filipino
1.61 Not Serious
8
AVERAGE
2.39 Much Serious
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Table 5. Continued…
WEIGHTED MEAN
D.E.
RANK
PROBLEMS RELATED
TO STAFF OR SCHOOL
Teachers do not communicate
Interact with parents
3.00 Much Serious
1
The school has no budget
1.94 Moderately Serious
2
The school lacks staff
1.85 Moderately Serious
3
There is a conflict of ideas
among staff
1.82 Moderately Serious
4
The school does not offer parent
Involvement activities
1.82 Moderately Serious
5
AVERAGE 2.09 Moderately Serious
Scale:
Very Much Serious (VMS)
3.26 – 4.00
Much Serious (MS)
2.51 – 3.25
Moderately Serious (MoS)
1.76 – 2.50
Not Serious (NS)
1.0 – 1.75
As per observation, all La Trinidad parents know how to communicate in English
or Filipino. In some schools, teachers communicate to parents using the language
or dialect parents are most comfortable with. Also, principals often encouraged
teachers to make parents and families feel welcome, respected, trusted, heard, and
needed by communicating to them nicely and appropriately even to parents with
low educational level. Henderson (1994) reminded that the most accurate
predictor of a student’s achievement in school is not income or social status, but
Parents Involvement In Private Elementary School Activities
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65
the extent to which the student’s family is able to create a home environment that
encourages learning.
Problems Related to Staff and School. Parents indicated that problems
related to staff and schools are moderately serious. Problems include: teachers
are not communicating or interacting with parents, school has no budget, school
lacks staff, conflict of ideas among staff, and the school does not offer parent
involvement activities. These are moderately serious problems because La
Trinidad private elementary schools try their best to relate with the student’s
parents in a most convenient way, to provide the necessary budget, to hire enough
staff to cater to the needs of their paying clients, to resolve conflicts within
themselves, and to offer parent involvement activities.
Evidence shows a strong connection between parent and family
involvement in schools and in children’s academic achievement, attendance,
attitude, and continued education (Henderson and Berla, 1994;Hickman, 1996).
According to Corner and Haynes, (1992), and Epstein and Dauber, (1993)
research suggests a connection between the school climate and the extent to which
parents and families are involved in their children’s education.
Dauber and Epstein (1993) found that many parents respond to
encouragement from educators. In their national study of 2,317 inner city
elementary and middle school students in the U.S., the best predictor of parent
involvement was what the school did to promote it. Davies (1991), a former U.S.
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Commissioner of Education and former president of the Institute for Responsive
Education, states, “In any school… leadership is essential if a school is to choose
partnership approach to reform schools…In most cases, the leadership to reach
out to the community will have to come from the principal”. As commented by
one parent, inefficient school principals can be a very much serious problem for
parents not to be involved.
Parents are essential components to a successful educational program.
Often overwhelmed by work and family needs, parents “free time” is also in
demand. This is now the challenge for schools to exert more effort to encourage
busy parents to get involved in their children’s school activities. Starr (2002)
declared, “ We have to involve parents, no matter what it takes.”
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This section presents the summary, conclusions, and recommendations of
the study.
Summary
This study was conducted to determine the existing parent involvement
activities offered by La Trinidad private elementary schools, the extent of parents’
involvement, the perceived effects of involving parents and the probable problems
met by parents in their involvement.
The research was conducted during the first semester of school year 2006-
2007 in 15 different private elementary schools in La Trinidad, Benguet. Among
the 792 respondents, 418 were mothers, 222 were fathers, and 154 were
guardians.
The findings of the study are the following:
1. The existing activities always offered by La Trinidad private
elementary schools are annual social events like Christmas program, family day,
closing and graduation programs; annual parents’ orientation, parent teacher
conferences and learning activities at home.
2. The parents are very much involved in annual social events, parent
teacher conferences/card getting, parents communication with teachers thru drop-
in and pick up conversations, telephone calls, text messages, e-mail, personal
Parents Involvement In Private Elementary School Activities
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68
letters or communication notebook, learning activities at home like homework
assistance and limiting TV viewing during school nights.
Volunteering activities such as parents lending educational resources,
parents requested as volunteer teacher/helper/storyteller/tutor, parents as resource
speakers in class, or parents to contribute articles for the school newsletter or
yearbook were seldom offered by La Trinidad private elementary schools and
parents were moderately involved.
Parents were never involved in home visits by teachers and voting in
school boards.
3. The perceived effects of parental involvement in activities that has a
very much effect are:
for students
a. regular attendance of students;
b. students observe a closer relationship between family and school;
c. completion of homework;
d. academic achievement due to improved learning environment;
e. high test scores and grades of students;
f. resourcefulness and cooperation; and
g. better social skills of students.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
69
for parents
a. improved patience and parents seem to listen more carefully to
children;
b. more confidence in school;
c. improved family management; and
d. greater marriage satisfaction by both spouse.
for schools and communities
a. greater community development;
b. better reputation of school in the community;
c. fewer grade retention and remedial classes;
d. improved teacher morale; and
e. more support to schools from families.
4. Problems met by parents in participating in parent involvement
activities described to be very much serious are: both parents are working abroad
and separated parents. Another problem described as much serious is, teachers do
not interact with parents.
Conclusions
Based on the findings of this study, the following conclusions are drawn:
1. There is a significant difference on the existing parent involvement
activities offered by La Trinidad private elementary schools.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
70
2. The parents perceived themselves as very much involved in
learning at home activities, and much involved in parenting activities.
3. Parental involvement had a very much effect on students, parents,
schools and communities.
4. Problems considered much serious by parents in participating in school
activities are those problems related to the parents themselves.
Recommendations
Based on the findings, results, and conclusions of the study, the following
recommendations were formulated:
1. Parents are the most influential teachers children will ever have so
they should always be involved in their children’s education by working as a team
with their children’s teachers.
2. Schools need to provide activities that invite participation of parents
like volunteering their transportation for an educational outing, contributing
articles for the school newsletter or yearbook, being resource speakers in class,
becoming volunteer teacher/helper/storyteller/tutor, lending books or other
educational resources, voting in school boards, linking service to the community,
and coordinating partnership.
3. Parents are highly encouraged to avail themselves of the activi-
ties offered by schools like attending parenting enrichment seminars, observe on-
going classes, help in reach out projects, volunteer available cars for field trip,
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
71
act as field trip chaperons, be resource speakers, contribute articles, lend books,
volunteer as room helper, provide information to schools, link service to
community, and coordinate school partnership.
4. Since parents have the greatest of life’s responsibilities as embodied in
the family code and as instructed in the Bible: that of teaching and training
children, parents should enjoy parenthood as an exciting adventure of developing
relationships of love and understanding in the family, thus avoiding separation in
their families. As the psalmist wrote, “Lo, children are a heritage of the Lord: and
the fruit of the womb is his reward. As arrows are in the hands of a mighty man;
so are the children of the youth” (Psalm 127:3,4).
Parents who are both working abroad must realize the biblical instruction
of parents to “Train up a child in the way he should go, and when he is old he will
not depart from it” Proverbs 22:6.
5. Parallel and further in-depth study can be conducted in other private
and public schools situated in both urban and rural areas on effects of parental
involvement in school activities to student performance.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Appendix A
Letter of Permission to School Principal
AC 160 Buyagan
Poblacion. La Trinidad
2601, Benguet
June 31, 2006
Julio A. Cacalda
Principal
St. Francis School
Longlong, Puguis
La Trinidad, Benguet
Dear Madam:
Shalom (Greetings of peace)!
The undersigned is presently conducting a research study for her thesis entitled
“PARENTS INVOLVEMENT IN PRIVATE ELEMENTARY SCHOOL
ACTIVITIES IN LA TRINIDAD, BENGUET”. In this regard, may I request your
good office to grant me the permission to administer the questionnaires to the
parents of your students through their class advisers. It will be given to parents
whose child/children was/were enrolled last S.Y. 2005-2006 and is/are currently
enrolled for S.Y. 2006-2007. Siblings will be given one set of questionnaire. Be
assured that data gathered will be treated with utmost respect and will be used
solely in the study. Thank you very much.
Respectfully yours,
MARILOU C. LAGADAN
Researcher
Endorsed by:
MARY JANE L. LARUAN, Ph.D.
Adviser
TESSIE M. MERESTELA, D.Agr.
Dean
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
79
Appendix B
Letter to Respondents
AC 160 Buyagan
Poblacion, La Trinidad
2601, Benguet
June 31, 2006
Dear Parents,
Shalom (Greetings of peace)!
I am conducting a research-survey as one of the requirements in the graduate
school regarding Parent Involvement Activities offered by Private Elementary
Schools in La Trinidad, Benguet. In this regard, I would like to ask for your kind
assistance by answering honestly all the items in the questionnaire. Be assured that
all your answers will be used solely in the study and will be treated with great
respect and with utmost confidentiality.
A million thanks.
Respectfully,
MARILOU C. LAGADAN
Researcher
Endorsed By:
MARY JANE L. LARUAN, Ph.D.
Adviser
TESSIE M. MERESTELA, D.Agr.
Dean
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
80
Appendix C
QUESTIONNAIRE
Below is a list of activities. Check how often the activities are undertaken in your
child’s school using the following guide:
A – Always
(4)
O
–
Often
(3)
S – Seldom (2)
N – Never
(1)
Also, beside each activity, please check the appropriate box for the extent of your
involvement using the following guide:
VMI – Very Much Involved
(4)
MI – Much Involved
(3)
MoI – Moderately Involved
(2)
NI – Never Involved (1)
How often the
activity is done in
Parents’ extent of
your child’s school
involvement
A
O S
N VMI MI MoI
NI
Activities
(4) (3) (2) (1) (4)
(3) (2) (1)
1. Parenting seminars, trainings,
workshop and others
-
2. Parents’ bulletin/newsletter
- short write up on issues of
concern i.e. discipline, TV viewing,
how to help your child achieve and
-
others
3. Annual parents’ orientation
meeting (schools’ philosophy,
vision, mission, curriculum,
homework policy, grading system,
and others are discussed)
-
4. Parent Teacher Conferences
(PTC)/card getting
-
5. Annual social events
i.e. Christmas Program, Family
Day, Closing/Graduation Programs
-
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
81
6. Parent observation
– Parents observe on-going classes
-
7. Parents communicate with their
child’s teacher thru: drop-in and
pick up conversations, telephone
calls, text messages, email, personal
letters or communication notebook
-
8. Home visits by teachers
-
9. Parents are asked to be resource
speakers in the class on a certain
recipe/topic/hobby, or occupation…
-
10. Parents are requested as a
volunteer teacher, helper,
-
storyteller, or tutor…
11. Parents are involved as
chaperones on a field trip or outing
-
12. Parents volunteer their
transportation for a field trip or for
an educational outing
-
13. Parents contribute articles for
the school newsletter or yearbook
-
14. Parents lend books or other
educational resources
-
15. Parents help in miscellaneous
chores
i.e. preparing food and prizes,
joining Reach Out Programs,
helping in the clean and green
-
drive, and others
16. Parents do learning activities at
home with their child/children to
enrich his/their education
i.e. homework assistance, limiting
TV viewing during school nights
-
17. Parents are members of an
active PTA/PTO/PTCA or other
parent advisory council or
-
committees
18. Parents vote in school boards
-
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
82
19. Parents provide information to
schools about community health,
cultural, recreational, social
support, and other programs or
services available in the community
that enhances learning skills and
talents of students
-
i.e. Dugad Mo Shalosim, waste
management
20. Parents plan/coordinate for
school partnership with business,
civic counseling, cultural, health,
recreation, and other agencies
i.e. service integration of 4th year
-
students before graduating
21. Parents link service to the
community by students, families,
and school
i.e. recycling, art, music, drama,
activities for seniors, and others
-
22. Others please specify:
-
Based on your opinion, indicate the degree of effect of parent involvement to each of
the given item using the following guide:
VME – Very Much Effect
(4)
ME – Much Effect
(3)
MoE – Moderate Effect
(2)
NE – No Effect
(1)
FOR STUDENTS
VME ME MoE NE
(4) (3)
(2) (1)
1. Regular attendance of students
2. High test scores and grades of students
3. Completion of homework
4. Academic achievement due to improved learning
environment
5. Better social skills of students
6. Resourcefulness and cooperation
7. Students observe a closer relationship between
family and school
8. Others please specify:
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
83
FOR PARENTS
-----
---- -----
-----
1. Career development of parents
2. Improved family management
3. Improved patience and parents seem to listen more
carefully to children
4. Greater marriage satisfaction by both spouse
5. More confidence in school
6. Increased competence and self-esteem
7. Others please specify:
FOR SCHOOLS AND COMMUNITIES
-----
---- -----
-----
1. Fewer grade retention and remedial classes
2. Improved teacher morale
3. More support to schools from families
4. Better reputation of school in the community
5. Greater community development
6. Others please specify:
Listed below are probable problems met by parents in participating activities. Please
check appropriate box where:
VMS
–
Very
Much
Serious
(4)
MS – Much Serious
(3)
MoS – Moderately Serious
(2)
NS – Not Serious
(1)
VMS
MS
MoS
NS
(4)
(3) (2)
(1)
PROBLEMS RELATED TO STUDENTS
-----
---- ------ -----
1. I have many children to attend to.
2. No one is to take care of my children.
3. Others please specify:
PROBLEMS RELATED TO PARENTS
-----
---- ------ -----
1. I am out of town.
2. Conflict of my work schedule e.g. day or night shift
3. I am a single parent.
4. I don’t know what and how to contribute.
5. I have low educational level.
6. I don’t know how to communicate in English or
Filipino.
7. I feel intimidated or unwelcome.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
84
8. Others please specify:
PROBLEMS RELATED TO STAFF OR SCHOOL
-----
---- ------ -----
1. The school has no budget.
2. The school lacks staff.
3. There is conflict of ideas among staff.
4. The school does not offer parent involvement
program or activities.
5. Others please specify:
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Appendix D (personal copy only)
Table 2. Existing Parent Involvement Activities offered by La Trinidad private elementary schools.
How often the activity is done in
Parent Involvement Activities
your child’s school
Mean D.E.
Rank
A
O
S
N
(4) (3) (2) (1)
Annual social events
505 152
59 11
3.58
Always
1.5
i.e. Christmas Program, Family
Day, Closing/Graduation
Programs
Parents do learning activities at
498 213
43 6
3.58
Always
1.5
home with their child/children to
enrich his/their education
i.e. homework assistance,
limiting TV viewing during
school nights
Parent Teacher Conferences
486 187
62 16
3.52
Always
3
(PTC)/card getting
Annual parents’ orientation
376 313
93 9
3.34
Always
4
meeting (schools’ philosophy,
vision, mission, curriculum,
homework policy, grading
system, and others are discussed)
Parents communicate with their
290 291 176 32
3.06
Often
5
child’s teacher thru: drop-in and
pick up conversations, telephone
calls, text messages, email,
personal letters or
communication notebook
Parents are members of an active 326 205 120 112
2.98
Often
6
PTA/PTO/PTCA or other parent
advisory council or committees
Parents’ bulletin/newsletter
189 301 196 83
2.78
Often
7
- short write up on issues of
concern i.e. discipline, TV
viewing, how to help your child
achieve and others
. Parents help in miscellaneous
195 239 238 88
2.71
Often
8
chores
i.e. preparing food and prizes,
joining Reach Out Programs,
helping in the clean and green
drive, and others
235 199 163 156
2.68
Often
9
Parents are involved as
chaperones on a field trip or
outing
Parents provide information to
179 203 246 98
2.64
Often
10
schools about community health,
cultural, recreational, social
support, and other programs or
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
services available in the
community that enhances
learning skills and talents of
students
i.e. Dugad Mo Shalosim, waste
management
Parenting seminars, trainings,
112 263 257 115
2.5 Often
11
workshop and others
Parent observation
150 159 244 181
2.38
Often
12
– Parents observe on-going
classes
Parents link service to the
113 177 248 162
2.34
Seldom
13
community by students, families,
and school
i.e. recycling, art, music, drama,
activities for seniors, and others
Parents vote in school boards
164
115
135
269 2.25
Seldom 14
Parents volunteer their
123 161 222 244
2.22
Seldom
15
transportation for a field trip or
for an educational outing
Parents plan/coordinate for
92
154 232 229
2.15
Seldom
16
school partnership with business,
civic counseling, cultural, health,
recreation, and other agencies
i.e. service integration of 4th year
students before graduating
Parents contribute articles for
72
132 219 262
2.02
Seldom
17
the school newsletter or
yearbook
Parents are asked to be resource
68
158 230 297
2.00
Seldom
18.5
speakers in the class on a certain
recipe/topic/hobby, or
occupation…
. Parents are requested as a
97
139 179 333
2.00
Seldom
18.5
volunteer teacher, helper,
storyteller, or tutor…
Parents lend books or other
47
121 244 304
1.88
Seldom
20
educational resources
Home visits by teachers
23
82
215
390 1.63
Never
21
X2c – 8.35 Significant
X2(.05) – 7.82
Scale:
Always (A)
3.26 – 4.00
Often
(O)
2.51
–
3.25
Seldom (S)
1.76 – 2.50
Never (N)
1.0 – 1.75
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 3. Parents’ extent if involvement in parent Involvement activities offered by La Trinidad private elementary schools
Extent of Involvement
Parent Involvement Activities
VMI MI
MoI NI Mean
D.E.
Rank
(4) (3) (2) (1)
Sports fest
1
0
0
0
4
VMI
1
Annual social events
505 152 59 11 3.54 VMI 2
i.e. Christmas Program, Family Day, Closing/Graduation
Programs
Parents do learning activities at home with their
471 178 82 10 3.50 VMI 3
child/children to enrich his/their education
i.e. homework assistance, limiting TV viewing during school
nights
Parent Teacher Conferences (PTC)/card getting
486
187
62 16 3.33 VMI 4
Parents communicate with their child’s teacher thru: drop-
290 291 176 32 3.30 VMI 5
in and pick up conversations, telephone calls, text messages,
email, personal letters or communication notebook
Annual parents’ orientation meeting (schools’ philosophy,
376 313 93 9 3.12 MI 6
vision, mission, curriculum, homework policy, grading
system, and others are discussed)
Fund Raising Activities
0 1 0 0 3 MI 7.5
Family Day
0
1
0
0
3
MI
7.5
Parents are members of an active PTA/PTO/PTCA or other
227 193 173 135 2.70 MI 9
parent advisory council or committees
Parents’ bulletin/newsletter
171 223 232 112 2.61 MI 10
- short write up on issues of concern i.e. discipline, TV
viewing, how to help your child achieve and others
Parents provide information to schools about community
174 153 240 150 2.49 MoI 11
health, cultural, recreational, social support, and other
programs or services available in the community that
enhances learning skills and talents of students
i.e. Dugad Mo Shalosim, waste management
Parents help in miscellaneous chores
129 198 282 127 2.45 MoI 12
i.e. preparing food and prizes, joining Reach Out Programs,
helping in the clean and green drive, and others
Parents are involved as chaperones on a field trip or outing
161
166
200
208
2.38
MoI
13
Parent observation
150 159 244 181 2.36 MoI 14
– Parents observe on-going classes
Parenting seminars, trainings, workshop and others
81
71
316
140
2.15
MoI
16
Parents vote in school boards
126
135
187
278
2.15
MoI
16
Parents link service to the community by students, families,
77 152 228
207
2.15 MoI 16
and school
i.e. recycling, art, music, drama, activities for seniors, and
others
Parents plan/coordinate for school partnership with
66 136 236
269
2.00 MoI 18
business, civic counseling, cultural, health, recreation, and
other agencies
i.e. service integration of 4th year students before
graduating
Parents volunteer their transportation for a field trip or for
78 128 190
320
1.95 MoI 19
an educational outing
Parents are asked to be resource speakers in the class on a
54 137 198
348
1.86 MoI 20
certain recipe/topic/hobby, or occupation…
Parents are requested as a volunteer teacher, helper,
75 103 182
367
1.84 MoI 21
storyteller, or tutor…
Parents contribute articles for the school newsletter or
53 98 179
311
1.83 MoI 22
yearbook
Parents lend books or other educational resources 42
93
231
321
1.79
MoI
23
Home visits by teachers
33
82
150
383
1.64
NI
24
Average
2.55
MI
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 3. Parents’ extent of involvement in activities offered by La Trinidad
private elementary schools
Parent Involvement Activities Weighted Mean D.E.
Standard I: Parenting
Annual
social
events
i.e. Christmas Program,
Family Day, Closing/
Graduation Programs
3.54 VMI
1
Annual parents’ orientation
meeting (schools’ philosophy,
vision, mission, curriculum,
homework policy, grading system,
and others are discussed)
3.12 MI
2
Parents’ bulletin/newsletter
- short write up on issues of concern
i.e. discipline, TV viewing,
how to help your child achieve
and others
2.61
MI
3
Parenting seminars, trainings,
workshop and others
2.15
MoI
4
Average
2.89
MI
Standard II: Communicating
Parent Teacher Conferences
(PTC)/card getting
3.33 VMI
1
Parents communicate with
their child’s teacher thru:
drop-in and pick up conversations,
telephone calls, text messages,
email, personal letters or
communication notebook 3.30 VMI 2
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Parent observation
– Parents observe on-going classes
2.36
MoI
3
Home visits by teachers
1.64
NI
4
Average 2.66 MoI
Standard III: Volunteering
Parents help in miscellaneous
chores i.e. preparing food and
prizes, joining Reach Out Programs,
helping in the clean and green drive,
and others
2.45
MoI
1
Parents are involved as chaperones
on a field trip or outing
2.38
MoI
2
Parents volunteer there
transportation for a field trip
or for an educational outing 1.95
MoI
3
Parents are asked to be resource
speakers in the class on a certain
recipe/topic/hobby, or occupation
1.86 MoI
4
Parents are requested as a volunteer
teacher, helper, storyteller, or tutor
1.84
MoI
5
Parents contribute articles for the
school newsletter or yearbook
1.83
MoI 6
Parents lend books or other
educational resources
1.79
MoI
7
Average 2.01
MoI
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Standard IV: Learning at Home
Parents do learning activities at
home with their child/children
to enrich his/their education
i.e. homework assistance,
limiting TV viewing during
school nights
3.50
VMI 1
Total 3.50
VMI
Standard V: Decision Making
Parents are members of an active
PTA/PTO/PTCA or other parent
advisory council or committees
2.70
MI
Parents vote in school boards 1.75
NI
2
Average 2.23
MoI
Standard VI: Collaborating with Community
Parents provide information to
schools about community health,
cultural, recreational, social support,
and other programs or services
available in the community that
enhances learning skills and
talents of students
i.e. Dugad Mo Shalosim,
waste management
2.49
MoI 1
Parents link service to the
community by students,
families, and school i.e. recycling,
art, music, drama, activities
for seniors, and others
2.15 MoI 2
Parents plan/coordinate for
school partnership with business,
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
civic counseling, cultural, health,
recreation, and other agencies
i.e. service integration of 4th year
students before graduating
2.00 MoI 3
Average 2.21
MoI
Scale:
3.26 – 4.00
Very Much Involved (VMI)
2.51 – 3.25
Much Involved (MI)
1.76 – 2.50
Moderately Involved (MoI)
1.0 – 1.75
Never Involved (NI)
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 3. Parents’ extent if involvement in Parent Involvement Activities offered by La Trinidad private schools.
Extent of Involvement
Parent Involvement Activities
VMI MI MoI NI
Mean
D.E.
Rank
(4) (3)
(2) (1)
Standard I: Parenting
Annual social events
505 152
59 11
3.54
VMI
1
i.e. Christmas Program, Family Day,
Closing/Graduation Programs
Annual parents’ orientation meeting (schools’
376 313
93 9 3.12
MI
2
philosophy, vision, mission, curriculum,
homework policy, grading system, and others
are discussed)
Parents’ bulletin/newsletter
171 223
232 112
261
MI
3
- short write up on issues of concern i.e.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
discipline, TV viewing, how to help your child
achieve and others
Parenting seminars, trainings, workshop and
81 71
316 140
2.15
MoI
4
others
Parent observation
150 159
244 181
2.36
MoI
5
– Parents observe on-going classes
Standard II: Communicating
Parent Teacher Conferences (PTC)/card getting
486
187
62 16
3.33
VMI
1
Parents communicate with their child’s teacher
290 291
176 32
3.30
VMI
2
thru: drop-in and pick up conversations,
telephone calls, text messages, email, personal
letters or communication notebook
Home visits by teachers
33 82
150 383
1.64
NI
3
Standard III: Volunteering
Parents help in miscellaneous chores
129 198
282 127
2.45
MoI
5
i.e. preparing food and prizes, joining Reach
Out Programs, helping in the clean and green
drive, and others
Parents are involved as chaperones on a field
161 166
200 208
2.38
MoI
6
trip or outing
Parents volunteer their transportation for a field
78
128 190 320 1.95
MoI
8
trip or for an educational outing
Parents are asked to be resource speakers in the
54
137 198 348 1.86
MoI
9
class on a certain recipe/topic/hobby, or
occupation…
Parents are requested as a volunteer teacher,
75
103 182 367 1.84
MoI
10
helper, storyteller, or tutor…
Parents contribute articles for the school
53 98
179 311
1.83
MoI
11
newsletter or yearbook
Parents lend books or other educational
42 93
231 321
1.79
MoI
12
resources
Standard IV: Learning at Home
Parents do learning activities at home with their
471 178
82 10
3.50
VMI
1
child/children to enrich his/their education
i.e. homework assistance, limiting TV viewing
during school nights
Standard V: Decision Making
Parents are members of an active
227 193
173 135
2.70
MI
1
PTA/PTO/PTCA or other parent advisory
council or committees
Parents vote in school boards
126
135
187
278
2.15
MoI
2
Standard VI: Collaborating with Community
Parents provide information to schools about
174 153
240 150
2.49
MoI
1
community health, cultural, recreational, social
support, and other programs or services
available in the community that enhances
learning skills and talents of students
i.e. Dugad Mo Shalosim, waste management
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Parents link service to the community by
77
152 228 207 2.15
MoI
2
students, families, and school
i.e. recycling, art, music, drama, activities for
seniors, and others
Parents plan/coordinate for school partnership
66
136 236 269 2.00
MoI
3
with business, civic counseling, cultural,
health, recreation, and other agencies
i.e. service integration of 4th year students
before graduating
Scale
Degree
of
Involvement
Very Much Involved (VMI)
3.26 - 4.00
Much Involved (MI)
2.51 - 3.25
Moderately Involved (MoI)
1.76 - 2.50
Never Involved (NI)
1.0 - 1.75
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 4.Perceived effects of parent involvement in activities offered by La Trinidad private
elementary schools
FOR STUDENTS
VME
ME
MoE
NE
Mean D.E. Rank
(4) (3) (2) (1)
Regular attendance of students
472 151 28 2 3.67 VME
1
Students observe a closer
441 168 39 6 3.60 VME
2
relationship between
family and school
Completion of homework
419 205 43 3 3.55 VME
3
Academic achievement due to
407 220 43 8 3.51 VME
4
improved learning environment
High test scores and grades of
360 251 67 7 3.41 VME
6
students
Resourcefulness and cooperation
343 222 64 8 3.41 VME
6
Better social skills of students
345
290
55
3
3.41
VME 6
Students are proud and happy to see
0 1 0 0 3 VME
8
their parents being involved in school
Average
3.56 VME
FOR PARENTS
VME
ME
MoE
NE
Mean D.E.
Rank
(4) (3) (2) (1)
Improved patience and parents seem
436 234 58 2 3.51 VME
1
to listen more carefully to children
More confidence in school
419
279
90
4
3.41
VME
2
Improved family management
380
262
75
7
3.40
VME
3
Greater marriage satisfaction by
356 264 70 12 3.37 VME
4
both spouse
Increased competence and self-
332 292 112 18 3.24 ME 5
esteem
Career development of parents 307
292
109
18
3.22
ME
6
Average
3.57
VME
FOR SCHOOLS AND
VME ME MoE NE Mean D.E. Rank
COMMUNITIES
(4) (3) (2) (1)
Greater community development
352 219 43 8 3.47 VME 1
Better reputation of school in the
343 229 48 8 3.44 VME
2
community
Higher student achievement
337
185
72
9
3.41
VME
3.5
Improved teacher morale
338
230
58
10
3.41
VME
3.5
More support to schools from families
320
238
54
9
3.40
VME
5
Fewer grade retention and remedial
261 250 98 25 3.18 ME 6
classes
Average
3.39
VME
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 5. Probable problems met by parents in participating in parent involvement activities
offered by La Trinidad private elementary schools.
PROBLEMS RELATED TO CHILDREN
VMS
MS MoS
NS
Mean D.E.
Rank
(4) (3)
(2) (1)
No one is to take care of my children.
96
130 189
256 2.10
MoS
1
I have many children to attend to.
101
142 172
263 2.12
MoS
2
Average
2.11
MoS
PROBLEMS RELATED TO PARENTS
VMS
MS MoS
NS
Mean D.E.
Rank
(4) (3)
(2) (1)
One spouse is working abroad.
1 0 0 0 4 VMS
2
Both parents are abroad.
2 0 0 0 4 VMS
2
Separated parents.
1 0 0 0 4 VMS
2
I am a nursing student.
2 1 0 0 3.67 VMS
4
I am busy; I have no time
3
0
1
0
3.5
VMS
5
I have an emergency
0
3
0
0
3
MS
7
I have a more important appointment.
0
1
0
0
3
MS
7
I am shy.
0 1 0 0 3 MS 7
Conflict of my work schedule e.g. day or
135 141 190 208 2.30 MoS 9
night shift
I am out of town.
85
129 193
260 2.06
MoS
10
I don’t know what and how to contribute.
38
95
198
333 1.76
MoS
11
I am a single parent.
66
67
121
386 1.71
NS
12
I have low educational level.
42 71
154 373
1.66
NS 13
I don’t know how to communicate in
41 61
140 388
1.61
NS 14
English or
Filipino
Average
2.39
MS
PROBLEMS RELATED TO STAFF OR
VMS MS MoS NS Mean D.E. Rank
SCHOOL
(4) (3)
(2) (1)
Inefficient school principals
1
0
0
0
4
VMS
1
Teachers do not communicate or interact
0 1
0 0
3 MS
2.5
with parents.
Uncooperative staff
0
1
0
0
3
MS
2.5
The school has no budget.
102
78
129
318 1.94
MoS
4
The school lacks staff.
81
114 143
388 1.85
MoS
5
There is conflict of ideas among staff.
67
80
127
324 1.82
MoS
6.5
The school does not offer parent
86 71
103 353
1.82
MoS
6.5
involvement
program or activities.
Average
2.09
MoS
Scale
Degree of Seriousness
3.26 – 4.00
Very Much Serious (VMS)
2.51 – 3.25
Much Serious (MS)
1.76
–
2.50
Moderately
Serious
(MoS)
1.0
–
1.75
Not
Serious
(NS)
BIOGRAPHICAL SKETCH
The God of Abraham, Isaac, and Jacob allowed the researcher to first see
the light on a sunny day of February 16, 1974. Her mother was Meriam Lino
Caocaoating (Sept. 12, 1940 to Sept. 30,2003) and her father was Guzman
Amyang Lagadan (Dec. 31, 1931 to Jan. 26, 2004) of Lub-ong, Tadian, Mountain
Province.
She finished her elementary at Lubon, Tadian, Mountain Province in
March 1986 as first honors. She graduated in high school at the Mountain
Province General Comprehensive High School (MPGCHS) Bontoc, Mountain
Province in March 1990 with honors. She pursued her Bachelor’s Degree in
Benguet State University and was a pioneer graduate of the newly opened course,
Bachelor of Science in Nursing in March 1994. She passed the Nurse Licensure
in September 1994.
Adonai Elohim, called her in the teaching ministry and so she took up the
Pre-School Specialization Program at Saint Louis University in March, 1997 and
finished as a dean’s lister. To license her to teach, she took up educational units
at Benguet State University and passed the Licensure Examination for Teachers in
November 1998. She further continued her graduate studies by enrolling in
Master of Arts in Education still in Benguet State University.
The researcher was previously employed at Twinkle Star School (TSS)
now Star Educational Christian Foundation (SECF). She was a pre-school teacher
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
86
for two years (June, 1995 to March, 1997) and she was also one of the pioneer
high school teachers. She taught high school students for almost five years (June,
1997 to March, 2002). She functioned as a school nurse too.
The researcher is currently employed at H.O.P.E. Christian Academy. She
taught the 4’s class for two years (June, 2002 to March, 2004) and now a grade
one teacher since June 2004.
The researcher is happily married to her lifetime friend, Dr. Louwell
Leano Ogbinar of Cruz, La Trinidad, Benguet. Each day gets better when Lois
Grace “Guedayan” Lagadan-Ogbinar flashes her sweet and comforting smile.
The researcher is guided by the Deutoronomy 6:4-9 “Sh’ma, Yisra’el!
Adonai Eloheinu, Adoanai echad” (Hear , Isra’el! Adonai our God, Adonai is
one); and you are to love Adonai your God with all your heart, all your being and
all your resources. These words, which I am ordering you today, are to be on
your heart: and you are to teach them carefully to your children. You are to talk
about them when you sit at home, when you are traveling on the road, when you
lie down and when you get up. Tie them on your hand as a sign, put them at them
at the front of a headband around your forehead, and write them on the door-
frames of your house and on your gates. –Complete Jewish Bible
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
MARILOU C. LAGADAN, October 2006. Parents Involvement In Private
Elementary School Activities in La Trinidad, Benguet. Benguet State University, La
Trinidad, Benguet.
Adviser: Mary Jane L. Laruan, Ph.D.
ABSTRACT
The study determined the existing parent involvement activities offered by La
Trinidad private elementary schools; the extent of parent involvement; the perceived
effects, and the problems met by parents in their involvement.
The study was conducted in 15 different private elementary schools of La
Trinidad Benguet. There were 792 respondents.
There is a significant difference in the existing parent involvement activities
offered by private elementary schools of La Trinidad, Benguet.
The existing parent involvement activities always offered by La Trinidad private
schools are annual social events like Christmas program, family day, sports fest, closing
and graduation programs, annual parents’ orientation, parent-teacher conferences, and
giving of homework.
Parents are very much involved in learning at home activities. They do learning
activities with their children to enrich their education by homework assistance, and
limiting TV viewing during school nights. Furthermore, parents are also very much
involved in communicating with their children’s teachers thru drop-in and pick-up
conversations, phone calls, text messages, email, personal letters or communication
notebook. On the other hand, parents are never involved in home visits and voting in
school boards.
Parents perceived that when they involve themselves in school and home learning
activities, the effects are tremendous especially on the learning of their children.
It was found out though that some parents do not involve themselves in parent
involvement activities offered by private elementary schools because of problems related
to their children, to themselves, and to the staff or to the school.
ii
TABLE OF CONTENTS
Page
Bibliography.……………………………………………………………….. i
Abstract…………………………………………………………………….. i
Table of Contents…………………………………………………………... iii
INTRODUCTION
Background of the Study……………………………………………….. 1
Statement of the Problem……………………………………………….. 6
Objectives of the Study…………………………………………………. 7
Importance of the Study………………………………………………… 7
Scope and Delimitation of the Study…………………………………… 8
REVIEW OF LITERATURE
Parent Involvement Activities…………………………………………... 10
Dimensions of Parent Involvement……………………………………... 12
Parent Involvement in All Ages………………………………………… 16
Foreign Schools with Parent Involvement Activities…………………... 17
Local Studies of Parent Involvement Activities………………………... 20
Effects of Parent Involvement Activities………………………………... 21
Problems Encountered in Parent Involvement Activities……………….. 24
iii
Conceptual Framework of the Study……………………………………. 25
Definition of Terms……………………………………………………... 31
Hypothesis of the Study………………………………………………… 32
METHODOLOGY
Locale of the Study…………………………………………………….. 33
Respondents of the Study ……………………………………………… 35
Instrumentation…………………………………………………………. 36
Data Gathering Procedure……………………………………………… 36
Statistical Treatment of Data…………………………………………… 36
RESULTS AND DISCUSSION
Activities Where Parents are Involved in Private Elementary
Schools…………………………………………………………………. 38
Extent of Parent Involvement…………………………………………... 48
Perceived Effects of Parental Involvement in Activities Offered
By La Trinidad Private Elementary Schools…………………………… 57
Problems Met by Parents in Participating in Activities Offered
By La Trinidad Private Elementary Schools…………………………… 62
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary……………………………………………………………….. 67
Conclusions…………………………………………………………….. 69
Recommendations ……………………………………………………… 70
iv
LITERATURE CITED…………………………………………………….. 71
APPENDICES
A. Letter of Permission to School Principal…………………………… 78
B. Letter to Respondents………………………………………………. 79
C. Questionnaire………………………………………………………. 80
BIOGRAPHICAL SKETCH………………………………………………. 85
v
INTRODUCTION
Background of the Study
The family living in a home is the most instinctive and fundamental unit
of society. It is the original school of many practices, attitudes, and values that
are carried on and passed by an individual throughout his lifetime.
The ancient game of family life regardless of race and color is to assist the
individual members of the family, particularly the parents, to possess basic skills
for efficient planning and decision-making, effective communication and problem
solving. Every facet of family life is to be faced and all these lead towards total
integration of each family member. For this cause, parents have to know,
understand, and internalize the standards, in which they contribute to the
behavioral patterns of their offspring (Andres, 1992).
Family life, together with population, health, and nutritional services,
advancing technology, competitive education, media, and many other attributes
whether good or bad can make a substantial contribution to the quality of life of
every child, family, school, community, nation, and society as a whole.
Along with today’s family life, parents have to cope with the increasing
difficulty of supporting a family. Parents are preoccupied with generating an
income to provide the best education for their children. In this case, Tuwao
(2005) added that children are brought to school and parents seem to commit a
serious mistake of totally putting the responsibility of educating their children to
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the school. Parents provide shelter, pay school fees, clothe, feed their children
and forget that they are the best teachers their children will ever have.
Time has passed and man finds himself in the fangs of the so-called
modern and high technology society. Machines now render services and the
gradual removal of human touch is set on the stage. School children are
transported from the door of their homes to the door of their schools. Television
is now the popular baby-sitter for today’s children. And so, for years, scientific,
technological, and economic advancements have steadily pulled homes and
schools away from each other. Many parents are so engrossed in earning a living
while the education of their children is left to the school (Lomotan, 1986).
Educators believe that the important role, parents’ play should not be
taken for granted. It is a fact that learning institutions serve as a supplement and
not a substitute of the home. Where children are short of parental support and
encouragement, their intellectual, linguistic, and social growth is sapped and
failure in school is almost inevitable, with serious consequences in their own view
of themselves and in their own self-respect (Halsall, 1973). Learning is also
affected, not determined, by the social and academic organization of the school,
personal and background characteristics and circumstances of students; and their
families, the community contexts within which students, families, and schools
exist, and the relationship of these factors to one another (Natriello, 1990), yet
parental support and involvement proves to be a most influential and important
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factor. Dorothy Rich (2005) says, “In this complex world, it takes a good school
and a good home to educate today’s children”.
Increasing attention has recently been given to the importance of parent
involvement in young children’s learning (Berger, 1995; Larsen and Haupt,
1997).
In order to meet the challenges facing families in today’s rapid
changing society and to avoid the potential ill effects, a clarion
call has gone out to all parents to provide learning oppor-
tunities for children in the home, to become more involved in
their children’s schooling, to form partnerships with their
children’s teachers, and to participate in parent education.
(Haupt, and Larsen, 1997).
Even though the importance of school-parent partnerships is generally
accepted, there is often little or no training for helping teachers implement this
valuable philosophy. So often the parental involvement is limited to back-to-
school events at the beginning of the year, occasional help with scheduled parents
and field trips, or periodic parent-teacher conferences, often formal in nature and
with a set time limit. Parents and teachers may not feel secure working with each
other; attitudes, ideas, values, previous experiences, cultures, and other influences
may all make communication with one another difficult. Still, teachers are
expected to involve parents and parents are expected to be involved, and so the
partnership needs to begin with building a trusting relationship (Finders and
Lewis, 1994).
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Families and schools share a mutual responsibility in helping children
learn (Coleman, 1997; Haupt and Larsen, 1997). Groves and Stamp (1994) refer
to this unique relationship between families and schools as a “third institution”.
Every effort must therefore be made to strengthen this important link and help
parents and teachers see each other as playing an important role in the education
of the child.
The family is the young child’s earliest educator, and parents have a
lasting influence on their child’s attitudes, values, learning, concepts, emotions,
and ideas. They have the right, responsibility, and opportunity to influence their
child’s education (Newman, 1995;Gage and Workman , 1997). Even though
many parents are not aware of how important they are in their child’s education,
there is extensive and convincing evidence regarding the benefit of parent
involvement in the development and education of their child (Akaran and Fields,
1997).
Everyone benefits when parents are involved in their child’s education,
and all parents have competences that will help their child succeed in school. In
order for the teaching of the young children to be effective, a positive link must be
made between the school and the home; the two must be partners, since they are
both vital parts of the child’s life and education. Involving parents in children’s
education improves the children’s achievements and the overall level of success
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in schools. The earlier the parents are involved in their child’s learning, the
greater are the benefits (Eliason, 1999).
Both parents and teachers can contribute to the growth and development
of children. In addition, parents have much to offer teachers and the school, and
the teachers have much to offer parents. Parents can become better acquainted
with the school’s programs, and teachers can become more aware of children’s
home situations. As they learn each other’s values and goals, they are able to be
more supportive of each other in working together with their children. Teamwork
and collaboration are more likely to achieve positive results than when school
systems and families work alone (Rosenthal and Sawyers, 1996).
It has been found that there are both parent’s and teacher’s attributes that
promote partnerships. Qualities that appear especially for parents are their self-
image, warmth, efficacy, nurturance, sensitivity, and strength of interpersonal
involvements. Relevant attributes for teachers that promote partnerships are
accessibility, reliability, sensitivity, and flexibility (Swick, 1991).
Some teachers believe that planning for parent involvement takes too
much time. However, despite the difficulties, the accumulating research on the
positive effects for parent participation in educational programs has created
continuing interest in parent involvement. Teachers need to accept that parent’s
attitudes toward involvement are important (Lopez and Schultz, 1996). There is a
clear relationship between the teacher’s attitude toward parent involvement and
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the actual level of involvement; the more positive a teacher feels about involving
parents, the higher the level of parent involvement (Swick, 1991).
There are many parent involvement activities that will assist schools and
homes in developing partnerships that benefit everyone involved and help parents
realize that their participation makes a difference. Educators believe parents
make the difference between a mediocre school and a great school (Eliason,
1999). It is then the aim of the study to determine the existing parent involvement
activities in private elementary schools in La Trinidad, Benguet that are believed
to be beneficial to the students, parents, teachers, and community.
Statement of the Problem
The study was geared in knowing the involvement of parents in their
children’s education. Specifically, the study aimed to answer the following
questions:
1. What are the existing parent involvement activities offered by private
elementary schools in La Trinidad, Benguet?
2. What is the extent of parent involvement in activities offered by
private elementary schools in La Trinidad, Benguet?
3. What are the perceived effects of involving parents in activities
offered by private elementary schools in La Trinidad, Benguet?
4. What are the problems met by parents in their involvement in
activities offered by private elementary schools in La Trinidad, Benguet?
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Objectives of the Study
The study in general assessed the involvement of parents in their child-
ren’s education. Specifically it aimed to achieve the following:
1. To determine the existing parent involvement activities offered by
private elementary schools in La Trinidad, Benguet.
2. To determine the extent of parent involvement in activities offered
by private elementary schools in La Trinidad, Benguet.
3. To determine the perceived effects of involving parents in activities
offered by private elementary schools in La Trinidad, Benguet.
4. To determine the problems met by parents in their involvement in
activities offered by private elementary schools in La Trinidad, Benguet.
Importance of the Study
Evaluating a planned and implemented activity is very important to any
educational institution, specifically in the case of involving parents in school
activities, which require money, time, and effort.
The results of this study will help both educators and parents become
aware of their roles in educating the children bestowed by God in their hands. Its
goal is to help educators and parents for effective yet fun-filled teaching and
parenting. The task of course in educating tomorrow’s God-fearing and effective
citizens is not an easy one. It is the business of all individuals, the family, the
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school, the church, and the community.
With this study, parents will become aware and be enlightened of what
should really be their roles in the development and progress of the educational
system. They will not be passive parents of the school but active so that both
parties will be able to achieve its goal (Apolonio, 2001). It will also be a great
help to administrators as they plan, revise, and enhance their parent involvement
activities.
The study hopes to develop in the readers the sense of gratitude to the
contributions of school parents and will serve as a challenge to them to be more
dedicated to any endeavor, they will undertake in the next years to come,
Paving the way to a horizon of awareness, cooperation, and mutual
understanding between parents and educators, a vision of strengthened ties
between educators and parents of private elementary schools in La Trinidad,
Benguet is not far to achieve.
Furthermore, the results of the study are for committed individuals who
take interest in educating the future leaders/citizens of this nation and society as a
whole.
Scope and Delimitation of the Study
The study was conducted to determine the existing parent involvement in
the activities offered by private elementary schools in La Trinidad, Benguet
during the first semester of school year 2006-2007. The private elementary
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schools included in the study were: Benguet Scholastic and Achievement
Development Center, Brilliant Child Christian Academy, Cordillera Career
Development College-Elementary Department, God’s Lamb Academy, H.O.P.E.
Christian Academy, La Trinidad Nazarene Learners Center, Little Flower
Children’s Home Foundation, Rainbow Mission International Academy, Inc., San
Jose Elementary School, Shekinah Learning Center, St. Francis School, Star
Educational Christian Foundation, Sunbeam Learning Center, Superkids Learning
Center, and UCCP Integrated School.
The extent of parent involvement, the perceived effects of parent
involvement, and the problems encountered in participating in activities offered
by private elementary schools in La Trinidad, Benguet were also determined.
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REVIEW OF LITERATURE
The unifying purpose for individuals, families, schools, and organizations
that collaborate in the development of educational partnership is best depicted
by the much-quoted African proverb “It takes an entire village to raise a child”.
Partnerships exist because parents, school teachers, administrators, and other
individuals seek to address the academic, social, emotional, physical, and
ethical development of children (Cordero, 2000).
Parent Involvement Activities
The term “parent involvement” is used broadly in this study. It includes
several different forms of participation in education and with the schools. Parents
can support their children’s schooling by attending school functions and
responding to school obligations like parent-teacher conferences, for example.
They can become more involved in helping their children improve their
schoolwork by providing encouragement, arranging for appropriate study time
and space, modeling desired behavior such as reading for pleasure, monitoring
homework, and actively tutoring their children at home (Cotton, 2005).
Parent involvement in children’s education can also mean discussing
progress with teachers, voting in school board elections, helping the school to set
challenging academic standards, limiting TV viewing on school nights, and
becoming an advocate for better education in the community. It can also be as
simple as asking children, “How was school today?” every day. It will then send
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children the clear message that their schoolwork is important to parents (NEA
Resources, 2006).
Rio Linda Junior High School, (2002) adopts the policy that parent
involvement is a crucial element in a successful educational program. The school
strives to involve parents in the educational process through a variety of means.
Education is a process that involves teamwork on the part of parents, students,
teachers, school staff, and administration.
In an effort to engage parents/guardians in their child’s education, learning
institutions now provide opportunities for parents to participate in. Morrison
(1994) found that mixture of informal and formal activities work well. Parents
can become engaged through social and recreational activities. Once engaged,
they are more likely to work with their children on school-related activities and
view themselves as involved in their children’s education. Seely (1993) argues
for a different model of schooling, one in which parent involvement is a necessity.
While some programs have adopted extensive comprehensive efforts to
increase parental participation, relatively simple efforts also have effects. Bole,
Walberg, and Waxman (1980) found that children of parents who adhered to
school contracts made greater gains. These contracts signed by the principal,
teacher, parent, and child stipulated that parents would provide a special place at
home to do school work, talk with their child daily about school events, and pay
attention to their child’s academic progress and compliment any gains.
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Dimensions of Parent Involvement
“Parent involvement” is fast becoming a hot topic (Simic, 1991).
Teaching periodicals, parent magazines, newspapers, and even television talk
shows and special broadcasts are emphasizing the impact parents make in
educating their children. Topics include hints on effective communication at
conference time, tips for establishing study skills and habits at home, and
information on how to use parents effectively as volunteers in the classroom
(Vukelich, 1984).
A potential limitation with the teachers-parents involvement suggestions
described in some articles is that even though they may be worthwhile, they often
lack an overall organization that allows teachers to plan and develop principled
programs for parents (Becher, 1986). Many well meaning, dedicated teachers
approach parent involvement as an “afterthought” that may lack purposeful
implementation. Parent involvement, in this sense, is not seen as part of the
curriculum. A general format may help and guide the development of an
organized approach to parent involvement. The following are three different
thoughts that can be considered in planning the parent involvement program.
Petit (1980) attempts the various dimensions of parent involvement. Petit
specifies three levels or degrees of increasing parent involvement: namely
monitoring, informing, and participating. These are described in the following
paragraphs.
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Monitoring level. Schools make parents aware of the school situation.
This is done through informal conversations, announcements regarding the
school’s activities, weekly bulletins, open houses, and public invitations to
activities. Parents are assured of confidence and acceptance.
Information
level. Communication at this level is between the classroom
teacher and the parent and it is done through parent-teacher conferences, home
visits, class newsletters, bulletin boards, reporting, phone calls, and take-home
packets.
Participation
level. Parents become actively involved in the classroom
with teachers. They act as volunteers or aides, helping with bulletin boards,
making games and activities, and many others that they can participate into.
Epstein (1995) presents six standards of parent involvement as
follows:(I) parenting, (II) communicating, (III) volunteering, (IV) learning at
home, (V) decision making, and (VI) collaborating with community.
Standard I-Parenting. This is to help families establish home
environments to support children as students like parent education, family support
programs to assist families with health, nutrition, and other services;
neighborhood meetings to help families understand schools and vice versa.
Standard II-Communicating. This is to design effective forms of school-
to-home and home-to-school communications about school programs and
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children’s progress like conferences, weekly or monthly folders, phone calls,
newsletters, and other forms of communication.
Standard III-Volunteering. This is to recruit and organize parent help and
support. These are: volunteer program to help teachers, students, and other
parents; parent room for volunteer work, meetings; talent bank, parent patrols or
other activities to aid safety and operation of school programs.
Standard IV- Learning at home. This provides information and ideas to
families about how to help students at home with homework and other
curriculum-related activities, decisions, and planning such as information on
homework, calendars with activities, family participation in setting student goals.
Standard V- Decision-making. It includes parents in school decision,
developing parent leaders and representatives like active PTA/PTO, advisory
councils, advocacy groups, and networks to link all families with parent
representatives.
Standard VI- Collaborating with community. This identifies and
integrates resources and services from the community to strengthen school
programs, family practices, and student learning and development. Activities like
information on community activities that link learning skills; service integration
through partnership; service to the community by students and families;
participation of alumni are some examples of integrating school activities with
that of the community.
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Another framework is Swap’s (1993) four models of home-school
relationships that include: the protective model, school-to-home transition model,
curriculum enrichment model, and the partnership model. These are described in
the following paragraphs:
Protective model. Parents delegate to the school the responsibility of edu-
cating their children. Swap contends that the goal of this model is primarily to
reduce the possible conflict that can result between schools and families.
School-to-home transition model. It involves enlisting parents in
supporting the school’s goals. It then becomes the responsibility of the family
to reinforce these goals at home.
Curriculum enhancement model. It involves families in developing and
enriching the school curriculum. Parents are encouraged to take a child to an
aquarium or a museum if related topics are being covered in the curriculum.
Partnership model. It attempts to reshape the school environment by
emphasizing two-way communication and joint problem solving. In this model,
families and educators work to enhance all aspects of the school, rather than
certain parts of the curriculum.
Henderson and Berla (1995) report that the protective and school-to
home models are common practice and that the curriculum enrichment and
partnership models are coming into wider use. The partnership model described
by Swap could include the typology described by Epstein. Schools incorporating
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Epstein’s typology and Swap’s partnership model would be creating a new
standard for family involvement.
Parent Involvement in All Ages
There appears to be a relationship between the age of the child and the
forms of parental involvement. Greater efforts to involve parents are seen at the
preschool and primary levels. Efforts focus on assisting in the classroom and
reading to children at home. Teachers of young children are the most frequent
users of parent involvement techniques (Epstein, 1987).
At the middle and high school levels, parent involvement practices
declined (Lucas and Lusthaus, 1978). Hollifield (1994) presents a number of
reasons why this is so. The adolescent has a developmental need for autonomy
and greater responsibility. Families often live far from the high school and are
less able to spend time there. The organization of the secondary schools is more
complex and teachers have contact with large numbers of students. Few high
schools make any one teacher responsible for a small group of students. At the
secondary level, what parents do at home seems to have the greatest impact.
Keith et.al. (1986) found that key strategies to follow at the secondary level were
limiting recreational TV viewing and emphasizing the completion of homework
assignments. Hollifield (1994) noted that parents of high school students are
rarely guided to conduct discussions with their teenage children about important
school decisions or plans for the future.
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Research also suggests a correlation between parent involvement and
dropout rates. Rumberger et.al (1990) found that students who drop out reported
that their parents rarely attended school events or helped with homework. These
parents were more likely to respond to poor grades with punishment. These high
school students rarely consulted their parents when making educational decisions.
Brian (1994) reports that parents of high school students feel more
uncertain about what is happening in their children’s lives than they did in
elementary school. Despite their need for autonomy, Brian finds that teens are
less resistant to the idea of parent involvement than is commonly believed. The
key here is the notion that parental efforts is seen as support rather than control.
Foreign Schools with Parent Involvement Activities
Stone (1998) documented the following American learning institutions
implementing parent involvement activities:
Ashiwi Elementary Schools (AES). Last school year 1997-1998, 209
students and their parents participated in the Family Math and Science Exhibition.
Five projects made to the County Science Fair and this enabled the school to
sponsor more parent training activities. Parents provided class presentations,
small group activities, individual tutoring, and they also volunteered as crossing
guards.
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Dowa Yalane Elementary School (DYE). Last school year 1997-1998
DYE initiated and implemented a Parent Scholar Program. Parents received
training and they worked in different classrooms. The program brought parents
closer to the teaching/learning process and they became models for their own
children as well as others.
Zuni Middle School (ZMS). In 1997, ZMS initiated the “Parents as
Mentors” program. Trainings were provided so parents will be able to act as
mentors for middle-aged children who are considered “at-risk”.
Twin Buttes High School (TBHS). The school has a monthly “dress
lunch” where food is served restaurant style. This is a time for students and their
parents to enjoy meals together. Many parents are called on to be guest speakers
in different classes. Parents or family members also act as mentors for some
students at service learning placements.
Zuni High School (ZHS). Parents are the Booster Clubs for athletics.
They handle the majority of the fund-raising activities through concession stands,
advertising sales and just old-fashioned hard work.
Zuni Tribal Head Start (ZTHS). The Tribal Head Start Program serves
over 150 Zuni preschool students. The district provides special education staff for
3-5 year olds with disabilities in the mainstreamed program. Head Start has many
parenting training programs, volunteer activities and programs open to the
community. Last 1997, parents contributed 6,000 hours of volunteer time.
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Wherry (2004) also compiled the following researches on parent
involvement program:
In a Maryland survey, 85% of elementary school parents said they spend a
quarter hour or more in helping their children when teachers request it, and were
willing to spend more time if asked.
In a survey in the U.S. southwest, low-income parents were as interested
as higher income parents being involved in evaluating their child’s progress,
selecting methods of classroom discipline, and deciding how much homework is
assigned.
Children need routines and consistency in their lives. In-depth surveys of
achieving and underachieving 12th grade African American students in Chicago,
and culturally diverse fourth-grade students in Los Angeles indicate that children
who are academically successful tend to come from families who engage in a
regular routine of activities.
A study of 1,900 elementary children in London found that when schools
encouraged children to practice reading at home with parents, they made highly
significant gains in reading achievement compared to children who practiced only
at school with teachers.
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Local Studies of Parent Involvement Activities
Home and family are significant factors in student learning and
achievement. Embodied in The Civil Code of the Philippines, Care and
Education Act of Children is the entitlement of every child to parental care; moral
and civic training by the parents or guardians; and the right to live in an
atmosphere conducive to his physical, moral, and intellectual development. Lee-
Chua (2004) attested that family environment is even more crucial than creative
and innovative teaching styles.
In the Philippines, the first step towards home-school collaboration was
the organization of the Parent-Teacher Association (PTA) in 1923. It had been a
channel of blessing to many schools (Salinas, 1996). Lately, however, it has lost
its attraction to parents. Through time, the PTA turned out to be a fund-raising
organization (Padre, 1978).
According to Alip (1969), parents should give their support to the school.
They should take an active interest in their children’s schools and be willing to
give service whenever they have the opportunity to do so. They should be
interested in what their children are learning. In this way, they make education
real and meaningful to their children.
Garcia (1973) found out in her study that school administrators had
employed direct means to make direct contact with the parents. This includes,
regular sending of letters dealing with the school problems and other types of
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information to parents, periodic meeting with the parents, informal conference
with individual parents when they visit the school, organizations of parent
seminars or workshops, and home visits of school administrators/teachers to
parents.
Maglaya (1998) recommended in her study that; a) parents and teachers
should work together to elevate the achievement of the school, b) parents and
teachers should be more active in attending such meetings and programs of their
children, c) and parents and teachers should give more attention to the different
problems encountered looking into the possible root causes and introducing
remedial measures.
Apolonio (2001) further recommended that: a) parents and teachers should
continue working hand-in-hand so that school related projects be undertaken
fully, b) parents are encouraged to continue supporting school activities, c) parent
involvement were found to be advantageous, hence; parents must continue to be
always of help to the school, d) parents and teachers should always maintain open
communication so that negative attitudes towards each other be settled or cleared,
e) parents and teachers must be open minded individuals so that acceptable
measures be applied .
Effects of Parent Involvement Activities
Many researchers, practitioners, and policy makers have documented the
importance of parent involvement. Epstein (1983) reported that when teachers
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were committed to increasing parent involvement, the parents “…felt that they
should help their children at home, …understand more on what their children
were taught in school, … and were more positive about the teacher’s interpersonal
skills…”. This change in parent’s perceptions is true even after socio-economic
status and student ability are taken into account. Furthermore, if increased
parental involvement creates the perception that the school is more effective, it is
likely that student achievement will increase (Caplan, Choy, and Whitmore 1992).
According to Cotton and Wikelund (2001) research overwhelmingly
demonstrates that parent involvement in children’s learning is positively related to
achievement. This holds true for all types of parent involvement in children’s
learning and for all types and ages of students. Parent involvement has also
positive effects on student attitudes and social behavior. Research further
indicates that the activities parents get involved with will provide them the
training that would help them for roles in school decision making.
As compiled by Wherry (2004) and with other researches, the following
effects prove that parent involvement is worth investing. Studies find that
students with involved parents are more likely to: earn higher grades and test
scores, pass their classes earn credits and be promoted, have positive attitudes and
behavior and attend school regularly. It was observed also that the students have
better social skills, show good behavious and adopt well to schools. Involvement
of parents in school activities resulted to the high quality and more grade-
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appropriate work, completion of more homework on weekends, observation of a
closer relationship between family and school, fewer placements in special
education. Further observations are, greater enrollment in postsecondary
education and children of involved parents usually graduate and go on to further
education.
Studies of Henderson, (1994) find that involved parents are more likely to:
1. Have more confidence in school.
2. Regard teachers to have higher opinions of parents and higher
expectations of their children.
3. Greater confidence in themselves as parents and in their ability to
help children learn at home.
4. Greater likelihood that the parents will enroll in continuing education
to advance their own schooling.
Studies of Henderson, (1994) document the following benefits for schools
and communities:
1. improved teacher morale;
2. higher ratings of teachers by parents;
3. more support from families;
4. higher student achievement; and
5. better reputation in the community.
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Problems Encountered in Parent Involvement Activities
All parents want their children to become successful, caring adults.
However, they do not know where to start, when to find the time, or how to go
about making positive connections with the school. Educators are advised not to
assume that if parents or guardians are uninvolved, they are disinterested. There
are many reasons why parents do not become active in school. Davies (2002)
enumerated some of the many problems: too little time/ work schedule/single
parenthood, lack of resources/transportation/child care, language barrier/cultural
isolation, social isolation/low educational level, not knowing how to contribute,
and feeling overwhelmed, intimidated or unwelcome.
Lee (1999) contributes similar problems as: conflicting perceptions of
roles, logistical problems, school resistance, and characteristics of parents-
educational level, income level, marital status, family structure, and ethnicity.
Honig (1990) presented some problems such as: parent has difficulty in
seeing self as educator and responsible person in the life of the child, parental
problems and fears, and parents do not believe anyone has no hidden motive.
Additional studies have found that parental involvement is more
important to student success, at every grade level, than family income or
education. However, strong families, strong schools (1986) mentioned a report
that reflects 30 years of research on family involvement in education. It stated the
sad fact that “in many instances parents do not feel welcomed in schools”.
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Educators then need to recognize the extent of disconnection as a precondition for
involving families in their children’s education. Starr, (2005) suggest ways of
reducing that feeling of disconnection. These are having positive contact with
parents during the first meeting, communicating with parents simply and
convincing that all parents have regular access to clear and concise, readable
information. The concern and opinions of schools should be addressed. Parents’
work schedule, language and cultutral differences should be accommodated.
The National PTA has also set the following for parent/family
involvement activities:
1. establish regular and meaningful communication between home and
school;
2. promote and support parenting skills;
3. encourage active parent participation in student learning;
4. welcome parents as volunteer partners in schools;
5. invite parents to act as full partners in making school decisions that
affect children and families; and
6. reach out to the community for resources to strengthen schools.
Conceptual Framework of the Study
In education, partnerships are either school-linked or school based. In
today’s economic and social climate, partnering is a service model that is very
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
26
useful (Cordeiro and Loup, 1996). Allen and Catron (1999) further elaborated
that partnerships with parents is an ecological approach to involving, teaching,
and supporting families; to enhancing the total experience of children through
increased interactions and continuity between the home and the learning
institution; and to enriching the program through parent’s participation and
contributions. Partnership with parents is one of the foundations of the invisible
curriculum and provides the bridge of consistency between children’s worlds.
Parents and guardians are the most important and influential adults in
student’s lives. Parent involvement clearly impacts students’ learning
(Christenson and Sheridan, 2001). This is consistent with the findings that
teachers cite lack of parental support as the major factor preventing students from
completing homework. Based on the National Longitudinal Study conducted by
the National Center for Education Statistics, “parental involvement in school
activities had a consistent effect on the students”, Kaufman et. al. (1992).
The complexity of modern life, the pressures of balancing work and
family commitments, and the demands on parents’ time are factors that contribute
to an expanded view of parent participation (Allen and Catron, 1999). Research
has then established that the most successful parent participation efforts are those
which offer parents a variety of roles in the context of a well-organized and long-
lasting program. Parents need to choose from a range of activities that
accommodate different schedules, preferences, and capabilities.
Parents Involvement In Private Elementary School Activities
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In this study, Epstein’s (1995) Framework of Six Standards of Parent
Involvement is adopted. The parenting (I), communicating (II), volunteering (III),
learning at home (IV), decision-making (V), and collaborating with community
(VI).
Standard I –Parenting is helping families establish home environments to
support children as students like parent education, family support activities to
assist families with health, nutrition, and other services; neighborhood meetings to
help families understand schools and vice versa. Parents become involved in the
basic obligations of ensuring children’s health and safety. They acquire parenting
and child-rearing skills needed to prepare children for school, supervise them,
teach and guide children at each level, and create positive home conditions that
support learning.
Standard II-Communicating is doing effective forms of school-to-home
and home-to-school communications about school activities and children’s
progress such as conferences, weekly or monthly folders, phone calls, newsletters,
and other forms of communication. Parents receive and respond to
communications from the school regarding educational programs and children’s
progress.
Standard III-Volunteering is recruiting and organizing parent help and
support like volunteer program to help teachers, students, and other parents;
parent room for volunteer work, meetings; talent bank, parent patrols or other
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
28
activities to aid safety and operation of school programs. Parents become directly
involved on site. They assist teachers, administrators, and children in classrooms
or other areas of the program.
Standard IV- Learning at Home is providing information and ideas to
families about how to help students at home with homework and other
curriculum-related activities, decisions, and planning such as information on
homework, calendars with activities, and family participation in setting student
goals. Parents respond to child-initiated requests for help as well as ideas or
instructions from the teachers. Parents monitor or assist their children at home in
learning activities that are coordinated with children’s experiences at the school or
center.
Standard V- Decision Making includes parents in school decision,
developing parent leaders and representatives like active PTA/PTO, advisory
councils, advocacy groups, networks to link all families with parent
representatives. Parents take decision-making roles on advisory councils or on
other committees or groups at the program, district, or national level. Parents may
become involved in community activities or independent advocacy groups that
monitor the program and work for educational improvement.
Standard VI- Collaborating with Community identifies and integrates
resources and services from the community to strengthen school activities, family
practices, and student learning and development like information on community
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
29
activities that link learning skills; service integration through partnership; service
to the community by students and families; participation of alumni.
Figure 1 shows the independent and the dependent variables on which the
study is based. The independent variables are the activities adopted from
Epstein’s framework of parent involvement. The dependent variables are the
existing parent involvement activities offered by private elementary schools in La
Trinidad, Benguet described as always, often, seldom, and never. The extent of
parent involvement in activities described as very much involved, much involved,
moderately involved, seldom involved, and never involved. The perceived effects
of involving parents in activities were determined to have very much effect, much
effect, moderate effect, and no effect. Likewise the problems encountered by
parents when they involved themselves in activities offered by private elementary
schools in La Trinidad, Benguet were described as very much serious, much
serious, moderately serious, and not serious.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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Independent Variables
Parent involvement activities offered by private elementary schools in La
Trinidad, Benguet.
Epstein’s Framework on Parent Involvement:
(I ) Parenting Activities
(IV) Learning at Home Activities
(II) Communicating Activities
(V) Decision-Making Activities
(III) Volunteering Activities
(VI) Collaborating with Community
Activities
Dependent Variables
Existing parent involvement activities offered by private elementary schools in
La Trinidad, Benguet.
Extent of parents’ involvement in activities offered by private elementary schools
in La Trinidad, Benguet.
Perceived effects of involving parents in activities offered by private
elementary schools in La Trinidad, Benguet.
Problems met by parents in activities offered by private elementary schools in
La Trinidad, Benguet.
Expected
Outcome
Parent Involvement Activities
Parent observation (observe on-going classes)
Home visits by teachers
Parents as resource speakers
Volunteer room parent (teacher, tutor, storyteller…)
Voting in school boards
Parents to plan/coordinate partnership with community
Parents to link service to the community by the students, families, and school
Figure 1. Paradigm of the Study
Parents Involvement In Private Elementary School Activities
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Definition of Terms
For the purpose of clarity and easy understanding, the following terms
used in the study are herein defined:
Existing parent involvement activities refer to the current means by which
schools involve parents in their child’s education and development. It is
classified according to Epstein’s (1995) framework of parent involvement as:
Parenting (I), Communicating (II), Volunteering (III), Learning at home (IV),
Decision Making (V), and Collaborating with the Community (VI). It is described
as always, often, seldom, and never.
Extent of parent involvement refers to the parents’ level of participation in
the various activities undertaken whether at home or at school for the child’s
education and development. It is measured using the scale: very much involved,
much involved, moderately involved, seldom involved, and never involved.
Family involvement refers to any form of possible interaction of an older
sibling, a grandparent, an aunt, an uncle, or a cousin probably with schools in the
interest of the child’s education and development.
Partnership refers to the shared power of the family, school, and
community. Family members are given opportunities to provide ideas just as
educators and community members do.
Parent involvement refers to any form of interaction of parents with
schools in the interest of the child’s education and development.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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Parent involvement program refers to the annual school plan consisting of
several activities.
Perceived effects of parent involvement refer to the benefits that influence
the students, teachers, parents, and community. It is measured using the scale:
very much effect, much effect, moderate effect, and no effect.
Private school refers to any school owned and managed by individuals,
corporations or churches. It is not owned and managed by the government.
Problems in parent involvement refer to the difficulties met by parents in
the course of involving themselves in their children’s education and development.
It is measured using the scale: very much serious, much serious, moderately
serious, and not serious.
Hypothesis of the Study
The following hypothesis was tested:
1. There is a significant difference on the existing parent involvement
activities offered by private elementary schools in La Trinidad, Benguet.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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METHODOLOGY
Locale of the Study
The study was conducted in 15 different private elementary schools in La
Trinidad, Benguet during the first semester of school year 2006-2007. The
private elementary schools are the following: Benguet Scholastic Learning
Center, Brilliant Child Christian Academy, Cordillera Career Development
College Elem. Dept., God’s Lamb Academy, Home Oriented Prime Education
Christian Academy, Inc., La Trinidad Nazarene Learners Center, Little Flower
Children’s Home Foundation, Rainbow Mission International Academy, Inc., San
Jose School, Shekinah Educational Center, St. Francis School, Star Educational
Christian Foundation, Sunbeam Learning Center, Superkids Learning Center, and
UCCP Integrated School.
The above schools were chosen because they are owned and managed by
private individuals. Some of the schools are newly established, and some were
established many years ago.
Figure 2 shows the map of the study.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
34
HCA-2
N
RMIA
CCDC
SJES
UCCP
SKLC
BCCA
SFS
GLA
LEGEND
HCA-
HOPE Christian Academy, Inc.
BSDC
SKLC- Superkids Learning Center
SBLC
LNLC- La Trinidad Nazarene Learners Center
LNLC
SJES-
San Jose Elementary School
SECF
CCDC- Cordillera Career Development College
GLA-
God’s Lamb Academy, Inc.
SEC- Shekinah
Educational
Center
BSDC- Benguet Scholastic Development Center
UCCP- UCCP integrated School
HCA-2
SFS-
St. Francis School
BCCA- Brilliant Child Christian Academy
RMIA- Rainbow Mission International Academy, Inc.
LFCHF
SLC-
Sunbeam Learning Center
SEC
SECF- Star Educational Christian Foundation
LFCHF- Little Flower Children’s Home Foundation
Parents Involvement In Private Elementary School Activities
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Respondents of the Study
Table 1 shows the distribution of respondents. The respondents of the
study were the parents of the pupils or students who were enrolled last school year
2005-2006 and are currently enrolled for the school year 2006-2007 in the
different private elementary schools in La Trinidad, Benguet. The respondents
were grouped according to families. Siblings were given one set of questionnaire.
Table 1. Distribution of Respondents
SCHOOLS
FREQUENCY
PERCENT
H.O.P.E.
Christian
Academy,
Inc.
179
22.60
San
Jose
Elementary
School
166
20.96
La Trinidad Nazarene Learners Center
99
12.50
Cordillera Career Development College-Elem. Dept.
80
10.10
Shekinah Educational Center
77
7.72
Benguet Scholastica Development Center
37
4.60
Brilliant
Child
Christian
Academy
27
3.41
God’s Lamb Academy, Inc.
24
3.03
Star Educational Christian Foundation
21
2.65
UCCP-Integrated
School
21
2.65
Rainbow Mission Int’l Academy, Inc.
19
2.40
St.
Francis
School
18
2.27
Superkids
Learning
Center
13
1.64
Little Flower Children’s Home Foundation
7
0.88
Sunbeam
Learning
Center
4
0.51
TOTAL
792
100
Parents Involvement In Private Elementary School Activities
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Instrumentation
The research instrument used in the study was a questionnaire checklist.
Included in the questionnaire were the possible parent involvement activities
adopted from Epstein’s (1995) framework of parent involvement. The extent of
parent involvement in activities offered by private elementary schools is also
included. The perceived effects of involving parents in activities, and the
problems encountered in participating in activities offered by private elementary
schools in La Trinidad, Benguet were also included.
Data Gathering
The survey questionnaire was the main instrument used in gathering data
for the study, supplemented by informal interview with the respondents.
Upon the approval of school heads, copies of the structured questionnaire
were hand-carried to the different elementary private schools. The researcher
asked the kind assistance of the administrators, grade school teachers, and school
parents in the conduct of the data-gathering instrument. The advisers of the
different grade levels were asked to attach the questionnaires on the assignment
notebooks of the students and they were the ones who collected the questionnaires
and arranged them randomly before giving it back to the researcher.
Statistical Treatment of Data
The data gathered were tabulated, analyzed, and interpreted according to
the objectives of the study. To indicate the existing parent involvement activities,
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
37
a four-point scale was used as always, often, seldom, and never. To indicate the
extent of parent involvement; a four-point scale was used as; very much involved,
much involved, moderately involved, and never involved. To indicate the
perceived effects of parent involvement; the respondents identified whether this
involvement had very much effect, much effect, moderate effect, and no effect.
To indicate the degree of the seriousness of the problems met; a four-point scale
was used as very much serious, much serious, moderately serious, and not serious.
Descriptive statistics were used in treating the data such as ranking, frequency
counts, weighted mean, and Friedman’s two-way analysis of variance, which has
the following formula:
X2 r - 12 Σ ( R1 ) 2 - 3N (K+1)
NK (K+1)
Where:
X2 -
r Friedman’s two-way ANOVA by ranks
K - Number of Columns
N – Number of Rows
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
RESULTS AND DISCUSSION
This section presents the analysis, interpretations, and discussions of the
data on the activities where parents are involved in the private schools of La
Trinidad, Benguet; the extent of parents’ involvement, the perceived effects of
involving parents, and the problems met in their involvement in activities.
Parent Involvement Activities Offered by Private Elementary Schools
Table 2 presents the existing parent involvement activities offered by La
Trinidad private elementary schools.
As shown in Table 2, La Trinidad private elementary schools are always
giving Learning at Home (Standard IV) activities with weighted mean of 3.58.
Collaborating with Community (Standard VI) with weighted mean of 2.38, while
Volunteering (Standard VI) with weighted mean of 2.22 are parent involvement
activities that are seldom done by La Trinidad private elementary schools.
The computed X2 value of 8.35 is higher than the tabular value of 7.82.
Thus, the hypothesis stating that there is a significant difference among the
existing parent involvement activities in La Trinidad, Benguet private elementary
schools is accepted. This implies that the schools in La Trinidad private
elementary schools offer varied activities.
Parenting activities like annual social events like Christmas program,
Family day, Closing/Recognition Programs, sports fest and others with the
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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Table 2. Existing activities where parents are involved in La Trinidad private
elementary schools
PARENT
INVOLVEMENT
WEIGHTED
D.E.
RANK
ACTIVITIES
MEAN
Learning at home (Standard IV)
3.58
Always
1
Parenting (Standard I)
3.05
Often
2
Communicating (Standard II)
2.65
Often
3
Decision making (Standard V)
2.62
Often
4
Collaborating with community
(Standard VI)
2.38
Seldom
5
Volunteering (Standard III)
2.22
Seldom
6
X2c – 8.35 Significant
X2(.05) – 7.82
Scale:
Always (A)
3.26 – 4.00
Often (O)
2.51 – 3.25
Seldom (S)
1.76 – 2.50
Never (N)
1.0 – 1.75
weighted mean of 3.58 indicates that La Trinidad private elementary schools
always do these activities in their respective schools. These activities are always
done because they are common and traditional in the Philippine educational
setting. Having these well-attended activities, administrators, and principals use it
to teach, influence, and encourage parents on family involvement.
Parenting seminars, trainings, and workshops with the weighted mean of
2.5 indicates that La Trinidad private elementary schools often do these
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
40
activities. Two schools as per researchers’ experience conduct quarterly parenting
seminars with various parenting topics. Other schools conduct parenting trainings
at least twice a year while other schools conduct at the beginning of the school
year only. Javonillo (2006) commented that once classes have started, it is so
difficult to be conducting parenting seminars, much more when a teacher leaves at
the middle of the school year and the principal takes over his/her class.
Communicating activities like Parent Teacher Conferences or PTC’s are
always done. For most schools, regular PTC’s are conducted at least four times a
year. PTC’s are done two weeks after every grading examination. In this way,
parents are given quarterly opportunities to interact with their children’s teachers.
Also, parents get the benefit of being encouraged to monitor their children’s
quarterly progress.
Starr (2002) added that schools could further increase parental attendance
at conferences in the following ways: make parents aware of conference dates
and goals, make it possible for every parent to attend conferences, and teachers
should plan ahead for a pleasant and productive conferences making it possible
for all parents to get the maximum benefit from the conferences,
On the contrary, weighted mean of home visitation, 1.63, indicated that
such communicating activity is never done by La Trinidad private schools.
In an informal interview, Magli (2006) admitted, “though home visitation
is a very good activity, she and her staff do not have the time to go and visit the
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
41
homes of their students. Teachers after they teach, do all kinds of paper works and
most often than not they go home late. Saturday and Sunday are spent with their
families, she explained”. Furthermore, home visitation involves money for they
need to pay their fare going to the students’ houses.
Home visitation is not a new idea. Hymes Jr. (1953) in his book Effective
Home-School Relations written 53 years ago said, “Countless teachers,
particularly those working with young children have long done it”. Today,
according to Carlin (2001), home visits are catching on across the grade levels
and around the world. Schools in England, Australia, Japan, and the United
States all report success with teacher’s home visits. Many school districts in the
U.S. now have programs that require teachers to visit their student’s homes at
least once each school year.
Locally, Mandapat (2006) who is a dedicated advocate of parent-
involvement encourages all her staff to visit at least five families each year.
Golden opportunities of home visits are: death in the family, child is sick, birth of
a new baby, or simply just to say hello. Pes-oyen (2006) added that absentee and
problem students are also good prospects for home visitation. This acquaintance is
to know the child in his full color, shape, and form as a person. Much has to be
done, and so educators have to start it now. La Trinidad educators are challenged
to help families understand schools and for educators to understand families as
well.
Parents Involvement In Private Elementary School Activities
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Another communicating form believed by Fisher (2001) of Edgewood
Middle School Wooster, Ohio as one of the school’s best way to get parents
involved is to express sincere appreciation for individual students and their
efforts. Congratulatory letters, phone calls, text messages, and e-mails mainly to
recognize the good work of the student are healthy starts.
Among the seven listed activities offered by La Trinidad private
elementary schools, enlisting parents to help in miscellaneous chores like
preparing food and prizes, joining reach out programs, helping in the clean and
green drive, scouting/camping, and others with the weighted mean of 2.71
indicates that La Trinidad private elementary schools often do it in their schools.
Schools believed that the above activities are avenues for parents to be involved
in. However, due to economic demands, parents are not readily available. They
work for a living and besides their children’s schools are considered private and
so they expect schools to do the job, Banigan (2006) added that not all schools do
scouting and camping activities. One principal lamented that joining the national
boys and girls scouts associations is just participating in their fund raising
programs.
Activities seldom offered by La Trinidad private elementary schools are:
enlisting parents to volunteer their transportation for a field trip or for an
educational outing with the weighted mean of 2.22, asking parents to contribute
for the school newsletter or yearbook with the weighted mean of 2.02, asking
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
43
parents to be resource speakers in the class with the weighted mean of 2.00,
requesting them to be volunteer teacher/helper/tutor with the weighted mean of
2.00, and requesting them to lend books or other educational resources with the
weighted mean of 1.88. This can be attributed to many factors such as not all
parents have a vehicle to volunteer, conflict of work schedules, the culture of “shy
kami mango”, lack of training, no extra educational facilities to share or lend, and
simply the fact that their children’s schools are private. “Schools have to take the
job and provide needed materials since parents are paying high tuition and
miscellaneous fees”, one parent mentioned.
Anyhow, schools are to organize volunteer work, provide training, match
time and talent with school, teacher, and students’ needs, and to recognize efforts
so that participants are productive (Center on Families Communities, Schools, and
Children’s learning, 2006). Educators have to get parents involved – no matter
what it takes (Starr, 2002) reminded.
Fifteen La Trinidad private elementary schools agree to the importance of
providing learning activities at home as a follow-up of concepts being learned in
school. Schools always give homework to their students has the weighted mean
of 3.58. Home works are copied by the students in their assignment notebooks/
handbooks and are double checked by teachers especially for the primary grades.
Some schools even require parents to affix their signatures in their children’s
homework to make sure they are assisting their children. Salinas (1996) supports
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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the importance of schools giving follow-up activities at home about the concepts
learned by the children in school.
The data in this study agree with the results of Salinas (1996) study who
documented that Baguio City preschools appear to best engaged in giving
homework(Type 4).
La Trinidad private elementary schools often have parent organizations as
shown by the weighted mean of 2.98
During the conduct of this study, the researcher was able to note a school
having the induction of their newly elected PTA officers. “They help a lot,” the
principal said and she continued by showing some of the physical improvements
done through the efforts of the association which is covered walk, so students do
not get wet during rainy seasons.
Elementary schools that welcome the idea of parent organizations
encourage parents, parent/community groups to be involved in fund-raising
activities. As admitted by another local principal, parents raise funds and purchase
items outside the school budget such as sport equipment, band uniforms,
instructional equipment for the library and others.
On the contrary, one of the researcher’s respondents wrote, “ Schools
should handle the budget for repairs since we are paying high tuition fees ”. One
school principal also added “ Their school does not have a parent organization
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
45
because it is better that way. There is no pressure from parents; anyway, we can
still get them involved without the organization”.
With the weighted mean of 2.25, parents seldom vote in school boards.
This can be attributed to the very fact that no parent if not few is a member of the
school board. School boards are usually permanent in status. For Catholic
private schools, the school board comes from the diocese. For evangelical
church-based schools, the school board comes from the elders or deacons of the
church, and for other family owned private schools; the school boards are
composed of family members.
Manchak (1982) further noted that most studies have shown that the more
active and involved the organization is, it is easier for both sides to see and help
with the problems of the other, the more likely it is that the entire educational
program of the school will be successful.
Knowing the pros and cons of parent organizations, schools have to take
the balance. The die has to be cast.
The very basic goal of parents collaborating with community is to identify
and integrate resources and services from the community to strengthen school
programs, family practices, and teacher-student learning and development (Center
on Families Communities, Schools, and Children’s Learning, 2006).
With the weighted mean of 2.64, La Trinidad private elementary schools
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
46
often have their students’ parents provide information to schools about
community health, cultural, recreational, social support, and other programs or
services available in the community.
Locally, parents often provide information to schools. Usually community
agencies channel information to schools. And in response, schools continue to
disseminate information to parents through their children. Noted for the previous
year was the provision of Meningococcemia vaccine by La Trinidad Rural Health
Unit. Health officers made arrangements with schools and waivers were given to
students for their parents’ approval. Many school children benefited from this
program since many parents were not aware of the “libreng bakuna” and cannot
accompany their children to barangay health centers because of work. One parent
thanked the school; at least she will not file for office leave anymore just to bring
her daughter to the health center.
With the weighted mean of 2.15, parents of La Trinidad private
elementary schools, seldom have the parents’ plan/coordinate for school
partnership with business, civic, and other agencies. This can be again attributed
to parents working for a living. They are busy in their own workplaces and they
cannot be forced to do the job, Javonillo (2006) stated.
Furthermore, institutionalized parent organizations serve as a link to
partnership with business, civic, and other agencies. Institutionally also, La
Trinidad private elementary schools do not have Community Service Learning
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
47
(CSL) program or its equivalent that parents can take roles. Community Service
Learning is a school wide program in the United States. Its aim is to form a
bridge between the community and schools, to help the members of the
community understand the contribution students can make to community
improvement and bring them in direct contact with students (Berman, 2005).
Service to the community that can be coordinated by students, families, and
schools include, art, music, drama, activities for seniors, and others.
At any rate, this research supports the goal of Hymes (1953) that in home-
school relations, children are the real winners. The task is to keep welding a
tighter parent-teacher team and to keep that team in shape and on the job
continuously. The more unity there is, the more the children will benefit.
The other side of the coin reminds schools to offer different forms of
parent involvement; no form of involvement is necessarily right for every
family. Educators need to be flexible with work schedules of parents and
supportive of their efforts to be involved in their children’s schools (Amico,
1995).
Chua (2004) further insinuated that it is important to know the activities
applicable to the Philippine setting and which among the many activities the
families of students are already practicing. The only way to find out is to ask
parents themselves.
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Extent of Parent Involvement
Table 3 shows the extent of parents’ involvement in activities offered by
La Trinidad private elementary schools.
As gleaned from the table, Learning at Home (Standard IV) with the
weighted mean of 3.50 indicates that parents of La Trinidad private elementary
schools are very much involved in learning activities done at home. Decision
Making (Standard V) with the weighted mean of 2.23, Collaborating with
Community (Standard VI) with the weighted mean of 2.21, and Volunteering
(Standard III) with the weighted mean of 2.01 indicates that parents of La
Trinidad private elementary schools are moderately involved in these activities.
Similarly, the above data agree with the results of Salinas (1996), which
revealed that parents of Baguio City preschools best engage in helping their
children with homework (Type 4).
Having a weighted mean of 3.54, parents of La Trinidad private
elementary schools are very much involved in annual social events like Christmas
program, family day/sports fest, closing/graduation programs being undertaken
by their children’s respective schools. These are common and traditional
activities that parents are very much involved in. Some parents lead the opening
or closing prayer in programs, others teach cheering songs during sports fest,
others join parents choir, and others simply claim that by their mere presence,
they are already involving themselves. In one of the schools, the researcher
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49
Table 3. Parents’ extent of involvement in activities offered by La Trinidad
private elementary schools
PARENT INVOLVEMENT WEIGHTED
D.E.
RANK
ACTIVITIES
MEAN
Learning At Home (Standard IV)
3.50
Very Much Involved 1
Parenting (Standard I)
2.89
Much Involved 2
Communicating (Standard II)
2.66
Moderately Involved 3
Decision Making (Standard V)
2.23
Moderately Involved 4
Collaborating with Community
(Standard VI)
2.21
Moderately Involved 5
Volunteering (Standard III)
2.01
Moderately Involved 6
Scale:
Very Much Involved (VMI)
3.26 – 4.00
Much Involved (MI)
2.51 – 3.25
Moderately Involved (MoI) 1.76 – 2.50
Never Involved (NI)
1.0 – 1.75
was able to observe a merit store. She learned that when parents attend and
involve themselves, in specified school activities such as family day and field trip;
students get merit cards with corresponding points. Points are accumulated and in
due time students claim their merit prizes at the merit store.
Parents who are very much involved in attending these social events
draw motivation in it and are inspired to do better with their parenting career. It
makes me feel important, one parent testified.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
50
Salinas (1996) mentioned, notable are arrangements made by parents so as
to watch their children in programs. Some file for a leave from work, some go
under time, others entrust their other children to a relative or a neighbor while
others wake up earlier or sleep later than usual to finish work, which is supposed
to be done on the day of the program. “Watching my child perform in school
makes me joyful; all troubles for a moment seem to vanish,” one parent added.
Some parents who are not able to attend send other relatives to represent them.
Somebody has to be there to watch my child, another parent declared.
Having a weighted mean of 2.15, parents of La Trinidad private
elementary schools are moderately involved in parenting seminars, trainings, and
workshops offered by the schools of their children. Some reasons why parents are
not involved in trainings are conflicts of schedule, parents are not aware, no time,
they have more important appointments, they are nursing students, and other
parents simply say they are “busy”.
Communication is one of the keys to good education (ACSI, 2000). Since
God has given parents the responsibility of educating their children, it is
important that educators include parents in the educational process of their
children. Parents are educators’ allies. Educators are encouraged to be honest,
natural, open-minded, and to keep parents informed.
As shown in Table 3, Parent- Teacher Conferences (PTC) has the highest
weighted mean of 3.33 and home visitation has the lowest weighted mean of 1.64.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
51
It indicates that parents of La Trinidad private elementary schools are very much
involved in PTC’s and are never involved in home visitation.
Frequent and positive school-to-home communication in the form of
phone calls, progress reports, conferences, personal notes, newsletters, and home
visits are to be used by educators to help parents feel more self-confident, more
comfortable with the school, and more likely to become involved. The Center on
Families, Communities, Schools, and Children’s Learning (1994) reports that
parents are more likely to participate in schools if they receive information from
teachers about classroom activities, the progress of their children, and ways of
working with their children at home.
Parent-Teacher Conference scheduled two weeks every grading
examinations is one form of communication, which school parents anticipate.
Parents are excited to know their children’s strengths and weaknesses, their
academic achievement, their emotional stability, social attitudes, skills and habits,
their highest and lowest grades, and other parents are just curious how teachers
would rate their children behaviorally and academically. Guinto (2006)
commented, “it is worth attending PTC’s. Parents like me are encouraged and
reminded of our roles as parents and that we are to be creative in assisting our
children and to be consistent with agreed rules when it comes to disciplining our
children”.
Parents Involvement In Private Elementary School Activities
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52
In home visits, parents are never involved because teachers do not visit
their homes at all. Only 33 parents out of 792 responded that teachers have
visited their homes. Magli (2006) explains, “Though home visitation is a very
good activity, teachers do not have the time to visit the homes of their students.
Teachers do all kinds of paper works after they teach and most often than not,
they go home late. Saturday and Sunday are spent with their families”.
On the contrary, Smith (1997) asserted that when teachers visit homes of
their students, a special partnership is formed creating a systematic strategy to
change the way the two most important people in a child’s life would relate to one
another. Home visits’ primary importance is building a trusting relationship
between parents and teachers. And so, it is believed that home visits can affect the
lives of countless children, Smith reiterated.
Consistent with the result in Table 2, parents of La Trinidad private
elementary schools are moderately involved in all volunteering activities as
follows: parents helping in miscellaneous chores which are preparing food and
prizes, joining reach out programs, helping in the clean and green drive; parents
being involved as chaperons on a field trip or outing; parents volunteering their
transportation for a field trip or for an educational outing; parents as resource
speakers in the class on a certain recipe/topic/hobby, or occupation; parents as a
volunteer teacher, helper, storyteller, or tutor; parents contributing articles for the
school newsletter or yearbook; and parents lending books or other educational
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
53
resources. Parents are moderately involved because La Trinidad private
elementary schools seldom asked parents to be involved in the listed volunteering
activities. It’s very difficult to get parents involved because they are also working
Javonillo (2006) admitted. Besides, since their children are in private schools,
parents expect schools to do the job. Salinas (1996) also indicated that none of
the Baguio City preschool parents have volunteered their transportation for a field
trip or outing, neither has any one contributed articles for the school newsletter or
yearbook, nor lent books and other resources to the school. Only one parent
volunteered her home for a class field trip; one who served as volunteer helper in
class and two who served as storytellers.
Henderson (2002) strongly advised that effective volunteering activities
are those that invite maximum involvement, those that are welcoming, and those
that cater to the specific needs of students, parents, and schools.
Epstein (1982) suggested that individual teachers could have positive
impact on student learning and behavior when they involve parents as volunteers
in classroom activities at school.
As shown in Table 3, parents of La Trinidad private elementary schools
are very much involved in learning activities done at home with the weighted
mean of 3.50.
Aside from parents assisting their children with their homework, other
learning activities include, parent-child discussions with question and answer,
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
54
storytelling/story reading/ rhyme recitation, booklet or poster making, listening
activities, role-playing, calendar/journal making, counting/classifying/sequencing
objects, and visiting places with follow-up activities. One parent commented,
“Home works now are very different to what we had before during our
elementary years. Today, we too have to learn together with our children and be
creative when it comes to homework”. Thus, parents are encouraged to help their
children do well in school by using time at home to talk, read, and interact every
day.
Following are some bright ideas compiled and suggested by Wherry
(2006) for at-home practices and activities that will pave the way for positive
school experiences. Use of car time, once a week relaxed bedtime rules when
children can stay up late as long as they are reading in bed, and keeping a
scrapbook of children’s accomplishment. Henderson (2002) stipulated that
families with high achieving students reported more time engaged in home
learning than families with low achievers.
Furthermore, in an extensive study of the best practices done by the best
students of Ateneo High School, Chua (2004) found out that the top strategy to
help students do well in school is for parents (not yaya, house help or Lola) to
simply tutor their children until Grades IV or V at home. Chua (2004) made her
point that the first 10 years of our child’s life are essential not just for building
relationships but for developing good study habits as well. Investing time and
Parents Involvement In Private Elementary School Activities
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effort especially in the early years provides a steady foundation for lifelong
learning and may prevent future problems.
Williams and Stallworth,(1984) and Elam (1990) added that various
studies show that parents are willing to be more involved, and in a broader variety
of ways.
Evident is the obtained weighted mean of 2.70 on parents being members
of an active PTA or PTO. Parents of La Trinidad private schools are much
involved in the activities of the association or organization. Among the agenda
during meetings as reported by Salinas (1996) are projects, contributions, or
donations, election of officers, deliberation of problems or complaints and
information on parenting. Banigan (2006) also affirmed that, parents who are
hesitant to approach teachers with questions and are afraid to speak their minds at
school usually channel it to the officers of the association.
For schools with selected school boards, parents cannot definitely be
involved in decision-making roles like voting in school boards. They can only
participate if they are members of the school board. Evident is the obtained
weighted mean of 1.75. It indicates that parents are never involved in voting in
school boards.
As shown in Table 3, parents of La Trinidad private elementary schools
are moderately involved in doing collaborating with community. Activities like
parents providing information to schools about community health, cultural,
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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recreational, social support, and other programs or services available in the
community that enhance learning skills and talents of students; parents linking
service to the community by students, families, and school; parents
planning/coordinating for school partnership with business, civic, counseling,
cultural, health, recreation, and other agencies. Parents in these activities are
moderately involved because schools seldom ask them to get involved. This can
be related to the system existing in the locality. Usually, concerned agencies
channel information to schools and schools pass the information to parents.
Dengue alerts, Meningococcemia updates, Children’s month celebration, are few
examples.
Nevertheless, a handful of La Trinidad parents as per researchers’
experience provided schools with information on different community activities.
In one of the schools, parents sought the permission of the administrator to
post invitations to a cantata, Christian drama, Bible seminar, camps, and others.
Two teachers of another local school availed of the DOST-Scholarship
grant -Math and Summer Trainings because of a parent who provided the
necessary information and forms to the principal. Velasco (2001) one of the
grantees was very thankful to the parent. “It’s good to have parents in
government agencies that shares their program” she added.
Recently, a mother and a government employee also provided local
schools the needed information on the “Dugad Mo Shalosim” municipal wide
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57
project. She was able to link community service by encouraging the community
members to recycle, reuse, and reduce garbage. She was able to increase the
awareness of schools in making money out of garbage by encouraging schools to
segregate, separate, and sell plastics, paper, and the like to junk shops.
Thus, Henderson (2002) articulated that effective programs to engage
families and community embrace a philosophy of partnership. The responsibility
for children’s educational development is a collaborative enterprise among
parents, school staff, and community members. Indeed, “it takes a whole village
to raise a child”.
Perceived Effects of Parental Involvement in Activities Offered by La Trinidad
Private Elementary Schools
Table 4 shows the perceived effects of parental involvement in activities
offered by La Trinidad private elementary schools. Parents perceived that when
they involved themselves in activities offered by their children’s schools, the
results had a descriptive equivalent of very much effect. Students, parents, schools
and communities reap the results.
For
Students. The obtained weighted mean of 3.51 proved that when
parents get involved in school activities, the results have a very much effect
description. These effects are: students attend class regularly, observe a closer
relationship between family and school, do their homework, improve
academically, have high test scores and grades, become resourceful and
Parents Involvement In Private Elementary School Activities
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Table 4. Perceived effects of parental involvement in activities offered by La
private elementary schools
WEIGHTED MEAN
D.E.
RANK
FOR STUDENTS
Regular attendance of students
3.67
Very Much Effect
1
Students observe a closer
relationship between family
and school
3.60
Very Much Effect
2
Completion
of
homework
3.55
Very Much Effect
3
Academic achievement due to
improved learning environment
3.51
Very Much Effect
4
High test scores and grades of
students
3.41
Very Much Effect
6
Resourcefulness and cooperation
3.41
Very Much Effect
6
Better social skills of students
3.41
Very Much Effect
6
AVERAGE
3.51
Very
Much
Effect
FOR PARENTS
Improved patience and parents seem to
listen more carefully to children
3.51
Very Much Effect
1
More confidence in school
3.41
Very Much Effect
2
Improved family management
3.40
Very Much Effect
3.5
Greater marriage satisfaction by
both spouse
3.40
Very Much Effect
3.5
Increased competence and
self-esteem
3.24
Much Effect
5
Career development of parents
3.22
Much Effect
6
AVERAGE
3.57 Very Much Effect
Parents Involvement In Private Elementary School Activities
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Table
4.
Continued…
WEIGHTED MEAN
D.E.
RANK
FOR SCHOOLS AND COMMUNITIES
Greater community development
3.47
Very Much Effect
1
Better reputation of school in the
community
3.44
Very Much Effect
2
Fewer grade retention and
remedial classes
3.41
Very Much Effect
3.5
Improved teacher morale
3.41
Very Much Effect
3.5
More support to schools from
families
3.40
Very Much Effect
5
AVERAGE
3.43
Very
Much
Effect
Scale:
Very Much Effect (VME)
3.26 – 4.00
Much Effect (ME)
2.51 – 3.25
Moderate Effect (MoE)
1.76 – 2.50
No Effect (NE)
1.0 – 1.75
cooperative, and develop better social skills. A parent also shared that children
grow emotionally healthy, and they tend to do things with self-confidence when
they see parents interacting with teachers. One student mentioned that he is happy
to see his parents being involved in school activities. Smith (1997) pointed out
that when the two most important people in a child’s life would relate to one
another, results are beyond compare.
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For Parents. The obtained weighted mean of 3.57 also proved that when
parents get involved in their children’s education, the results to parents are
described as very much effect.
Parents experienced improved patience and listening skills, improved
confidence in school, improved family management, greater satisfaction by
spouse, increased competence and self-esteem, and career development of
parents. One parent happily boasted, “Indeed, children are boosters to one’s
career”. Another parent also claimed of improved family communication and
interaction.
For Schools and Communities. The obtained weighted mean of 3.43
further proved that when parents are partners with schools and communities, the
results are described as very much effect. Greater community development due to
projects undertaken by schools, improved reputation of schools, improved teacher
morale, improved support to schools from families, and fewer grade retention and
remedial classes.
The Action Alliance for Children (2002) attested tremendous results that
happened at a class conducted by Parent Institute for Quality Education (PIQE)
for parents of children at Longfellow Elementary School in El Monte, California.
It is a nine-week parent courses, offered in 14 languages, funded by school-
districts and from private donations, and whose teachers are parents who have
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taken courses and have lived in poverty at some time. Some of the many results
are as follows:
a. By the eighth week, parents report that they are sitting with their
children during homework time and communicating more with their children’s
teachers.
b. A study by the Rand Corporation found that “fewer children of PIQE
graduates have been involved in disciplinary action and have been absent from
school without permission. More PIQE parent-graduates have been in recent
contact with their children’s teachers and spent a fixed amount on their children’s
homework.”
c. ‘I’ve learned how to help my kids with their homework, how to listen
and pay attention,” says Lainfiesda, (2002) a PIQE graduate. Vargas, (2002)
another PIQE graduate concludes “I feel better about my relationship with my
child and the school”.
The research evidence is beyond dispute, when schools work together with
families to support learning, children tend to succeed not just in school, but also
throughout life. The more parents participate in schooling, in a sustained way, at
every level – in advocacy, decision-making, as volunteers and paraprofessionals,
and as home teachers, the better for student achievement (Gordon, 1978).
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Problems Met by Parents in Participating in Activities Offered by La Trinidad
Private Elementary schools
Table 5 shows the probable problems met by parents in participating in
activities offered by La Trinidad private elementary schools. As gleaned from the
table, parents of La Trinidad private elementary schools revealed that problems
related to children, parents, staff, and schools are moderately serious with
weighted means of 2.11, 2.39, and 2.09 respectively.
Problems Related to Children. Parents of La Trinidad private elementary
schools reveal that problems related to children are moderately serious. Problems
include: no one is to take care of my children, and I have many children to attend.
These problems were taken by parents as moderately serious for not
involving themselves in activities. One parent affirmed, “I can always leave my
children to other family members, so I can participate in activities. In this
situation, cellphones are very useful. You can contact family members
immediately and ask for help”.
Problems Related to Parents. Parents cannot fully participate in activities
offered by La Trinidad private elementary schools because of problems they have
in themselves. Problems that are very much serious are both parents are working
abroad and parents are separated. Children are left at home with the supervision
of aunts, grandparents, and even just housemaids.
Problems that are not serious include, being a single parent, low
educational level, and inadequate communication skills in English or Filipino.
Parents Involvement In Private Elementary School Activities
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Table 5. Problems met by parents in participating in activities offered by La
Trinidad private elementary schools
WEIGHTED MEAN
D.E.
RANK
PROBLEMS RELATED
TO CHILDREN
No one is to take care of
my children
2.10 Moderately Serious
1
I have many children to attend
2.12 Moderately Serious
2
AVERAGE
2.11 Moderately Serious
PROBLEMS RELATED
TO PARENTS
Both parents are abroad
4.00 Very Much Serious 1.5
Separated parents
4.00 Very Much Serious
1.5
Conflict of work schedule
i.e. day or night shift
2.30 Moderately Serious
3
I am out of town
2.06 Moderately Serious
4
I don’t know what and how
to contribute
1.76 Moderately Serious
5
I am a single parent
1.71 Not Serious
6
I have a low educational level
1.66 Not Serious
7
I don’t know how to communicate in
English or Filipino
1.61 Not Serious
8
AVERAGE
2.39 Much Serious
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Table 5. Continued…
WEIGHTED MEAN
D.E.
RANK
PROBLEMS RELATED
TO STAFF OR SCHOOL
Teachers do not communicate
Interact with parents
3.00 Much Serious
1
The school has no budget
1.94 Moderately Serious
2
The school lacks staff
1.85 Moderately Serious
3
There is a conflict of ideas
among staff
1.82 Moderately Serious
4
The school does not offer parent
Involvement activities
1.82 Moderately Serious
5
AVERAGE 2.09 Moderately Serious
Scale:
Very Much Serious (VMS)
3.26 – 4.00
Much Serious (MS)
2.51 – 3.25
Moderately Serious (MoS)
1.76 – 2.50
Not Serious (NS)
1.0 – 1.75
As per observation, all La Trinidad parents know how to communicate in English
or Filipino. In some schools, teachers communicate to parents using the language
or dialect parents are most comfortable with. Also, principals often encouraged
teachers to make parents and families feel welcome, respected, trusted, heard, and
needed by communicating to them nicely and appropriately even to parents with
low educational level. Henderson (1994) reminded that the most accurate
predictor of a student’s achievement in school is not income or social status, but
Parents Involvement In Private Elementary School Activities
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65
the extent to which the student’s family is able to create a home environment that
encourages learning.
Problems Related to Staff and School. Parents indicated that problems
related to staff and schools are moderately serious. Problems include: teachers
are not communicating or interacting with parents, school has no budget, school
lacks staff, conflict of ideas among staff, and the school does not offer parent
involvement activities. These are moderately serious problems because La
Trinidad private elementary schools try their best to relate with the student’s
parents in a most convenient way, to provide the necessary budget, to hire enough
staff to cater to the needs of their paying clients, to resolve conflicts within
themselves, and to offer parent involvement activities.
Evidence shows a strong connection between parent and family
involvement in schools and in children’s academic achievement, attendance,
attitude, and continued education (Henderson and Berla, 1994;Hickman, 1996).
According to Corner and Haynes, (1992), and Epstein and Dauber, (1993)
research suggests a connection between the school climate and the extent to which
parents and families are involved in their children’s education.
Dauber and Epstein (1993) found that many parents respond to
encouragement from educators. In their national study of 2,317 inner city
elementary and middle school students in the U.S., the best predictor of parent
involvement was what the school did to promote it. Davies (1991), a former U.S.
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66
Commissioner of Education and former president of the Institute for Responsive
Education, states, “In any school… leadership is essential if a school is to choose
partnership approach to reform schools…In most cases, the leadership to reach
out to the community will have to come from the principal”. As commented by
one parent, inefficient school principals can be a very much serious problem for
parents not to be involved.
Parents are essential components to a successful educational program.
Often overwhelmed by work and family needs, parents “free time” is also in
demand. This is now the challenge for schools to exert more effort to encourage
busy parents to get involved in their children’s school activities. Starr (2002)
declared, “ We have to involve parents, no matter what it takes.”
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This section presents the summary, conclusions, and recommendations of
the study.
Summary
This study was conducted to determine the existing parent involvement
activities offered by La Trinidad private elementary schools, the extent of parents’
involvement, the perceived effects of involving parents and the probable problems
met by parents in their involvement.
The research was conducted during the first semester of school year 2006-
2007 in 15 different private elementary schools in La Trinidad, Benguet. Among
the 792 respondents, 418 were mothers, 222 were fathers, and 154 were
guardians.
The findings of the study are the following:
1. The existing activities always offered by La Trinidad private
elementary schools are annual social events like Christmas program, family day,
closing and graduation programs; annual parents’ orientation, parent teacher
conferences and learning activities at home.
2. The parents are very much involved in annual social events, parent
teacher conferences/card getting, parents communication with teachers thru drop-
in and pick up conversations, telephone calls, text messages, e-mail, personal
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
68
letters or communication notebook, learning activities at home like homework
assistance and limiting TV viewing during school nights.
Volunteering activities such as parents lending educational resources,
parents requested as volunteer teacher/helper/storyteller/tutor, parents as resource
speakers in class, or parents to contribute articles for the school newsletter or
yearbook were seldom offered by La Trinidad private elementary schools and
parents were moderately involved.
Parents were never involved in home visits by teachers and voting in
school boards.
3. The perceived effects of parental involvement in activities that has a
very much effect are:
for students
a. regular attendance of students;
b. students observe a closer relationship between family and school;
c. completion of homework;
d. academic achievement due to improved learning environment;
e. high test scores and grades of students;
f. resourcefulness and cooperation; and
g. better social skills of students.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
69
for parents
a. improved patience and parents seem to listen more carefully to
children;
b. more confidence in school;
c. improved family management; and
d. greater marriage satisfaction by both spouse.
for schools and communities
a. greater community development;
b. better reputation of school in the community;
c. fewer grade retention and remedial classes;
d. improved teacher morale; and
e. more support to schools from families.
4. Problems met by parents in participating in parent involvement
activities described to be very much serious are: both parents are working abroad
and separated parents. Another problem described as much serious is, teachers do
not interact with parents.
Conclusions
Based on the findings of this study, the following conclusions are drawn:
1. There is a significant difference on the existing parent involvement
activities offered by La Trinidad private elementary schools.
Parents Involvement In Private Elementary School Activities
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70
2. The parents perceived themselves as very much involved in
learning at home activities, and much involved in parenting activities.
3. Parental involvement had a very much effect on students, parents,
schools and communities.
4. Problems considered much serious by parents in participating in school
activities are those problems related to the parents themselves.
Recommendations
Based on the findings, results, and conclusions of the study, the following
recommendations were formulated:
1. Parents are the most influential teachers children will ever have so
they should always be involved in their children’s education by working as a team
with their children’s teachers.
2. Schools need to provide activities that invite participation of parents
like volunteering their transportation for an educational outing, contributing
articles for the school newsletter or yearbook, being resource speakers in class,
becoming volunteer teacher/helper/storyteller/tutor, lending books or other
educational resources, voting in school boards, linking service to the community,
and coordinating partnership.
3. Parents are highly encouraged to avail themselves of the activi-
ties offered by schools like attending parenting enrichment seminars, observe on-
going classes, help in reach out projects, volunteer available cars for field trip,
Parents Involvement In Private Elementary School Activities
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71
act as field trip chaperons, be resource speakers, contribute articles, lend books,
volunteer as room helper, provide information to schools, link service to
community, and coordinate school partnership.
4. Since parents have the greatest of life’s responsibilities as embodied in
the family code and as instructed in the Bible: that of teaching and training
children, parents should enjoy parenthood as an exciting adventure of developing
relationships of love and understanding in the family, thus avoiding separation in
their families. As the psalmist wrote, “Lo, children are a heritage of the Lord: and
the fruit of the womb is his reward. As arrows are in the hands of a mighty man;
so are the children of the youth” (Psalm 127:3,4).
Parents who are both working abroad must realize the biblical instruction
of parents to “Train up a child in the way he should go, and when he is old he will
not depart from it” Proverbs 22:6.
5. Parallel and further in-depth study can be conducted in other private
and public schools situated in both urban and rural areas on effects of parental
involvement in school activities to student performance.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
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ALIP, E. 1969. As cited by APOLONIO, A. 2001. The Involvement of Parents
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ALLEN, J. and C.E. CATRON. 1999. Early Childhood Curriculum. Upper
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Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Appendix A
Letter of Permission to School Principal
AC 160 Buyagan
Poblacion. La Trinidad
2601, Benguet
June 31, 2006
Julio A. Cacalda
Principal
St. Francis School
Longlong, Puguis
La Trinidad, Benguet
Dear Madam:
Shalom (Greetings of peace)!
The undersigned is presently conducting a research study for her thesis entitled
“PARENTS INVOLVEMENT IN PRIVATE ELEMENTARY SCHOOL
ACTIVITIES IN LA TRINIDAD, BENGUET”. In this regard, may I request your
good office to grant me the permission to administer the questionnaires to the
parents of your students through their class advisers. It will be given to parents
whose child/children was/were enrolled last S.Y. 2005-2006 and is/are currently
enrolled for S.Y. 2006-2007. Siblings will be given one set of questionnaire. Be
assured that data gathered will be treated with utmost respect and will be used
solely in the study. Thank you very much.
Respectfully yours,
MARILOU C. LAGADAN
Researcher
Endorsed by:
MARY JANE L. LARUAN, Ph.D.
Adviser
TESSIE M. MERESTELA, D.Agr.
Dean
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
79
Appendix B
Letter to Respondents
AC 160 Buyagan
Poblacion, La Trinidad
2601, Benguet
June 31, 2006
Dear Parents,
Shalom (Greetings of peace)!
I am conducting a research-survey as one of the requirements in the graduate
school regarding Parent Involvement Activities offered by Private Elementary
Schools in La Trinidad, Benguet. In this regard, I would like to ask for your kind
assistance by answering honestly all the items in the questionnaire. Be assured that
all your answers will be used solely in the study and will be treated with great
respect and with utmost confidentiality.
A million thanks.
Respectfully,
MARILOU C. LAGADAN
Researcher
Endorsed By:
MARY JANE L. LARUAN, Ph.D.
Adviser
TESSIE M. MERESTELA, D.Agr.
Dean
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
80
Appendix C
QUESTIONNAIRE
Below is a list of activities. Check how often the activities are undertaken in your
child’s school using the following guide:
A – Always
(4)
O
–
Often
(3)
S – Seldom (2)
N – Never
(1)
Also, beside each activity, please check the appropriate box for the extent of your
involvement using the following guide:
VMI – Very Much Involved
(4)
MI – Much Involved
(3)
MoI – Moderately Involved
(2)
NI – Never Involved (1)
How often the
activity is done in
Parents’ extent of
your child’s school
involvement
A
O S
N VMI MI MoI
NI
Activities
(4) (3) (2) (1) (4)
(3) (2) (1)
1. Parenting seminars, trainings,
workshop and others
-
2. Parents’ bulletin/newsletter
- short write up on issues of
concern i.e. discipline, TV viewing,
how to help your child achieve and
-
others
3. Annual parents’ orientation
meeting (schools’ philosophy,
vision, mission, curriculum,
homework policy, grading system,
and others are discussed)
-
4. Parent Teacher Conferences
(PTC)/card getting
-
5. Annual social events
i.e. Christmas Program, Family
Day, Closing/Graduation Programs
-
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
81
6. Parent observation
– Parents observe on-going classes
-
7. Parents communicate with their
child’s teacher thru: drop-in and
pick up conversations, telephone
calls, text messages, email, personal
letters or communication notebook
-
8. Home visits by teachers
-
9. Parents are asked to be resource
speakers in the class on a certain
recipe/topic/hobby, or occupation…
-
10. Parents are requested as a
volunteer teacher, helper,
-
storyteller, or tutor…
11. Parents are involved as
chaperones on a field trip or outing
-
12. Parents volunteer their
transportation for a field trip or for
an educational outing
-
13. Parents contribute articles for
the school newsletter or yearbook
-
14. Parents lend books or other
educational resources
-
15. Parents help in miscellaneous
chores
i.e. preparing food and prizes,
joining Reach Out Programs,
helping in the clean and green
-
drive, and others
16. Parents do learning activities at
home with their child/children to
enrich his/their education
i.e. homework assistance, limiting
TV viewing during school nights
-
17. Parents are members of an
active PTA/PTO/PTCA or other
parent advisory council or
-
committees
18. Parents vote in school boards
-
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
82
19. Parents provide information to
schools about community health,
cultural, recreational, social
support, and other programs or
services available in the community
that enhances learning skills and
talents of students
-
i.e. Dugad Mo Shalosim, waste
management
20. Parents plan/coordinate for
school partnership with business,
civic counseling, cultural, health,
recreation, and other agencies
i.e. service integration of 4th year
-
students before graduating
21. Parents link service to the
community by students, families,
and school
i.e. recycling, art, music, drama,
activities for seniors, and others
-
22. Others please specify:
-
Based on your opinion, indicate the degree of effect of parent involvement to each of
the given item using the following guide:
VME – Very Much Effect
(4)
ME – Much Effect
(3)
MoE – Moderate Effect
(2)
NE – No Effect
(1)
FOR STUDENTS
VME ME MoE NE
(4) (3)
(2) (1)
1. Regular attendance of students
2. High test scores and grades of students
3. Completion of homework
4. Academic achievement due to improved learning
environment
5. Better social skills of students
6. Resourcefulness and cooperation
7. Students observe a closer relationship between
family and school
8. Others please specify:
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
83
FOR PARENTS
-----
---- -----
-----
1. Career development of parents
2. Improved family management
3. Improved patience and parents seem to listen more
carefully to children
4. Greater marriage satisfaction by both spouse
5. More confidence in school
6. Increased competence and self-esteem
7. Others please specify:
FOR SCHOOLS AND COMMUNITIES
-----
---- -----
-----
1. Fewer grade retention and remedial classes
2. Improved teacher morale
3. More support to schools from families
4. Better reputation of school in the community
5. Greater community development
6. Others please specify:
Listed below are probable problems met by parents in participating activities. Please
check appropriate box where:
VMS
–
Very
Much
Serious
(4)
MS – Much Serious
(3)
MoS – Moderately Serious
(2)
NS – Not Serious
(1)
VMS
MS
MoS
NS
(4)
(3) (2)
(1)
PROBLEMS RELATED TO STUDENTS
-----
---- ------ -----
1. I have many children to attend to.
2. No one is to take care of my children.
3. Others please specify:
PROBLEMS RELATED TO PARENTS
-----
---- ------ -----
1. I am out of town.
2. Conflict of my work schedule e.g. day or night shift
3. I am a single parent.
4. I don’t know what and how to contribute.
5. I have low educational level.
6. I don’t know how to communicate in English or
Filipino.
7. I feel intimidated or unwelcome.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
84
8. Others please specify:
PROBLEMS RELATED TO STAFF OR SCHOOL
-----
---- ------ -----
1. The school has no budget.
2. The school lacks staff.
3. There is conflict of ideas among staff.
4. The school does not offer parent involvement
program or activities.
5. Others please specify:
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Appendix D (personal copy only)
Table 2. Existing Parent Involvement Activities offered by La Trinidad private elementary schools.
How often the activity is done in
Parent Involvement Activities
your child’s school
Mean D.E.
Rank
A
O
S
N
(4) (3) (2) (1)
Annual social events
505 152
59 11
3.58
Always
1.5
i.e. Christmas Program, Family
Day, Closing/Graduation
Programs
Parents do learning activities at
498 213
43 6
3.58
Always
1.5
home with their child/children to
enrich his/their education
i.e. homework assistance,
limiting TV viewing during
school nights
Parent Teacher Conferences
486 187
62 16
3.52
Always
3
(PTC)/card getting
Annual parents’ orientation
376 313
93 9
3.34
Always
4
meeting (schools’ philosophy,
vision, mission, curriculum,
homework policy, grading
system, and others are discussed)
Parents communicate with their
290 291 176 32
3.06
Often
5
child’s teacher thru: drop-in and
pick up conversations, telephone
calls, text messages, email,
personal letters or
communication notebook
Parents are members of an active 326 205 120 112
2.98
Often
6
PTA/PTO/PTCA or other parent
advisory council or committees
Parents’ bulletin/newsletter
189 301 196 83
2.78
Often
7
- short write up on issues of
concern i.e. discipline, TV
viewing, how to help your child
achieve and others
. Parents help in miscellaneous
195 239 238 88
2.71
Often
8
chores
i.e. preparing food and prizes,
joining Reach Out Programs,
helping in the clean and green
drive, and others
235 199 163 156
2.68
Often
9
Parents are involved as
chaperones on a field trip or
outing
Parents provide information to
179 203 246 98
2.64
Often
10
schools about community health,
cultural, recreational, social
support, and other programs or
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
services available in the
community that enhances
learning skills and talents of
students
i.e. Dugad Mo Shalosim, waste
management
Parenting seminars, trainings,
112 263 257 115
2.5 Often
11
workshop and others
Parent observation
150 159 244 181
2.38
Often
12
– Parents observe on-going
classes
Parents link service to the
113 177 248 162
2.34
Seldom
13
community by students, families,
and school
i.e. recycling, art, music, drama,
activities for seniors, and others
Parents vote in school boards
164
115
135
269 2.25
Seldom 14
Parents volunteer their
123 161 222 244
2.22
Seldom
15
transportation for a field trip or
for an educational outing
Parents plan/coordinate for
92
154 232 229
2.15
Seldom
16
school partnership with business,
civic counseling, cultural, health,
recreation, and other agencies
i.e. service integration of 4th year
students before graduating
Parents contribute articles for
72
132 219 262
2.02
Seldom
17
the school newsletter or
yearbook
Parents are asked to be resource
68
158 230 297
2.00
Seldom
18.5
speakers in the class on a certain
recipe/topic/hobby, or
occupation…
. Parents are requested as a
97
139 179 333
2.00
Seldom
18.5
volunteer teacher, helper,
storyteller, or tutor…
Parents lend books or other
47
121 244 304
1.88
Seldom
20
educational resources
Home visits by teachers
23
82
215
390 1.63
Never
21
X2c – 8.35 Significant
X2(.05) – 7.82
Scale:
Always (A)
3.26 – 4.00
Often
(O)
2.51
–
3.25
Seldom (S)
1.76 – 2.50
Never (N)
1.0 – 1.75
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 3. Parents’ extent if involvement in parent Involvement activities offered by La Trinidad private elementary schools
Extent of Involvement
Parent Involvement Activities
VMI MI
MoI NI Mean
D.E.
Rank
(4) (3) (2) (1)
Sports fest
1
0
0
0
4
VMI
1
Annual social events
505 152 59 11 3.54 VMI 2
i.e. Christmas Program, Family Day, Closing/Graduation
Programs
Parents do learning activities at home with their
471 178 82 10 3.50 VMI 3
child/children to enrich his/their education
i.e. homework assistance, limiting TV viewing during school
nights
Parent Teacher Conferences (PTC)/card getting
486
187
62 16 3.33 VMI 4
Parents communicate with their child’s teacher thru: drop-
290 291 176 32 3.30 VMI 5
in and pick up conversations, telephone calls, text messages,
email, personal letters or communication notebook
Annual parents’ orientation meeting (schools’ philosophy,
376 313 93 9 3.12 MI 6
vision, mission, curriculum, homework policy, grading
system, and others are discussed)
Fund Raising Activities
0 1 0 0 3 MI 7.5
Family Day
0
1
0
0
3
MI
7.5
Parents are members of an active PTA/PTO/PTCA or other
227 193 173 135 2.70 MI 9
parent advisory council or committees
Parents’ bulletin/newsletter
171 223 232 112 2.61 MI 10
- short write up on issues of concern i.e. discipline, TV
viewing, how to help your child achieve and others
Parents provide information to schools about community
174 153 240 150 2.49 MoI 11
health, cultural, recreational, social support, and other
programs or services available in the community that
enhances learning skills and talents of students
i.e. Dugad Mo Shalosim, waste management
Parents help in miscellaneous chores
129 198 282 127 2.45 MoI 12
i.e. preparing food and prizes, joining Reach Out Programs,
helping in the clean and green drive, and others
Parents are involved as chaperones on a field trip or outing
161
166
200
208
2.38
MoI
13
Parent observation
150 159 244 181 2.36 MoI 14
– Parents observe on-going classes
Parenting seminars, trainings, workshop and others
81
71
316
140
2.15
MoI
16
Parents vote in school boards
126
135
187
278
2.15
MoI
16
Parents link service to the community by students, families,
77 152 228
207
2.15 MoI 16
and school
i.e. recycling, art, music, drama, activities for seniors, and
others
Parents plan/coordinate for school partnership with
66 136 236
269
2.00 MoI 18
business, civic counseling, cultural, health, recreation, and
other agencies
i.e. service integration of 4th year students before
graduating
Parents volunteer their transportation for a field trip or for
78 128 190
320
1.95 MoI 19
an educational outing
Parents are asked to be resource speakers in the class on a
54 137 198
348
1.86 MoI 20
certain recipe/topic/hobby, or occupation…
Parents are requested as a volunteer teacher, helper,
75 103 182
367
1.84 MoI 21
storyteller, or tutor…
Parents contribute articles for the school newsletter or
53 98 179
311
1.83 MoI 22
yearbook
Parents lend books or other educational resources 42
93
231
321
1.79
MoI
23
Home visits by teachers
33
82
150
383
1.64
NI
24
Average
2.55
MI
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 3. Parents’ extent of involvement in activities offered by La Trinidad
private elementary schools
Parent Involvement Activities Weighted Mean D.E.
Standard I: Parenting
Annual
social
events
i.e. Christmas Program,
Family Day, Closing/
Graduation Programs
3.54 VMI
1
Annual parents’ orientation
meeting (schools’ philosophy,
vision, mission, curriculum,
homework policy, grading system,
and others are discussed)
3.12 MI
2
Parents’ bulletin/newsletter
- short write up on issues of concern
i.e. discipline, TV viewing,
how to help your child achieve
and others
2.61
MI
3
Parenting seminars, trainings,
workshop and others
2.15
MoI
4
Average
2.89
MI
Standard II: Communicating
Parent Teacher Conferences
(PTC)/card getting
3.33 VMI
1
Parents communicate with
their child’s teacher thru:
drop-in and pick up conversations,
telephone calls, text messages,
email, personal letters or
communication notebook 3.30 VMI 2
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Parent observation
– Parents observe on-going classes
2.36
MoI
3
Home visits by teachers
1.64
NI
4
Average 2.66 MoI
Standard III: Volunteering
Parents help in miscellaneous
chores i.e. preparing food and
prizes, joining Reach Out Programs,
helping in the clean and green drive,
and others
2.45
MoI
1
Parents are involved as chaperones
on a field trip or outing
2.38
MoI
2
Parents volunteer there
transportation for a field trip
or for an educational outing 1.95
MoI
3
Parents are asked to be resource
speakers in the class on a certain
recipe/topic/hobby, or occupation
1.86 MoI
4
Parents are requested as a volunteer
teacher, helper, storyteller, or tutor
1.84
MoI
5
Parents contribute articles for the
school newsletter or yearbook
1.83
MoI 6
Parents lend books or other
educational resources
1.79
MoI
7
Average 2.01
MoI
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Standard IV: Learning at Home
Parents do learning activities at
home with their child/children
to enrich his/their education
i.e. homework assistance,
limiting TV viewing during
school nights
3.50
VMI 1
Total 3.50
VMI
Standard V: Decision Making
Parents are members of an active
PTA/PTO/PTCA or other parent
advisory council or committees
2.70
MI
Parents vote in school boards 1.75
NI
2
Average 2.23
MoI
Standard VI: Collaborating with Community
Parents provide information to
schools about community health,
cultural, recreational, social support,
and other programs or services
available in the community that
enhances learning skills and
talents of students
i.e. Dugad Mo Shalosim,
waste management
2.49
MoI 1
Parents link service to the
community by students,
families, and school i.e. recycling,
art, music, drama, activities
for seniors, and others
2.15 MoI 2
Parents plan/coordinate for
school partnership with business,
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
civic counseling, cultural, health,
recreation, and other agencies
i.e. service integration of 4th year
students before graduating
2.00 MoI 3
Average 2.21
MoI
Scale:
3.26 – 4.00
Very Much Involved (VMI)
2.51 – 3.25
Much Involved (MI)
1.76 – 2.50
Moderately Involved (MoI)
1.0 – 1.75
Never Involved (NI)
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 3. Parents’ extent if involvement in Parent Involvement Activities offered by La Trinidad private schools.
Extent of Involvement
Parent Involvement Activities
VMI MI MoI NI
Mean
D.E.
Rank
(4) (3)
(2) (1)
Standard I: Parenting
Annual social events
505 152
59 11
3.54
VMI
1
i.e. Christmas Program, Family Day,
Closing/Graduation Programs
Annual parents’ orientation meeting (schools’
376 313
93 9 3.12
MI
2
philosophy, vision, mission, curriculum,
homework policy, grading system, and others
are discussed)
Parents’ bulletin/newsletter
171 223
232 112
261
MI
3
- short write up on issues of concern i.e.
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
discipline, TV viewing, how to help your child
achieve and others
Parenting seminars, trainings, workshop and
81 71
316 140
2.15
MoI
4
others
Parent observation
150 159
244 181
2.36
MoI
5
– Parents observe on-going classes
Standard II: Communicating
Parent Teacher Conferences (PTC)/card getting
486
187
62 16
3.33
VMI
1
Parents communicate with their child’s teacher
290 291
176 32
3.30
VMI
2
thru: drop-in and pick up conversations,
telephone calls, text messages, email, personal
letters or communication notebook
Home visits by teachers
33 82
150 383
1.64
NI
3
Standard III: Volunteering
Parents help in miscellaneous chores
129 198
282 127
2.45
MoI
5
i.e. preparing food and prizes, joining Reach
Out Programs, helping in the clean and green
drive, and others
Parents are involved as chaperones on a field
161 166
200 208
2.38
MoI
6
trip or outing
Parents volunteer their transportation for a field
78
128 190 320 1.95
MoI
8
trip or for an educational outing
Parents are asked to be resource speakers in the
54
137 198 348 1.86
MoI
9
class on a certain recipe/topic/hobby, or
occupation…
Parents are requested as a volunteer teacher,
75
103 182 367 1.84
MoI
10
helper, storyteller, or tutor…
Parents contribute articles for the school
53 98
179 311
1.83
MoI
11
newsletter or yearbook
Parents lend books or other educational
42 93
231 321
1.79
MoI
12
resources
Standard IV: Learning at Home
Parents do learning activities at home with their
471 178
82 10
3.50
VMI
1
child/children to enrich his/their education
i.e. homework assistance, limiting TV viewing
during school nights
Standard V: Decision Making
Parents are members of an active
227 193
173 135
2.70
MI
1
PTA/PTO/PTCA or other parent advisory
council or committees
Parents vote in school boards
126
135
187
278
2.15
MoI
2
Standard VI: Collaborating with Community
Parents provide information to schools about
174 153
240 150
2.49
MoI
1
community health, cultural, recreational, social
support, and other programs or services
available in the community that enhances
learning skills and talents of students
i.e. Dugad Mo Shalosim, waste management
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Parents link service to the community by
77
152 228 207 2.15
MoI
2
students, families, and school
i.e. recycling, art, music, drama, activities for
seniors, and others
Parents plan/coordinate for school partnership
66
136 236 269 2.00
MoI
3
with business, civic counseling, cultural,
health, recreation, and other agencies
i.e. service integration of 4th year students
before graduating
Scale
Degree
of
Involvement
Very Much Involved (VMI)
3.26 - 4.00
Much Involved (MI)
2.51 - 3.25
Moderately Involved (MoI)
1.76 - 2.50
Never Involved (NI)
1.0 - 1.75
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 4.Perceived effects of parent involvement in activities offered by La Trinidad private
elementary schools
FOR STUDENTS
VME
ME
MoE
NE
Mean D.E. Rank
(4) (3) (2) (1)
Regular attendance of students
472 151 28 2 3.67 VME
1
Students observe a closer
441 168 39 6 3.60 VME
2
relationship between
family and school
Completion of homework
419 205 43 3 3.55 VME
3
Academic achievement due to
407 220 43 8 3.51 VME
4
improved learning environment
High test scores and grades of
360 251 67 7 3.41 VME
6
students
Resourcefulness and cooperation
343 222 64 8 3.41 VME
6
Better social skills of students
345
290
55
3
3.41
VME 6
Students are proud and happy to see
0 1 0 0 3 VME
8
their parents being involved in school
Average
3.56 VME
FOR PARENTS
VME
ME
MoE
NE
Mean D.E.
Rank
(4) (3) (2) (1)
Improved patience and parents seem
436 234 58 2 3.51 VME
1
to listen more carefully to children
More confidence in school
419
279
90
4
3.41
VME
2
Improved family management
380
262
75
7
3.40
VME
3
Greater marriage satisfaction by
356 264 70 12 3.37 VME
4
both spouse
Increased competence and self-
332 292 112 18 3.24 ME 5
esteem
Career development of parents 307
292
109
18
3.22
ME
6
Average
3.57
VME
FOR SCHOOLS AND
VME ME MoE NE Mean D.E. Rank
COMMUNITIES
(4) (3) (2) (1)
Greater community development
352 219 43 8 3.47 VME 1
Better reputation of school in the
343 229 48 8 3.44 VME
2
community
Higher student achievement
337
185
72
9
3.41
VME
3.5
Improved teacher morale
338
230
58
10
3.41
VME
3.5
More support to schools from families
320
238
54
9
3.40
VME
5
Fewer grade retention and remedial
261 250 98 25 3.18 ME 6
classes
Average
3.39
VME
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Table 5. Probable problems met by parents in participating in parent involvement activities
offered by La Trinidad private elementary schools.
PROBLEMS RELATED TO CHILDREN
VMS
MS MoS
NS
Mean D.E.
Rank
(4) (3)
(2) (1)
No one is to take care of my children.
96
130 189
256 2.10
MoS
1
I have many children to attend to.
101
142 172
263 2.12
MoS
2
Average
2.11
MoS
PROBLEMS RELATED TO PARENTS
VMS
MS MoS
NS
Mean D.E.
Rank
(4) (3)
(2) (1)
One spouse is working abroad.
1 0 0 0 4 VMS
2
Both parents are abroad.
2 0 0 0 4 VMS
2
Separated parents.
1 0 0 0 4 VMS
2
I am a nursing student.
2 1 0 0 3.67 VMS
4
I am busy; I have no time
3
0
1
0
3.5
VMS
5
I have an emergency
0
3
0
0
3
MS
7
I have a more important appointment.
0
1
0
0
3
MS
7
I am shy.
0 1 0 0 3 MS 7
Conflict of my work schedule e.g. day or
135 141 190 208 2.30 MoS 9
night shift
I am out of town.
85
129 193
260 2.06
MoS
10
I don’t know what and how to contribute.
38
95
198
333 1.76
MoS
11
I am a single parent.
66
67
121
386 1.71
NS
12
I have low educational level.
42 71
154 373
1.66
NS 13
I don’t know how to communicate in
41 61
140 388
1.61
NS 14
English or
Filipino
Average
2.39
MS
PROBLEMS RELATED TO STAFF OR
VMS MS MoS NS Mean D.E. Rank
SCHOOL
(4) (3)
(2) (1)
Inefficient school principals
1
0
0
0
4
VMS
1
Teachers do not communicate or interact
0 1
0 0
3 MS
2.5
with parents.
Uncooperative staff
0
1
0
0
3
MS
2.5
The school has no budget.
102
78
129
318 1.94
MoS
4
The school lacks staff.
81
114 143
388 1.85
MoS
5
There is conflict of ideas among staff.
67
80
127
324 1.82
MoS
6.5
The school does not offer parent
86 71
103 353
1.82
MoS
6.5
involvement
program or activities.
Average
2.09
MoS
Scale
Degree of Seriousness
3.26 – 4.00
Very Much Serious (VMS)
2.51 – 3.25
Much Serious (MS)
1.76
–
2.50
Moderately
Serious
(MoS)
1.0
–
1.75
Not
Serious
(NS)
BIOGRAPHICAL SKETCH
The God of Abraham, Isaac, and Jacob allowed the researcher to first see
the light on a sunny day of February 16, 1974. Her mother was Meriam Lino
Caocaoating (Sept. 12, 1940 to Sept. 30,2003) and her father was Guzman
Amyang Lagadan (Dec. 31, 1931 to Jan. 26, 2004) of Lub-ong, Tadian, Mountain
Province.
She finished her elementary at Lubon, Tadian, Mountain Province in
March 1986 as first honors. She graduated in high school at the Mountain
Province General Comprehensive High School (MPGCHS) Bontoc, Mountain
Province in March 1990 with honors. She pursued her Bachelor’s Degree in
Benguet State University and was a pioneer graduate of the newly opened course,
Bachelor of Science in Nursing in March 1994. She passed the Nurse Licensure
in September 1994.
Adonai Elohim, called her in the teaching ministry and so she took up the
Pre-School Specialization Program at Saint Louis University in March, 1997 and
finished as a dean’s lister. To license her to teach, she took up educational units
at Benguet State University and passed the Licensure Examination for Teachers in
November 1998. She further continued her graduate studies by enrolling in
Master of Arts in Education still in Benguet State University.
The researcher was previously employed at Twinkle Star School (TSS)
now Star Educational Christian Foundation (SECF). She was a pre-school teacher
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
86
for two years (June, 1995 to March, 1997) and she was also one of the pioneer
high school teachers. She taught high school students for almost five years (June,
1997 to March, 2002). She functioned as a school nurse too.
The researcher is currently employed at H.O.P.E. Christian Academy. She
taught the 4’s class for two years (June, 2002 to March, 2004) and now a grade
one teacher since June 2004.
The researcher is happily married to her lifetime friend, Dr. Louwell
Leano Ogbinar of Cruz, La Trinidad, Benguet. Each day gets better when Lois
Grace “Guedayan” Lagadan-Ogbinar flashes her sweet and comforting smile.
The researcher is guided by the Deutoronomy 6:4-9 “Sh’ma, Yisra’el!
Adonai Eloheinu, Adoanai echad” (Hear , Isra’el! Adonai our God, Adonai is
one); and you are to love Adonai your God with all your heart, all your being and
all your resources. These words, which I am ordering you today, are to be on
your heart: and you are to teach them carefully to your children. You are to talk
about them when you sit at home, when you are traveling on the road, when you
lie down and when you get up. Tie them on your hand as a sign, put them at them
at the front of a headband around your forehead, and write them on the door-
frames of your house and on your gates. –Complete Jewish Bible
Parents Involvement In Private Elementary School Activities
in La Trinidad, Benguet / Marilou C. Lagadan. 2006
Document Outline
- Parents Involvement In Private
Elementary School Activities in La Trinidad, Benguet
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Parent Involvement Activities
- Dimensions of Parent Involvement
- Parent Involvement in All Ages
- Foreign Schools with Parent Involvement Activities
- Local Studies of Parent Involvement Activities
- Effects of Parent Involvement Activities
- Problems Encountered in Parent Involvement Activities
- Conceptual Framework of the Study
- Paradigm of the Study
- Definition of Terms
- Hypothesis of the Study
- METHODOLOGY
- Locale of the Study
- Respondents of the Study
- Instrumentation
- Data Gathering
- Statistical Treatment of Data
- RESULTS AND DISCUSSION
- Parent Involvement Activities Offered by Private Elementary Schools
- Extent of Parent Involvement
- Perceived Effects of Parental Involvement in Activities Offered by La TrinidadPrivate Elementary Schools
- Problems Met by Parents in Participating in Activities Offered by La TrinidadPrivate Elementary schools
- SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH