School Home Involvement Towards Enhancing Pupils Academic Performance

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Home-school relationships are the shared partnerships and initiatives through which the people who care for students in the home and community setting and the people who care for them in the school setting jointly promote the students’ learning and well-being. The students themselves are part of both these groups, which together make up the wider school community. A stronger relationship between teachers and their pupils’ families will lead to increased parental involvement in the academic success of their children at home. Besides, it will also lead to greater family participation in school activities, improved communication between teachers and parents and improved pupils’ academic performance whereas performance in school is evaluated in number of ways . The child’s accomplishment of developmental tasks is to a great extent influenced by the home, the school and his immediate community. These factors vary from case to case since they constitute people of different status. Unlike machines, infrastructures, equipment and establishments, people are dynamic and not static. Thus, children undergo varying degrees of development as influenced by various factors in the environment. Children and youth face a number of significant challenges as they make their way through the formative years of life. Some potential difficulties spring from the

process of physical, emotional and social development within them as they interact with the family, peers and the wider spectrum of society. A harmonious interaction between the hereditary traits of a child and the influence of the environment upon him will certainly expedite and increase his chances of attaining his goals in life. Among the factors in the environment which have the direct influence on learning, the home could be counted as the place where children acquired most experiences because they stay there most of the time. It is the place where they first learn the meaning of joy and laughter, tears and sorrows. And with that, the family who composes the home is undoubtedly has a very strong influence on the child’s formation of habits, values, attitude and behavior which are considered factors of performance in the school. Hence, there is a strong link between the home and the school in terms of the influences it has had on pupils especially during their formative years. In this regard the home is the first and immediate environment of the child soon after his birth and the place that cradles him during the early formative years of his life. His parents, elder siblings and close relatives are the instant human beings who, consciously or unconsciously, design the pattern of his development cognitively, skillfully, affectively and spiritually. This development gradually grows in sophistication as years pass by since the child continues to acquire information and experiences through his various senses and learn from his immediate surroundings through imitation and observation.

The home is considered the venue where the basic and simplest form of social institution where parents and children are living together. The significance of the home in family life is epitomized in an adage that says, ”there is no place like home”. However, the concrete manifestation of this ancient piece of popular wisdom is the home that exists as a dwelling of love, unity, cooperation, understanding and trust between and among the members of the household, particularly the parents and their children. No parents, in their right senses, want their children to come up with spurious character. As much as possible, they like their children to be God-fearing, respectful to authority, nationalistic, obedient to elders, and possess other traits worthy of appreciation and emulation. Hence, they perform their obligations to the best of their abilities even to the extent of shouldering the greatest burdens and facing the most daring challenges. One of the obligations of the parents is to give their children the best education possible within the limit of their financial and material resources. This obsession prompts them to sacrifice heavily and painstakingly everything within the limit of their physical strength, skills and mental ability with an anticipation of directing their children’s future to success. Hence, the parents involve themselves tightly with the upbringing and education of their children. It is a common knowledge that education uplifts man’s life, particularly the social and economic aspects and thus, it becomes an avenue for poverty alleviation which is one of the worst problems in our country today and even in many parts of the world. Hence, the value of education is extremely recognized by parents, as such, they are then willing

and ready to contribute their share toward the improvement of their children’s performances even in their studies. Furthermore, parents also claim that education is one of the best legacies they can bequeath to their children. Several researches concerning the link between the home and pupil achievement had been accumulating for the past several years, and the conclusions then had cropped up that when parents are involved in the pupils’ education, pupils do better in school. Studies also indicated a direct effect on the school the pupil is attending. Parents’ partnerships with schools have evolved that great achievements shall have been attained as far as children’s development is concerned. The global climate demands that parents have to expect more for their children greater learning, further education, higher level of literacy and greater competence in technology. To achieve these goals, parents must become more involved in their children's education so that they will acquire a better understanding of the complexities of the education system. However, parenting, is a responsibility burdened with great trials and challenges amidst sacrifices inevitably intertwined with the different problems of daily life as in the provision and maintenance of the basic needs, promotion of good health, laying down the foundations of the future through educating the children, guiding them as they grow up and many other necessities. Further one of the greatest challenges for parents is to be loving role-models for the children. Teaching the children through behavior modeling or leading by example is a must for all parents. Hence, home environment and parental attitude are of prime importance. Parents

must continuously instill a respect for education and create within the home an environment conducive to learning. They must also participate in the process so that their children will feel the comfort of learning and go to school ready and prepared to study. The results of parental involvement are the attainment of higher grades and test scores; greater long-term academic achievement; more positive attitudes and behavior; more successful programs and more effective schools. In her few years of teaching, the researcher has had the opportunities to have a direct contact with parents specifically during PTA meetings and in other congregations where encounters yielded positive results. She noted that most of the parents still prioritize the academic performance of their children. Pupils who have the potentials of graduating with honors are being prodded by parents to strive further in their studies while other pupils who appeared less gifted academically are urged to get higher grades despite the level of their cognitive skills and there are a variety of reasons for these aspirations of the parents, not only because of honor but for employment after graduation. Premised on the foregoing discussion, the researcher feels need to conduct a much deeper search on the effects of home school- involvement on the pupils’ academic performance. Through it she maybe able to come up with program of activities that is designed to promote a better and more harmonious union between the home and the school more particularly in providing better education to children who are the future of hope of the fatherland.

Theoretical Framework This study was based on some theories related to school-home relationship, more specifically those of Epstein’s Typology Theory and Bandura’s Social Learning Theory. Epstein’s Typology Theory was based on six levels of family (parent) involvement in children’s education. These levels were as follows: parenting, which is that of giving children nurturance, guidance, motivation and discipline; communicating, which refers to talking regularly with school staff about programs, student’s progress and other school affairs; volunteering, which pertains to helping the students in their school activities; learning at home, which connotes assisting student learning through help with home work and other curriculum related activities; decision making, which relates to participating in school decision making like becoming a parent leader or representative; and collaborating with community, which denotes identifying and integrating family and community resources to strengthen school programs and student learning. It could be noted that the levels of parents’ involvement mentioned in Epstein’s Typology are directly or indirectly incorporated in the variables of this study particularly on the parents’ participation in the pupils’ educational concern and its effects on the latter’s academic performance. Supportive to Epstein’s Typology is Bandura’s Social Learning Theory. Under this theory, an individual learns through observation and imitation of others. Concepts in Social Learning Theory are observation learning, vicarious learning and self-regulated learning.

The family is the immediate social environment of children. This environment consists of parents and siblings and other members of extended family living in the same house or residing within the family compound. At this instance, the children in most of their waking hours can observe the behaviors, characteristics, interest and needs of people near and around them. As a consequence of these observations, they acquire vicarious experience which may influence their educational development positively or negatively, since they may share imaginatively with someone else’s experiences they observed at home. It is not far-fetched that this theory becomes self-regulated in as far as this study is concerned because the children may assess or judge what they perceive at home against their own standards based on what they learn in school. Consequently, the models that can be used in Social Learning Theory are classified as real-life which is exemplified by teachers and parents. Figure 1 shows an illustration of the link between the research theories and the effects of school-home relationship on pupils’ academic performance. Epstein’s Typology Theory stressed the six levels of parental involvement on their children’s educational activities which include parenting, communicating, volunteering, learning at home, decision making and collaborating with community. Along with the foregoing, Bandura’s Social Learning Theory describes learning in three ways which include observation learning, vicarious learning and self-regulated learning. The link that connects the cited theories in this study is rationalized by the

concept that the pupils’ learning process is facilitated by the collaborative roles played by the school and the home. From both venues, the pupils undergo socialization process which enhances their learning as they go along performing varied school and home activities. Hence, the basis for using the two theories in this study is rationalized.

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Figure 1
Paradigm showing the link between the research theories and the effects of home –school involvement on pupils’ academic performance

Conceptual Framework Figure 2 illustrates the variables of the study through the use of the system approach. The figure presents two groups of input or independent variables, the first of which relates to the extent of parents’ acceptance in school activities which include Remediation and Enrichment Classes, Brigada-Eskwela, PTCA Projects, Health and Nutrition Program and Income Generating Project . The second group refers to the extent of involvement of school activities which relate with the following variables: Remediation and Enrichment Classes, Brigada-Eskwela, PTCA Projects, Health and Nutrition Program and Income Generating Project. The process or throughput phase indicates the steps by which the study was completed. These were the gathering of conceptual and research literature, formulation, validation and administration of research instrument, analysis and interpretation of data through the use of statistical tools, and testing of research hypotheses. The output stage refers to the outcome of the testing of the research hypotheses which include the following: significant/ non-significant differences among the perceptions of the school heads, teachers and parents on: the extent of parents’ involvement in school activities and the extent of acceptance of school activities/programs. Along with it is the outcome of the testing of hypotheses of correlation between each of the following variables: the extent of parents’ involvement in

school activities, the acceptance of school activities/programs . Finally, an action plan aimed at improving home-school involvement and pupils’ academic performance was devised based on the findings of the study.

INPUT THROUGHPUT OUTPUT

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Figure 2

Conceptual Framework of the Study Showing the School-Home Involvement Towards Enhancing Pupils Academic Performance

Statement of the Problem This study aims primarily to determine the status of school-home involvement and its relationship with pupils’ academic performance. More specifically, it will seek answers to the following questions: 1. What is the extent of acceptance of parents on the school activities/programs as perceived by the three groups in terms of : 1.1. Remediation and Enrichment Classes 1.2. Brigada Eskwela 1.3. PTA Projects 1.4. Health and Nutrition Programs 1.5. Income Generating Projects 2. Are there significant differences from among the perceptions made by the three groups of respondents on the extent of parents’ acceptance on the school activities/programs ? 3. What is the extent of involvement of parents on the school activities/programs as perceived by the three groups in terms of the items cited above ? 4. Are there significant differences from among the perceptions of the three groups of respondents on the extent of parents’ involvement in school activities based on the above cited components?
5. Is there any significant relationships between the extent of parents’ acceptance and extent of parents’ involvement on the school activities/programs ?

6. Based on the findings of the study, what plan of action can be designed to strengthen home-school involvement ?
Hypotheses
The following null hypotheses have been tested in this study: 1. There are no significant differences among the perceptions of the three groups of respondents on the extent of parents’ acceptance on the school activities/programs. 2. There are no significant differences among the perceptions of the three groups of respondents on the extent of involvement of parents in school activities/programs. 3. There is no significant relationship exists between extent of parents’ involvement in school programs/activities and extent of parents’ acceptance in school activities/ programs .

Significance of the Study This study is significant to the school heads, teachers, parents, pupils, curriculum planners and educational researchers. School Heads. The findings of the study will provide them with tools to assess how the parents get involved in the education of their children at home. This assessment may provide data and information which could be incorporated in the agenda of PTA matters for obvious reasons. The findings may also serve as the basis for improving their relationship with the parents and the community and enhancing pupils academic performance.

Teachers. They can be made more aware of the various roles and responsibilities of parents in the education of their children at home. This awareness may serve as talking points in their conversation with parents, which in turn provides an access for strengthening school and home relationship. Parents. They can be made more cognizant of their responsibilities to guide and support their children’s educational endeavors and make them tread the paths of success through improving their varied skills and competencies essential in educational activities. Pupils. To the end-beneficiary of this research, the children themselves will become more informative of their parents’ different duties, responsibilities and supports to their studies. This recognition by the children will further enable them to love and respect their parents and thus, exert more effort in their studies. Curriculum Planners. The results of this study can be used primarily as a guide in curriculum undertaking where the main focus is that of school-family relationship and academic performance of pupils. Educational Researchers. The results of this study will be of great help in conducting research in school-home relationship and its effects on the pupils academic endeavors; hence, they may use this study for reference purposes.

Scope and Limitation of the Study This study focused primarily in determining the extent of school-home involvement on the pupils’ enhancement of academic performance. For this purpose, there were two groups of independent variables, the first of which relates to the extent of parents’ acceptance in school activities which include Remediation and Enrichment Classes, Brigada-Eskwela, PTA Projects, Health and Nutrition Programs and Income Generating Projects. The second group refers to the extent of involvement of parents in school activities which relate with the cited variables. The respondents of the study included 63 school heads, 203 teachers and 61 parents all from selected elementary schools in the Division of Lipa City, the research venue. The time frame of the study covered the school year 2012-2013. For data gathering, the study was limited to the perceptions of the school heads, parents and the teachers on the variables included on the survey questionnaire. All the difficulties the researcher encountered in the completion of this study were considered limitations or weaknesses of the study.

Definition of Terms For a clearer understanding of the contents of this study, the following terms are herein operationally defined: Brigada-Eskwela. It is a multi-sectoral undertaking involving the voluntary

participation of community leaders, officers and members of PTCA, local government units (LGU’s) and civic groups. It focuses on repairing school buildings, facilities and other school furniture and rehabilitating school equipment and library collection. Extent of Acceptance of School Activities/Programs. It is concerned primarily with the level of acceptance manifested by the parents and the community on the programs and activities implemented by the school. Extent of Parents’ Involvement in School Activities. It refers to one of the independent variables which relate with the frequency by which parents participate and involve themselves in school activities. Health and Nutrition Programs. It refers to a school program aimed at reminding the pupils, the parents and the teachers the benefits of health and nutrition to a longer, pleasant and more satisfactory life. More specifically, it includes such activities as the Nutrition Month (July), where many health and nutrition related activities are implemented. Home-School Involvement. It refers to the main topic of the study which relate with the relationship between the parents and the school through parents’ involvement in school programs/activities. Income Generating Projects. It refers to a school activity which purports dual role of enhancing the school and the pupils and that of gaining financial benefits from said activity through contributions from the parents and community members.

Parents-Teachers Conference. It refers to the meetings between parents and teachers commonly held within the school premises and aimed at improving home-school relationship. PTA Projects. It includes all the activities and programs sponsored and implemented by the Parents Teachers Community Association, which most likely aim to improve the school. Remediation and Enrichment Classes. It pertains to repetition, improvement and modification of instruction for the purpose of having the slow learners cope with the lesson activities in the different subject areas.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the review of related literature and studies which have bearing on the main focus of the study.
A. Related Literature
Foreign Literature In terms of school and community involvement, Nesan (2009) confirmed that a successful co-curriculum often depends on building links between the school and the wider community, bringing local enthusiasts in to work with students, sending students out to work on community projects, help in primary schools or perform for local audiences. Bogenschneider (2007) and Ramirez (2008) revealed similar findings in their research. They discussed the multifaceted nature of parental involvement as it relates to perception and understanding. They further explained that the interpretations and meanings of parental involvement often vary depending on context and perception of the viewers. Yildirim and Dönmez (2008) concluded that misconceived perceptions often occur because of a lack of knowledge or misinterpretations of feelings. Once these misconceptions are addressed and dispelled, a unified understanding and perception of parental involvement can flourish and evolve for all stakeholders.

Along with the cited role of the parents is the concept of school-home relationships which, according to Decker & Decker (2007), underwent required changes resulting from the role of school-based professionals. For decades, schools have been expected to develop working partnerships with parents. Characteristic relationships between parents and teachers have varied across different eras, systems, and cultures. When parents respect the contribution that schools make to their child's learning, then home is more likely to become actively involved in educational decision making. In this two-way partnership, communication plays a vital role between stakeholders and affects the kinds of relationship that can develop. According to Hornby (2008), the primary methods of maintaining home-school communication have included informal contacts and social events, telephone contacts, written communications, parent-teacher meetings, and home visits. Meanwhile, Turnbull and Turnbull (2008) reported that parents tend to prefer more informal and frequent forms of communication because these methods seem to produce more consistency and alignment of learning across settings. Turnbull and Turnbull also recommended the use of diverse written communications, ranging from occasional notes, letters, and daily log books to progress reports, handouts, and newsletters. Not surprisingly, the most commonly used form of written communication is the daily log or home-to-school notebook. Further, Salend (2009) cited that a two-way form of communication is seen to construct an ongoing documentation of problem solving and child progress that promotes

congruent educational decision making and coordinates programming efforts. In contrast, the use of technology-based communication tools such as e-mail is increasingly being suggested for brief and urgent communications. Postlethwaite and Wiley (2008) found out two types of family involvement: home structure in particular and parental participation in school activities. They also insisted that the effectiveness of parents’ efforts to structure the home environment including those of observing the family’s cultural values, limiting the watching of television, monitoring homework and expecting maintenance of a certain GPA are likely affected by students’ ages and by the relevance of schoolwork to their lives. Similarly, as mentioned above, parents’ activities in the schools may have more of an impact on younger than on older children. The researchers also argued that for middle school students, a specific type of parental involvement is most appropriate: “nurturing the educational aspirations and parental support for autonomy may be the key components of parental involvement.” Meanwhile, Price, et al. (in Dimaano, 2011) commented that along with providing the financial and material needs at home and in school, there is much that parents can do to help children develop their natural abilities to the fullest no matter how limited they may be at all ages and stages of the children’s life in the form of stimulation, encouragement and freedom to explore. Parents should remember too, that intellect is only one aspect of a child’s overall potentials. Brainpower must be augmented by physical, emotional and social well-being in order for the intellect to further flourish.

Cotton and Savard (2008) enumerated how parents can involve themselves in their children’s education, as follows: reading to the child; checking their homework every night; discussing children’s progress with teachers; voting in school board election; helping school to set challenging standards; limiting TV viewings during school nights; and becoming an advocate for better education in the community and the state. In terms of school and community involvement, Nesan (2009) confirmed that a successful co-curriculum often depends on building links between the school and the wider community, bringing local enthusiasts in to work with students, sending students out to work on community projects, help in primary schools or perform for local audiences. According to Ascher (2008), parental involvement can mean advocacy, more specifically, parents sitting on councils, schools boards, and committees and participating in the decisions and operations of the school. Grolnick and Slowiaczek (2008) showed specifically how mothers’ parental involvement and engagement in school events and activities promote learning at home, such as going to the library, attending concerts and plays, and going to the museum. They concluded that this well-rounded type of parental involvement is connected to student achievement. Further, Boeck (2008) contends that one of the challenges in addressing the achievement gap is engaging the community in ways that support student achievement and continuous improvement. He further states that community engagement must occur

at all levels, not just at the individual school level and that community engagement is increasingly important as the general public expects more from their schools. The voices of disenfranchised parents and community members must be heard and they must be empowered as advocates for their children. In the same vein, Pollard (2008) averred that community engagement is becoming increasingly important as the expectations of schools from the general public are raised. Educational leaders must be prepared to accept and meet the challenges of more and different types of engagement from parents and the community. They must have knowledge of cultural differences and be willing to work effectively with a diverse group of parents, students, teachers, and stakeholders from the community at large to have successful schools and communities. Communication skills should be strengthened to effectively facilitate school-community groups and bring them together towards improved student performance. Educational leaders should serve on a committee by a community entity or agency. In these situations, they must be willing to participate as well as facilitate. Finally, educational reform tends to be a top-down approach. Furthermore, Rutherford and Billig (2009) stressed that schools need connections to the community. Schools must recognize and acknowledge the unique characteristics of the community; design programs to build on strengths and needs of the community; seek opportunities to engage and invite the community to participate in school activities; and use a variety of strategies to communicate directly with the community. Communities must take an active role in school decision making. And families must find a variety of

ways to participate and adopt new roles for participation. The Indiana Department of Education (2010) noted that school-parent-community partnerships are described as continuous planning, participation, and evaluation of activities that enhance the success of students. It recognizes that a student’s education is a joint responsibility shared by schools and parents as part of the larger community, and that these participants directly impact learning. The Department believes that schools must, in cooperation with their constituencies, create an atmosphere of collaboration, mutual acceptance, and commonality of goals in order to foster the educational success of all children. The Department also encourages each school system in the state of Indiana, in concert with parents and community partners, to incorporate strategies related to school-parent-community partnerships in the school’s strategic and continuous school improvement and achievement plan under Public Law 221-1999. Likewise, Wehlage, et al. (2008) cited positive effects of parents’ involvement in their children’s education. When families are involved in their children's education in positive ways, research shows that students achieve higher grades and test scores, have better attitudes and behavior, graduate at higher rates, and enroll in higher education in greater numbers. Parents and other family members influence their children's academic and social development by supervising how they spend their time outside of school; fostering the development of their children's confidence and motivation to become successful learners; and influencing the work of schools through their participation in governance, advisory, and advocacy groups. Although researchers have learned the most

about the benefits of strong family involvement in the education of young children, active family support bolsters school success for students of all ages. Meanwhile, Waters (in Peña, 2011) commented that while parental involvement is not the only key to success in school as well as throughout the community, it is essential. She also pointed out many studies conducted in Canada as concrete evidences of the importance of parent involvement on the children’s educational activities, the results of which are higher grades and test scores, greater long-term academic achievement, more positive attitudes and behavior, more successful programs and more effective schools. Studies indicate that supportive parent involvement has caused children's self-esteem to increase and this in turn contributes to their success in school. When parents make the effort to help their children learn and get involved with their children's school, the children's level of achievement rises. Becker and Epstein (2012), Epstein and Dauber (2011), and Greenwood and Hickman (2011) indicated that some parents are not always aware of what involvement truly means and these barriers prevent them from having a thorough understanding of what parental involvement really entails Elliot (2007) stressed that children’s attitudes develop early from home influences. Families and their members communicate to even very young children how they feel about themselves and about their school and community. Children acquire attitude by hearing words, observing actions and by surmising feelings of significant others.

Henderson and Berla (in Dimaano, 2011) averred that family involvement is a powerful influence on children’s achievement in school. When families are involved in their children’s education, children get higher grades and receive higher score in test, attend school more regularly, complete more homework, demonstrate more positive attitudes and behaviors, graduate from high school at higher rates, and are more likely to enroll in higher education than the with less involved families. They further stressed that if parents are to work with schools as partners in the education of their children, schools must provide them with the opportunities and support they need to become involved. According to Chan, W., & Gregory, A. (2010), parents are expected to be cooperative and involved in school programs if they see that the school is managing its resources well. Parents, if properly motivated and informed of any school program’s cause, will not deny their support to the very institution that educate their children, Chan, W., & Gregory, A. (2010) Caldwell and Spinks (2012) in their study, found out, that parental involvement means support with teaching social behaviors and manners, as well as help with homework and projects. It also included being a parent volunteer in the classroom, assisting with fundraising for specific activities and projects, or working in the health room at school. Developing effective partnership with families requires that all schools welcome parents, encourage them to raise questions and voice their concerns, and allow them to participate appropriately in decision-making. Developing partnerships also requires that

school staff provides parents with information and training they need to become involved and that they reach out to parents with invitation to participate in their children’s learning. Local Literature Tangri and Moles (in Torres, 2009) investigated the effects of different kinds of parent’s involvement in student outcome. Achievement and effective benefits were attendance, behavior and attitudes when parents served as paid classroom aides, parents working as volunteers, homework assistance, home tutoring and home education discernment. However, results revealed were inconclusive about the effects in student achievement in decision- making. Zuñiga (in Torres, 2009) cited that parents must be actively engaged in their children's learning based on his review of many studies that show that parents' involvement in school is more important to their children's academic success than the parents' level of education or income. By showing interest in their children's education, parents can spark their children's enthusiasm, showing them that learning, both inside and outside of school, is enjoyable and rewarding. The truism to these studies may be proved by the report of the Department of Education that Brigada Eskwela generated over P10 billion in savings in man-hour services and donations in kind. The program on its own generates billions of pesos in volunteer and community contributions in addition to its mother volunteering and school

adoption program Adopt a School. Brigada Eskwela focuses on four major components to achieve this goal. The first component is community mobilization, that is, through various activities, promotes empowered community involvement not only in school maintenance but education programs as well. Second component is school and community interventions programs that are geared to transform the school and community into a conducive learning environment. The third component is communications and social marketing to rally the cause through creative means. Finally, operations support to participating schools in order to ensure effective implementation of local initiatives. ( Dep Ed Manual) Parents can help children succeed by participating in school or other learning activities, reading with their children, assisting with homework assignments, and talking with their children's teachers. Parents can share the goals they have for their children with teachers to make sure that they hold all students to high standards of performance. Some of the basic tips parents must use at home are as follow: encourage the child to read; talk with the child; monitor homework, and how much time children spend watching television, playing video games, and using Internet; encourage the child to be responsible and independent; and encourage active learning. The Department of Education launched the annual Brigada Eskwela also known as the National School Maintenance Week, last May 18-22, 2009. Brigada Eskwela is part of the Oplan Balik Eskwela-a program spearheaded by the DepEd and participated in by various government agencies and the private sector. Brigada Eskwela, launched in

2003, seeks to prepare public schools before the start of classes in June. The program engages all education stakeholders to contribute their time, effort and resources to ensure that public schools nationwide are ready for school opening. Volunteers for Brigada Eskwela conduct minor repairs and maintenance in public elementary and secondary schools. http://www.thepoc.net/thepoc-features/politi-ko/politiko-features/1470-brigada-eskwela-is-it-enough.html In his study, Lacerna (2008) found out that parents of different status in life , would do their best to make their child become popular. His study was done in an rural area, yet the parents were used to selling tickets for popularity contest to help their school put up projects, join scout camping or conduct field trips. Whereas, Aquino and Alvilar (2007) stressed that communication plays an important role for a closer relationship between parents and children for it ventilates feelings, foster mental health, and gives individual senses of being learned and understood. If the child is constantly criticized by parents, he naturally believes that criticism is a permissible social relationship. It is better that communication with parents and children should convey caring and loving, not criticism and rejection on the part of the former. Further, Maltice (in Dimaano, 2011) insinuated that the home, through the parents, should inform the school through the teachers and principal regarding learning that must be sustained and improved. Only through this process, that it can be said that

the school and the home are doing their respective roles for the society’s developmental aspirations to be a reality. On the need for intensified supervised home and community experiences, Doyenh (in Dimaano, 2011) commented that more emphasis should be laid in improving the quality of teaching in relation to the problem affecting the Filipino family today. The teacher is also expected to visit the home of his students and work with parents and students on varied activities that would spearhead the students’ preference for more meaningful, healthy and productive activities. On the other hand, Davide (in Peña, 2011) stressed that raising an ideal family nowadays is a great task and challenge. It is almost impossible because of such threatening factors as mass media, violent movies, pornographic film and literature, bad “barkada” and TV characters, to mention only a few. The slavish attachment of children to these environmental circumstances inside and outside of the home is gradually destroying the integrity of the family, such that when children come home from school, they prefer to view cartoon shows, wrestling and their other favorite programs in the television rather than go directly to the loving embrace of their parents. These realities point out the need for parents to guide their children in the choice of worthwhile activities at home, in school and in the neighborhood.
Related Studies
Foreign
A qualitative study undertaken by Cockwell (2007) examined from Native-

American parents’ perspective, the process of parent-school communication in consolidated rural district. Barriers such as poor communication between parents and school, past and present racial tension, the desire to maintain tribal identity, and a general distrust of the school were found to hinder family involvement. The study concluded that the beliefs, attitudes and actions of individual educators are fundamentally important to the educational process. Since learning is more likely and probable in an environment where the feeling of acceptance and valuing is generally high, parents are more likely to become involved at the school if they feel welcome and respected. Elliot (2008) involved 36 parents of very young students in five separate focus groups meetings. Key descriptive findings from individual quotations highlighted parent preference for two way communication about the daily experiences of their child and their impact on the child's short- and long-term learning. All parents commented that they expected communications to link home and school experiences. The study conducted by Rutherford and Billig (2009) on parents and community involvement in education examined school/family partnerships in the middle grades. Research on the potential effects of family involvement in early childhood education and in the elementary grades presents a favorable picture, but less is known about the effect of parent and family involvement in the middle grades. The study of Ng (2007) on home-school partnership in three primary schools during the consultation period of the Education Ordinance of Incorporated Management
Committee defined the meaning of partners and argued that during the process of

developing parent-school partnership, three models emerge. The first model is conceptualized as “parents as policy-followers”. The second is “parents as instruments of school initiatives” and “parents as pseudo partners” is the third model. It is concluded that the notion of “parents as real partners” is a utopian vision at the present situation of educational development in Hong Kong. Ho (2008) presented an investigation aimed to triangulate the degree of acceptance of principals, teachers, and parents on the issue of parental involvement in school governance. Three research questions were addressed: the dimensions of the construct, parental involvement in school governance from different stakeholders, the extent to which different dimensions of parental involvement in governance vary among parents, teachers and principals in Hong Kong primary schooling systems; and the major factors that affect zone of acceptance. Data were collected from 294 principals, 2879 teachers and 15800 parents in Hong Kong primary schools by three sets of questionnaires. Finding from factor analysis identified three dimensions of parental involvement in school governance – parent and student affairs, school administration, and staffing. On the whole, the three stakeholders are consistently more receptive to parental involvement in the issues related to ‘parent and student affairs’; followed by issues of ‘school administration’. Yet the view of principals appears to have the highest degree of acceptance among the three stakeholders in these two aspects. The top two factors affecting principals’ zone of acceptance are: commitment of parents and the decision areas delegated to parents which are shared by teachers.

Hoang (2007) found out that there are specific correlations between parenting, parental involvement, and student achievement. As attempts toward reform of the educational system continue, further examination of correlations between parental involvement and student achievement would increase the research base on positive and even negative correlations. Booth-Zoller (2009) determined that parental availability, time available at home for school work, regularity of parental reading at home, regularity of the child being read to at home, the presence of someone to aid in school work, and the regularity of the student eating breakfast were all practices that contributed to student achievement. Yildirim and Dönmez (2008) concluded that misconceived perceptions often occur because of a lack of knowledge or misinterpretations of feelings. Once these misconceptions are addressed and dispelled, a unified understanding and perception of parental involvement can flourish and evolve for all stakeholders.
McDermott and Rothenberg ( 2008) further stressed in their study that teachers thought the lack of family involvement in school was an increasing problem. They sensed that parents had become more resigned and removed from the impersonal forces of large city school district. They thought that many parents felt urban schools were unresponsive to their children's learning needs. They felt there was a general deterioration in family involvement as children progressed through school. "In first grade, more parents are actively involved ... they are still clinging to their children.... but in a few years they have bought into the system and they have accepted their children's problems and accepted the system [for good and bad]. "

Chung (2008) averred that schools can foster the empowerment of adult caretakers of children by taking the initiative to meet them at their respective homes or other mutually appropriate social spaces in the immediate or outlying school community. The author proposed the calendar schedule of traditional parent conferences and open houses that typically occur weeks or months into the school curriculum. The study of Lee (2008) examines the process of parent participation for a group of Korean parents in a Korean English two-way immersion program who were labeled "uncooperative." It adopts Ogbu's cultural ecological theory as the theoretical framework for examining the phenomenon and thus it examines both the environmental as well as the cultural forces that underlie the parents' patterns of participation. Over the course of an academic semester, eight parents and three staff members were interviewed and observed during PTA meetings and other parent involvement events. Findings indicate that the Korean parents practiced “selective participation.” Findings point to the importance of acknowledging institutional barriers and cultural differences in parents’ school participation patterns. The study of Hogenson (2009) claimed that building relationship all started in the classroom, with students and with other families. Holding events such as the annual open house, ice cream socials and family fun nights are planned to acquaint parents and teachers in a non-threatening environment. The goal is to help parents feel a part of the school. Building these relationships early is important because it paved the way for

meaningful relationships between families and teachers – partnerships which included communication and joint problem solving around each student’s school success. Hogenson furthered that when parents feel a sense of belonging, a foundation is built upon which any issue or problem can be addressed. Teachers and family members are able better to understand each other’s perspectives. He commented that when the family is recognized and feels comfortable in the school, there’s a connection built between the family and the school. This connection alleviates misunderstandings that may develop when concerns arise about their child’s performance or behavior. There is a mutual feeling when both are working for the same goal. Problem solving and brainstorming take place as a partnership, rather than a teacher-imposed decision. Further, the teacher is no longer seen as an “external influence”, but as someone who listens to parents for their children’s success. Parents have a better understanding of the school’s objectives and activities. Grolnick, Benjet, Kurowski, and Apostoleris (2007) described the different types of parental involvement that are critical to student success in school. The three specific types mentioned included involvement in behavioral development and growth, cognitive intellectual development and growth, and personal development and growth. Parents can be involved with their children’s behavioral growth and development by teaching them discipline and giving them boundaries and rules when needed. Parents can be involved in their children’s cognitive-intellectual growth and development by taking an active role in their learning. This active role can occur by assisting with homework, providing

educational opportunities outside of school, playing educational games with students at home, and limiting the amount of arbitrary television time whenever possible. Additionally, Macron (2008) predicted that students whose parents participate in these three levels of involvement in the early years of their child’s life position their children to have greater student achievement throughout the duration of their school years. Based on the study of Hyde (2009) parents involvement in the psychomotor development of their children is very crucial. By providing children the necessary experiences, they will be able to perform well in school even in non academic subjects. Voorhis (2007) reported the results of interviews with 22 educators, parents, and in two urban middle schools and two urban high schools that are members of the National Network of Partnership Schools. Respondents emphasized the importance of family participation in the education of the students. Although they recognized that adolescents need more independence than elementary aged children, they also voiced the opinion that adolescents need the guidance and support of caring adults in the home, school, and community. Those who responded agreed that high school is a difficult time in educational careers and that support from significant adults can help “successfully navigate this period.” The respondents also agreed that communication and cooperation among home, school, and community increased opportunities to successfully transition to college or the workplace. Additionally, the study pointed out that professional educators and parents felt that their time to build relationships was limited. With the “right support,

a framework of involvement, and a team approach,” however, these respondents felt that parents, educators, and community members could build effective partnerships. The research of research Hoover-Dempsey and Sandler (2007) showed that parents get involved in their children’s education because they, the parents, sincerely care about what their children are doing in school. This finding was true across cultures and socio-economic levels. Parents determine what activities they will get involved in by availability of time and skill sets. For example, parents who feel comfortable and competent with numbers maybe more likely to assist with math or finance-related activities in some capacity. Parents who cook well may volunteer to assist with lunch preparation or prepare baked goods for an after-school bake sale. Conversely, some parents do not get involved because they feel in adequate and unprepared to assist in a school setting. Some parents were unable to assist because of rigorous work schedules that do not permit sufficient time for volunteering during normal school hours; however these parents often volunteered during programs and other activities during after-school hours. Finally,Velez & Jones (2007) research concluded parent/child interaction lays a firm foundation for academic achievement. The stronger the relationships, especially as they relate to educational issues, the higher the academic achievement. The research is now beyond dispute. When schools and families work together to support learning, children tend to succeed not only in school, but throughout life.

Local Studies A doctoral dissertation conducted by Arellano (2012) assessed the participation of parents’ on the educational concerns of freshmen students of Kolehiyo ng Lungsod ng Lipa. The study found out that the parents’ great extent of support for their children who are students of the said institution is primarily an outcome of their desire to avoid the consequence of the strict implementation of the school’s retention policies. Specifically, the school kicks out students who incur failing grades in three academic subjects. Hence, the parents’ support for their children reflects their desire to avoid such negative consequence. This situation enhances the students’ academic performance since they, themselves do not want to be out of the school as it would mean greater expenses if they transfer to other private college institutions. Hence, parental involvement manifested positive effects on the students’ performance of varied educational activities both in the school and at home. The study of Peña (2011) on parental involvement on their children’s educational activities found out that when parents guide and monitor closely their children in performing school activities at home, the children tend to be motivated and develop strong attachment to them. This situation helps improve their children’s academic performance especially when they were recognized and rewarded. Family relationship becomes stronger and children avoid bad vices. Rather, they tend to be involved in healthy recreational activities. In his study by Fabito (2007) concluded that parents will take every chance to

play “teacher” especially in front of their children because in doing so, they gain the respect of their kids. Being involved, therefore, in school and being seen talking with teachers will make them fulfill the role that they want to portray. Thus, they always volunteer to take part in school projects or even inside the classroom activities. Perez (in Dimaano, 2011) conducted a study about the analysis of factors affecting pupils’ performance in Oblate Schools of St. Joseph in the province of Batangas. She concluded that home factors identified as health habits, work values and educational guidance have the greatest impact on the performance of the pupils. She recommended that, as much as possible, the parents and other members of the family should guide and support to maximum extent possible the young members in their educational endeavors. She further suggested that the home should continue supporting their respective schools by religiously playing their roles and performing their functions in accordance with school policies, but more in terms of giving to the utmost their expertise in handling different school activities aimed at developing the many and varied potentials of the young ones. The study of Dimaano (2011) delved with the effects of home and community environment on the students’ total personality development and academic performance. The study found out that family values and practices which include health habits, social/moral standards, work values, recreational activities and educational guidance play significant roles in the students’ total personality development and they also influence their academic performance. The community is also an influencing factor to students’

academic achievement and there are both positive and negative factors. Further, within the family is a rich repertoire of interacting cultural norms, social, moral and work values and recreational facilities that have an influence on the students’ academic performance. The study of Amazona (2010) was also about family involvement in the academic activities of the pupils of Canossa Academy, Lipa City. From its findings, the researcher concluded that the parents manifest extensive involvement and participation in their children’s educational activities. Such involvement reveals significant effects and improvement on the children’s development of cognitive, affective and psychomotor competencies. On the other hand, the parents also encounter constraints in involving themselves in the educational activities of their children, specifically their preoccupation with economic activities to support the family’s needs. As a whole, the findings of the study imply the need to strengthen parents’ involvement in their children’s educational activities and their relationship with the school and the teachers through implementation of a teaching-parenting program. The study of Falculan (2009) on the partnership between Paninsingin Elementary
School and stakeholders in operating school programs and projects found out that parents’ involvement in school activities is satisfactory and that the acceptance of teachers on this extent of involvement is above the average level. From this finding evolves the development of healthy relationship between the teachers and the parents, which have a positive influence on the pupils, particularly on their academic performance.

The study of Torres (2009) also focused on the involvement of parents in school activities and on their children’s education. Some of its recommendations are as follow: that parents should make a thorough follow-up and assessment of their educational involvement in order to balance the different categories of participation; and that parents and teachers should evaluate the educational involvement of the former through proper coordination and cooperation to iron out what should be given priority and which should be addressed with minimal concern. Based on the findings conducted by Balbuena (in Dimaano, 2011) home environment through the parents’ proper care is a factor that influences the child’s social education at home. As a consequence of this finding, the researcher suggested that the care of children be included as part of their regular work and this can be done through helping them in their home works and establishing closer relations with the school. Children can gain academic confidence, when classroom assignments involve parents or the family, according to Bates (2008) A school-parent pact demonstrates a commitment by schools and parents to improve students' academic performance. Bates (2008) emphasizes that schools and parents share responsibilities for improving academic achievement. Based on the findings of Sabino (2008) , parental involvement enhances academic performance. Academic achievement increases when parents are involved in their children's education. The more intensively involved the parents are, the greater the positive impact on academic achievement .

Synthesis The previous presentation of literature and studies formed the basis and rationale for conducting this study, along with the choice of the major variables inclusive of the components of each. The main topic focused on home-school involvement which found support on the citations of Nesan, Decker & Decker, Hornby, Turnbull and Turnbull, Salend and Maltice. Further, the studies that pointed out the significance of home-school involvement in general were those conducted by Cockwell, Elliot, Ng, Ho, Reynolds and Howard, Chung, Lee, Hogenson, Voorhis and Torres. From their combined works are manifested the elements, processes, significance and necessity of having an effective home -school involvement and its effect to pupils’ performance. Parental involvement representing one of the components of the major variable (parents’ participation in the children’s educational concerns) found support from the works of Wagner, Postlethwaite and Wiley, Limpingco and Barcelon. On acceptance and involvement of parents, the citation of Price, et al., gave a hint, but those of Doyenh and Davide stressed the significance of parental guidance in the children’s choice of activities. On the other hand, the works of Cotton and Savard, Zuñiga reflected the educational guidance that parents must provide their children with. Finally, the concept of school and community involvement was stressed in the citations of Nesan, Boeck, Pollard, Rutherford and Billig. On the other hand, the effects of the parents’ acceptance and participation in their

children’s educational concerns were manifested in the works of Arellano, Peña, Dimaano, Amazona, Falculan, Perez and Balbuena. Effects on the pupils’ intellectual and academic development were connected to the citations of Henderson and Berla, Wehlage, et al. and Waters, while those of Elliot, Tangri and Moles were reflective of attitude and behavior as a consequence of parental intervention on the pupils. Meanwhile, the effects of parents’ acceptance and involvement of different activities/programs in school were contained in the works of Garrett, Aquino and Alvilar. On parental involvement concern, the citation of Aquino and Alvilar was also supportive. Finally, the local related studies supported the concept on the parents’ involvement in the school programs/activities enhances pupils academic performance .

CHAPTER III

RESEARCH METHODOLOGY This chapter presents the various components of research methodology as research design, research participants and venue, the instrument, validation of the instrument, data gathering procedures and statistical treatment of data.

Research Design

This study used the descriptive method of research since it aims to describe effects of home-school involvement on the pupils’ educational activities for the purpose of strengthening said relationship and developing a program of activities designed to assist the teachers, the parents and the pupils. Calmorin and Calmorin (2003) cited that descriptive research focuses at the present condition, the purpose of which is to find new truth. Descriptive research is also valuable in providing facts on which scientific judgments may be based.

Respondents of the Study

The three groups of respondents involved in the study were the 63 school heads, 61 parents and 203 teachers. They were selected purposively but at random from the elementary schools of the Division of Lipa City. Purposive sampling was used to limit the number of school heads, parents and teachers to manageable, but representative units.

An individual was selected as part of the sample due to good evidence that he is a representative of the total population.

Research Instrument The questionnaire used as the main data-gathering instrument. It was composed of two parts, the first of which was focused on the acceptance of parents in the schools programs/activities, while the second part was on the involvement of parents in the school activities.
Validation of the Instrument The instrument underwent content validation by the research adviser and other experts in the field of thesis writing. Then, a trial run of the instrument was conducted to at 10 parents of pupils, 10 school heads and 10 teachers in another school not covered by the study. They were not included as actual respondents but were used only for validation purposes to determine whether the contents of the questionnaire are comprehensible and reliable. The result of the trial survey was analyzed and interpreted through the use of Split-Half method in association with Pearson Product Moment Correlation Coefficient. Revisions was incorporated upon the suggestion of the research adviser and finally it was administered to the actual respondents.

Data Gathering Procedure

After validating the instrument, the researcher prepared copies sufficient for the target population and sample respondents. Simultaneously, she prepared a letter of request to the Schools Division Superintendent. She personally delivered the letter of request and copies of the questionnaire to the selected schools. It was during the delivery of the letter and copies of the questionnaire that she requested the teachers to assign responsible Grade Six pupils to deliver to their parents the questionnaire for them. After sufficient time, she personally retrieved the copies of the questionnaire through the same channel as they were distributed. The results of the retrieved copies were tallied and tabulated in accordance with the frequency counts for the given options. Then the data was analyzed and interpreted.

Statistical Treatment of Data The following statistical procedures were used to interpret the data gathered from the respondents of the study: 1. Weighted Mean. This was used to measure the extent of parents’ involvement and acceptance in school activities/programs
The formula for computing this statistics is as follows:

WM = ∑FW / N

Where:

WM = Computed Weighted Mean

∑ = Summation symbol

F = Frequency for each option

W = Assigned weight

N = Total number of frequencies

The following scale was used in interpreting the computed weighted mean.

|Weight |Scale/Range |Description |Code |
|5 |4.3 – 5.0 |Very Highly Accepted |VHA |
|4 |3.3 – 4.29 |Highly Accepted |HA |
|3 |2.3 – 3.29 |Moderately Accepted |MA |
|2 |1.3 – 2.29 |Slightly Accepted |SA |
|1 |1.00 – 1.29 |Not Accepted |NA |

|Weight |Scale/Range |Description |Code |
|5 |4.3 – 5.0 |Very Highly Involved |VHI |
|4 |3.3 – 4.29 |Highly Involved |HI |
|3 |2.3 – 3.29 |Moderately Involved |MI |
|2 |1.3 – 2.29 |Slightly Involved |SI |
|1 |1.00 – 1.29 |Not Involved |NI |

2. T Test. This statistics employed to test the difference between the perceptions of school heads and the teachers on the given items in the research instrument, both on involvement and acceptance of programs/activities in school.
The formula for computing this statistics is as follows:

X1 – X2

T = Sp² (1/N1 + 1/N2)

Where: X1 = Larger Mean

X2 = Smaller Mean

N1 = Number of Cases in variable 1

N2 =Number of Cases in variable 2

Sp² = Pooled Variance; or

S1² (N1 – 1) + S2² (N2 – 1)

N1 + N2 – 2

Where:

S1 and S2 = Standard Deviations of Variables 1 and 2; or S = ∑( X – x)²

N

3. Friedsman’s Test (Non-Parametric Repeated Measures Comparisons)

A non-parametric test (distribution-free) used to compare observations repeated on the same subjects. This is also called a non-parametric randomized black analysis of variance. The formula for computing this statistics is as follows:

Fr = 12

NK(K+1)

Where:

k = number of columns (often called “treatments”) n = number of rows (often called “blocks”)
∑(R 1) 2 = sum of the ranks

4. Pearson Product Moment Correlation Coefficient. This statistics was used to validate the research instrument in association with Split Half Method and Spearman Brown Formula for transforming computed correlation into coefficient of reliability.

The formula given for this statistics is as follows:

NΣXY – (ΣX) (ΣY)

ρ = {NΣX² – (ΣX)²} { NΣY² – (ΣY)²}

Where: ρ = computed correlation coefficient

N = total number of pairs

X = first variable (independent variable)

Y = second variable (dependent variable)

5. Regression/Correlation. This statistical tool was employed in testing the hypotheses of relationship between paired variables, specifically on the extent of parents’ participation on their children’s educational concerns and its effects on the pupils’ academic performance. The computer will be used in this area.

The formula for computing this statistics is as follows: y = a + bx

Where: y = regression coefficient; a = intercept; and b = slope

CHAPTER lV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter deals with the presentation, analysis and interpretation of the data gathered. Specifically, the purpose of this study is to find answer to the specific questions cited in the statement of the problem. Table 1 presents the extent of acceptance manifested by parents as perceived by the three groups of respondents in terms of remediation and enrichment classes , brigada eskwela , PTA projects ,health and nutrition programs, and income generating projects
Table 1.1 In Terms of Remediation and Enrichment Classes The data in table 1.1 reveal the extent of acceptance manifested by parents in remediation and enrichment classes. This table was composed of 6 items.
Table 1.1
Extent of Parents’ Acceptance in Terms of Remediation and Enrichment Classes

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. guide and monitor children’s performance in working assignments/home |3.79 |3.75 |3.84 |HA |HA |HA |
|works | | | | | | |
|2. provide children enough time to study their lessons |3.92 |3.81 |3.85 |HA |HA |HA |
|3. proper distribution of work and playtime of pupils at home |3.84 |3.67 |3.85 |HA |HA |HA |
|4. praise and reward children for the projects they have completed |3.86 |3.61 |3.89 |HA |HA |HA |
|independently | | | | | | |
|5. assign elder members of the family to assist younger sisters/brothers |3.79 |3.69 |3.80 |HA |HA |HA |
|prepare their assignments | | | | | | |
|6. motivate children to exert more effort in their studies |3.83 |3.72 |3.84 |HA |HA |HA |
|AVERAGE |3.84 |3.71 |3.85 |HA |HA |HA |

Legend :
|Weight |Scale/Range |Description |Code |
|5 |4.3 – 5.0 |Very Highly Accepted |VHA |
|4 |3.3 – 4.29 |Highly Accepted |HA |
|3 |2.3 – 3.29 |Moderately Accepted |MA |
|2 |1.3 – 2.29 |Slightly Accepted |SA |
|1 |1.0 – 1.29 |Not Accepted |NA |

In rank 1, was the component provide children enough time to study their lessons which obtained the respective weighted means of 3.92 and 3.81, from school heads and from teachers . However, parents highest in rank was the component praise and reward children for the projects they have completed independently obtaining a weighted mean of 3.89 . Meantime the school heads ranked the lowest components guide and monitor children’s performance in working assignments/home works and assign elder members of the family to assist younger sisters/brothers prepare their assignments which both gained a weighted mean of 3.79 each. Teachers , however, perceived that praise and reward children for the projects they have completed independently gained the weighted means of 3.61 and was ranked 6th but was ranked 1 from the parents perception. As a whole, the average weighted mean of 3.84 was obtained from the school heads’ perception, 3.71 from the teachers and 3.85 from the parents which all were under the verbal interpretation of highly accepted .

Results could be interpreted that for the respondents, remediation and enrichment classes can help pupils and parents are willing to support this program. The result also, could give the impression that parents are willing to do their task for the progress of their children in school. In line with this Maltice (in Dimaano, 2011) insinuated that the home, through the parents, should inform the school through the teachers and principal regarding learning that must be sustained and improved. Only through this process, that it can be said that the school and the home are doing their respective roles for the society’s developmental aspirations to be a reality. Grolnick and Slowiaczek (2008) showed specifically how mothers’ parental involvement and engagement in school events and activities promote learning at home, such as going to the library, attending concerts and plays, and going to the museum. They concluded that this well-rounded type of parental involvement is connected to student achievement.

Table 1.2 In Terms of Brigada Eskwela The data in table 1.2 reveal the extent of acceptance manifested by parents on brigada eskwela . This table was composed of 6 items The highest weighted means of 4.14 and 3.95 were obtained respectively from the perceptions of the school heads and teachers on the component determining the areas of the school where improvement is deemed necessary . Parents, however, perceived item

requesting the participation of experts persons in the community where their expertise is needed with a weighted mean of 3.87 and was ranked 1.

Table 1.2
Extent of Parent’s Acceptance in Terms of Brigada Eskwela

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. determining the areas of the school where improvement is deemed|4.14 |3.95 |3.75 |HA |HA |HA |
|necessary | | | | | | |
|2. forming team groups of participants to be assigned in different|4.08 |3.84 |3.85 |HA |HA |HA |
|areas of the school that needs improvement of facilities and | | | | | | |
|fixtures | | | | | | |
|3. requesting the participation of experts persons in the |4.00 |3.86 |3.87 |HA |HA |HA |
|community where their expertise is needed | | | | | | |
|4. identifying the probable donors and contributors |4.00 |3.85 |3.82 |HA |HA |HA |
|5. defining responsibilities and delegating commensurate authority|4.05 |3.82 |3.85 |HA |HA |HA |
|6. assigning committee/group-leaders/members according to |4.05 |3.83 |3.82 |HA |HA |HA |
|specialization | | | | | | |
|Average |4.05 |3.86 |3.83 |HA |HA |HA |

Based on the school heads’ perception, the items requesting the participation of experts persons in the community where their expertise is needed and identifying the probable donors and contributors both with weighted means of 4.00 were ranked last while items defining responsibilities and delegating commensurate authority obtained the respective weighted mean of 3.82 was perceived by teachers lowest in rank. The computed average weighted mean of school heads, 4.05, teachers, 3.86 and parents 3.83 were all interpreted as highly accepted .

The result implies that the three groups of respondents were one in their perceptions as to the extent of acceptance manifested by parents on brigada eskwela. Probably , it is the result of the extensive campaign of Department of Education on this program . The Department of Education launched the annual Brigada Eskwela also known as the National School Maintenance Week, last May 18-22, 2009. Brigada Eskwela is part of the Oplan Balik Eskwela-a program spearheaded by the DepEd and participated in by various government agencies and the private sector. Brigada Eskwela, launched in 2003, seeks to prepare public schools before the start of classes in June. The program engages all education stakeholders to contribute their time, effort and resources to ensure that public schools nationwide are ready for school opening. Volunteers for Brigada Eskwela conduct minor repairs and maintenance in public elementary and secondary schools. http://www.thepoc.net/thepoc-features/politi-ko/politiko-features/1470-brigada-eskwela-is-it-enough.html
Table 1.3 PTA Projects

Table 1.3 deals with the data of the extent of acceptance manifested by parents in terms of PTA projects. The highest weighted means of 4.25, 4.12 and 4.16 were obtained, respectively, from the perceptions of the school heads, teachers and parents on the component pertaining to help and identify community resources which may be used by the school and the PTA.

Table 1.3
Extent of Parent’s Acceptance in Terms of PTA Projects

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. participate in meetings and conferences with the school head and the |4.03 |4.04 |4.00 |HA |HA |HA |
|teachers | | | | | | |
| | | | | | | |
|2. participate in fund raising for the programs and projects of PTA |4.11 |4.02 |4.08 |HA |HA |HA |
|3. elicit concern for the improvement of the school |4.16 |4.08 |4.15 |HA |HA |HA |
|4. coordinate with Barangay officials in soliciting support to the |4.10 |4.03 |4.10 |HA |HA |HA |
|programs and projects of PTA | | | | | | |
| | | | | | | |
|5. help and identify community resources which may be used by the school| | | | | | |
|and the PTA |4.25 |4.12 |4.16 |HA |HA |HA |
| | | | | | | |
|6. coordinate with officers in planning and programming school projects.| | | | | | |
| |4.10 |4.06 |4.10 |HA |HA |HA |
| | | | | | | |
|Average | | | | | | |
| |4.13 |4.06 |4.10 |HA |HA |HA |

School heads and parents both agreed that the item participate in meetings and conferences with the school head and the teachers obtained respective weighted mean of 4.03 and 4.00 ranked 6th. From the teachers’ perception, the item participate in fund raising for the programs and projects of PTA gained a weighted mean of 4.02 was ranked last. The average weighted mean of 4.13, 4.06 and 4.10 from the respective perceptions of school heads, teachers and parents had the verbal interpretation of highly accepted each . These findings indicate that parents are willing to help the school and accept responsibilities in implementing different PTA projects because they are more accountable for its completion .

As concluded by Fabito (2007) parents will take every chance to play “teacher” especially in front of their children because in doing so, they gain the respect of their kids. Being cooperative in school activities and being seen talking with teachers will make him fulfill the role that they want to portray. The study of Falculan (2009) on the partnership between Paninsingin Elementary School and stakeholders in operating school programs and projects found out that parents’ involvement in school activities is satisfactory and that the acceptance of teachers on this extent of involvement is above the average level. From this finding evolves the development of healthy relationship between the teachers and the parents, which have a positive influence on the pupils, particularly on their academic performance.
Table 1.4 In Terms of Health and Nutrition Programs Table 1.4 unveils the extent of acceptance manifested by parents on health and nutrition programs . It is composed of 5 items
Table 1.4
Extent of Parent’s Acceptance in Terms of Health and Nutrition Programs

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. Assist in Implementing the school’s Supplementary Feeding Program |4.10 |4.02 |4.02 | | | |
| | | | |HA |HA |HA |
|2. Assist in the strict implementation of serving only nutritious but low |4.11 |4.08 |4.24 |HA |HA |HA |
|cost foods. | | | | | | |
|3. Assist in maintaining a healthy and clean school environment in planning. |4.13 |4.21 |4.20 |HA |HA |HA |
|4. Assist in planning programs that will promote the health needs of |4.13 |4.06 |4.03 |HA |HA |HA |
|children. | | | | | | |
|5. Assist teachers in the selection of A-1 Child |4.05 |4.02 |4.27 |HA |HA |HA |
|Average |4.10 |4.08 |4.15 |HA |HA |HA |

In rank 1, according to teachers and parents perceptions were the items assist in implementing the school’s supplementary feeding program and assist teachers in the selection of A-1 Child with respective weighted means of 4.21 1nd 4.27 respectively . School heads, however, ranked first the items assist in maintaining a healthy and clean school environment in planning and assist in planning programs that will promote the health needs of children both with weighted mean of 4.13 each . The items assist teachers in the selection of A-1 Child and assist in implementing the school’s supplementary feeding program gained the respective weighted means of 4.05 and 4.02 and were ranked 5th based on the perception of school heads and parents. Teachers agreed that the two mentioned components ranked last, both with a weighted mean of 4.02 each . In general, the extent of parent’s acceptance based from the perceptions of school heads, teachers and parents obtained average weighted means of 4.10, 4.08 and 4.15 respectively. All components were verbally interpreted as highly involved. The fact that parents participate in projects concerning health and nutrition of their children indicate that they accepted it . They want to extend the health practices in their home to their children’s school. As a whole, the findings indicate parents’ inclination to provide unpaid services to the school as long as they know that doing so will greatly benefit their children particularly in improving their health and nutrition status . The finding was given support by Indiana Department of Education, (2011) who

claimed that states school/parent/community partnerships have been described as the continuous planning, participation, and evaluation of activities that enhance the success of students.

Table 1.5 In terms of Income Generating Projects

Table 1.5 shows the extent of parent’s acceptance on income generating projects as perceived by three groups of respondents. Five items comprised this table

Table 1.5

Extent of Parent’s Acceptance in Terms of Income Generating Projects

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. School canteen operations are being run and managed by private |4.52 |4.17 |4.66 |VHA |HA |VHA |
|individuals but under the monitoring of school management. | | | | | | |
|2. In the conduct of film showing in school where parents are |4.16 |4.10 |4.05 |HA |HA |HA |
|involved in sales of tickets. | | | | | | |
|3. Involvement of parents in the selling of tickets for beauty |4.51 |4.07 |4.46 |VHA |HA |VHA |
|contests. | | | | | | |
|4. Assist teachers in planning and conduct of educational field |4.05 |4.16 |4.08 |HA |HA |HA |
|trips | | | | | | |
|5. Initiate the planning of teachers cooperative that will help |4.05 |4.02 |4.08 |HA |HA |HA |
|augment teachers’ income. | | | | | | |
|Average |4.26 |4.10 |4.27 |VHA |HA |VHA |

School heads, teachers and parents agreed on their perceptions that the item school canteen operations are being run and managed by private individuals but under the monitoring of school management with weighted means of 4.52, 4.17 and 4.66 respectively and ranked first. School heads ranked last the item assist teachers in

planning and conduct of educational field trips and Initiate the planning of teachers cooperative that will help augment teachers’ income with weighted mean of 4.05. Based from teachers’ and parents’ perception, the item initiate the planning of teachers cooperative that will help augment teachers’ income and in the conduct of film showing in school where parents are involved in sales of tickets obtained respective weighted means of 4.02 and 4.05 their lowest. The computed average weighted mean of 4.26 was obtained from school heads rating and 4.27 from parents and were interpreted as very highly accepted while teachers gained computed average mean of 4.10 which was interpreted to be highly accepted . It can be glanced from the result of the data gathered that among the three groups of respondents, school heads and parents perceived that there is a great extent of acceptance manifested by parents on income generating projects. The fact that that school allows other individual to manage the canteen under the school’s supervision shows transparency of the institution in dealing with matters involving money. Thus, eliciting trust for the teachers. The finding may be attributed to the study of Chan, W., & Gregory, A. (2010) According to them, parents are expected to be cooperative and involved in school programs if they see that the school is managing its resources well. Parents, if properly motivated and informed of any school program’s cause, will not deny their support to the very institution that educate their children.

Caldwell and Spinks (2012) in their study, found out, that parental involvement means support with teaching social behaviors and manners, as well as help with homework and projects. It also included being a parent volunteer in the classroom, assisting with fundraising for specific activities and projects, or working in the health room at school. Table 2 shows the result of the test of differences from among the perceptions of the three groups of respondents on the acceptance manifested by parents on the conduct of school activities specifically in terms of : remediation and enrichment classes ,brigada eskwela , PTCA projects , health and nutrition programs and income generating projects . This table was consist of 5 components .
Table 2
Test of Difference Among the Perceptions of the Three Groups of Respondents on the Acceptance Manifested by Parents Based on the Following Components

|Categories |Sum of Ranks ( RJ ) |Fr Value |Interpretation |
| |SH |T |P | |Significance |Decision |
|1.Remediation and Enrichment |13 |6 |17 |10.33 |P < .05 |Reject |
|Classes | | | | |Significant | |
|2. Brigada Eskwela |18 |10 |8 |9.33 |P < .05 |Reject |
| | | | | |Significant | |
|3. PTA Projects |16 |8 |11 |1.50 |P > .05 |Accept |
| | | | | |NS | |
|4.Health and Nutrition Programs |5 |12 |13 |7.60 |P <.05 |Reject |
| | | | | |Significant | |
|5. Income Generating Projects |11 |6 |13 |22.60 |P<.01 |Reject |
| | | | | |HS | |

Df = 2 .05-5.99 HS = Highly Significant .01-9.21

In one of the five variables, a highly significant difference was computed from among the perceptions of the three groups of respondents. This was in the variable income generating project said component obtained Fr values of 22.60 which was far beyond the acceptance level of .01. Hence, the null hypothesis accorded on this area of comparison was rejected. In the remaining three variables, significant difference were manifested. These include remediation and enrichment program , brigada eskwela and health and nutrition program . The computed fr values of 10.33, 9.33 and 1.50 respectively represented the factors mentioned .The significance was at .05 on each hypothesis accorded to these areas of comparison was again rejected. The result showed that the perceptions in category by each of the three groups vary. And perhaps the variation observed could be due to the difference in functions being perform by each group . Ho (2008) presented an investigation aimed to triangulate the degree of acceptance of principals, teachers, and parents on the issue of parental involvement in school governance. Three research questions were addressed: the dimensions of the construct, parental involvement in school governance from different stakeholders, the extent to which different dimensions of parental involvement in governance vary among parents, teachers and principals in Hong Kong primary schooling systems; and the major factors that affect zone of acceptance. Data were collected from 294 principals, 2879 teachers and 15800 parents in Hong Kong primary schools by three sets of

questionnaires. Finding from factor analysis identified three dimensions of parental involvement in school governance – parent and student affairs, school administration, and staffing. On the whole, the three stakeholders are consistently more receptive to parental involvement in the issues related to ‘parent and student affairs’; followed by issues of ‘school administration’. Yet the view of principals appears to have the highest degree of acceptance among the three stakeholders in these two aspects. The top two factors affecting principals’ zone of acceptance are: commitment of parents and the decision areas delegated to parents which are shared by teachers.
Table 3 Extent of Involvement of Parents In School as Perceived by School Heads, Parents and Teachers in Terms of Different Activities/Programs
The result in determining the involvement of parents in school activities are presented in tables 3.1 to 3.5.
1. Remediation and Enrichment Classes Table 3.1 shows the extent of the involvement of parents in school as perceived by school heads, parents and teachers in terms of remediation and enrichment classes. It is composed of six item
| | | | |
|Weight |Scale/Range |Description |Code |
| | | | |
|5 |4.3 – 5.0 |Very Highly Involved |VHI |
|4 |3.3 – 4.29 |Highly Involved |HI |
|3 |2.3 – 3.29 |Moderately Involved |MI |
|2 |1.3 – 2.29 |Slightly Involved |SI |
|1 |1.0 – 1.29 |Not Involved |NI |
| | | | |

Table 3.1
Extent of Parent’s Involvement in School in Terms of Remediation and Enrichment Classes

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. guide and monitor children’s performance in working |4.11 |4.14 |4.21 |HI |HI |HI |
|assignments/home works | | | | | | |
| | | | | | | |
|2. provide children enough time to study their lessons |4 |4.04 |4.08 |HI |HI |HI |
| | | | | | | |
|3. proper distribution of work and playtime of pupils at home |4.19 |4.01 |4.03 |HI |HI |HI |
| | | | | | | |
|4. praise and reward children for the projects they have completed |4.1 |4.01 |4.18 |HI |HI |HI |
|independently | | | | | | |
| | | | | | | |
|5. assign elder members of the family to assist younger |4.14 |4.05 |4.12 |HI |HI |HI |
|sisters/brothers prepare their assignments | | | | | | |
| | | | | | | |
|6. motivate children to exert more effort in their studies |4.1 |4.07 |4.21 |HI |HI |HI |
| | | | | | | |
|AVERAGE |4.11 |4.05 |4.14 |HI |HI |HI |

Legend : School Head –SH Teachers- T Parents - P Results revealed that among the school head’s perception, the item proper distribution of work and playtime of pupils at home was ranked 1 which obtained the highest mean of 4.19. Among the teachers the item, guide and monitor children’s performance in working assignments/home works obtained the highest weighted mean of 4.14. The parent respondents perceived the items guide and monitor children’s performance in working assignments/home works and motivate children to exert more effort in their studies ranked 1.5 with weighted means of 4.21. In last rank from the school heads and parents perception was the item provide children enough time to study their lessons and proper distribution of work and playtime of pupils at home with weighted means of 4.00 and 4.03 respectively. Proper distribution of work and playtime of pupils at home, praise and reward children for

the projects they have completed independently ranked last based on the perceptions of teachers with a weighted mean of 4.01 All components were rated highly involved by the three groups of respondents. In general, extent of involvement of parents in school in terms of remediation and enrichment classes as perceived by school heads, teachers and parents reached the highly involved interpretation level with respective average weighted means of 4.11, 405 and 4.14 respectively . Findings indicate that the parent respondents know their roles and obligations to their children. They know the effects of their involvements to the performance of their children in school. Cotton and Savard (2008) enumerated how parents can involve themselves in their children’s education, as follows: reading to the child; checking their homework every night; discussing children’s progress with teachers; voting in school board election; helping school to set challenging standards; limiting TV viewings during school nights; and becoming an advocate for better education in the community and the state. In terms of school and community involvement, Nesan (2009) confirmed that a successful co-curriculum often depends on building links between the school and the wider community, bringing local enthusiasts in to work with students, sending students out to work on community projects, help in primary schools or perform for local audiences.

3.2 Brigada Eskwela The data in Table 3.2 reveal the extent of involvement of parents in school in terms of the activity Brigada Eskwela. Six items comprised this table.
Table 3.2
Extent of Parent’s Involvement in School in Terms of Brigada Eskwela

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. determining the areas of the school where improvement is deemed |4.21 |4.04 |4.3 |HI |HI |VHI |
|necessary | | | | | | |
| | | | | | | |
|2. forming team groups of participants to be assigned in different |4.22 |4.04 |4.15 |HI |HI |HI |
|areas of the school that needs improvement of facilities and | | | | | | |
|fixtures | | | | | | |
| | | | | | | |
|3. requesting the participation of experts persons in the community |4.16 |4.06 |4.13 |HI |HI |HI |
|where their expertise is needed | | | | | | |
| | | | | | | |
|4. identifying the probable donors and contributors |4.16 |4.03 |4.21 |HI |HI |HI |
| | | | | | | |
|5. defining responsibilities and delegating commensurate authority |4.1 |4 |4 |HI |HI |HI |
| | | | | | | |
|6. assigning committee/group-leaders/members according to |4.22 |4.09 |4.16 |HI |HI |HI |
|specialization | | | | | | |
| | | | | | | |
|AVERAGE |4.18 |4.05 |4.16 |HI |HI |HI |

The highest weighted means 4.22 and 4.09 were obtained by components forming team groups of participants to be assigned in different areas of the school that needs improvement of facilities and fixtures and assigning committee/group-leaders/members according to specialization from the school heads and the teachers’ perception while parents perceived that determining the areas of the school where improvement is deemed necessary with a weighted mean of 4.3 ranked first. These item, was the only indicator that obtained a verbal interpretation of very highly involved.

The item pertaining to defining responsibilities and delegating commensurate authority with a weighted mean of 4.10, 4.00 and 4.00 respectively for the perceptions of the school heads, teachers and parents was ranked sixth. The data showed that the extent of involvement of parents in school in terms of Brigada Eskwela obtained respective average weighted means of 4.18, 4.05, and 4.16 for school head, teachers and parents. In general, the data revealed that the parents are highly involved in school activity Brigada Eskwela. The findings imply that parents are supportive in school projects and program of the department of education . This result of this study was supported by the report of the Department of Education that Brigada Eskwela generated over P10 billion in savings in man-hour services and donations in kind. Rodmagaru (2012).The program on its own generates billions of pesos in volunteer and community contributions in addition to its mother volunteering and school adoption program Adopt a School. Brigada Eskwela focuses on four major components to achieve this goal. The first component is community mobilization, that is, through various activities, promotes empowered community involvement not only in school maintenance but education programs as well. Second component is school and community interventions programs that are geared to transform the school and community into a conducive learning environment. The third component is communications and social marketing to rally the cause through creative means.

Finally, Operations support to participating schools in order to ensure effective implementation of local initiatives. ( Dep Ed Manual)
3.3 PTA Projects Table 3.3 shows the extent of involvement of parents in school in terms of PTA projects.

Table 3.3
Extent of Parent’s Involvement in School in Terms of PTA Projects

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. participate in meetings and conferences with the school head and the |3.57 |3.88 |3.59 |HI |HI |HI |
|teachers | | | | | | |
| | | | | | | |
|2. participate in fund raising for the programs and projects of PTA |3.57 |3.79 |3.59 |HI |HI |HI |
|3. elicit concern for the improvement of the school |3.49 |3.84 |3.51 |HI |HI |HI |
|4. coordinate with Barangay officials in soliciting support to the |3.51 |3.84 |3.52 |HI |HI |HI |
|programs and projects of PTA | | | | | | |
| | | | | | | |
|5. help and identify community resources which may be used by the school|3.54 |3.79 |3.48 |HI |HI |HI |
|and the PTA | | | | | | |
| | | | | | | |
|6. coordinate with officers in planning and programming school projects.|3.59 |3.77 |3.56 |HI |HI |HI |
| | | | | | | |
|Average |3.54 |3.81 |3.54 |HI |HI |HI |

Results revealed that the highest weighted means of 3.59, and 3.88 were obtained from the perceptions of the school heads and teachers, respectively on the items coordinate with officers in planning and programming school projects and participate in meetings and conferences with the school head and the teachers. From parents, however, the item participate in meetings and conferences with the school head and the teachers and participate in fund raising for the programs and projects

of PTA ranked 1.5 with a weighted mean of 3.59 each. In rank 6, .elicit concern for the improvement of the school, coordinate with officers in planning and programming school projects, help and identify community resources which may be used by the school and the PTA obtained weighted means of
3.49, 3.77 and 3.48 respectively from the perceptions of the school heads, teachers and parents . As a whole , the extent of involvement of parents in school in terms of PTA projects obtained average weighted means of 3.54, 3.81 and 3.54 based on the perceptions of the three respondents. All items were verbally interpreted as highly involved. The findings of the study in this particular component was supported by Postlethwaite and Wiley (2008) who found out the two types of family involvement: home structure in particular and parental participation in school activities. Based on their study, parents’ activities in the schools may have a big impact on children.
Table 3.4 Health and Nutrition Program The data in table 1.4 reveal the extent of parents’ involvement in terms of supplementary feeding program. This table is composed of six items. Results revealed that the highest from the perceptions of the school heads, and parents was that of pertaining to assist in the strict implementation of serving only nutritious but low cost foods with the corresponding weighted means of 4.21 and 4.33 respectively contrary from the teachers perception the item got a weighted mean of 4.00 was ranked last .

Table 3.4
Extent of Parent’s Involvement in School in Terms of Health and Nutrition Program

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. Assist in Implementing the school’s Supplementary Feeding Program |4.00 |4.07 |4.02 |HI |HI |HI |
| | | | | | | |
|2. Assist in the strict implementation of serving only nutritious but |4.21 |4.00 |4.33 |HI |HI |VHI |
|low cost foods. | | | | | | |
|3. Assist in maintaining a healthy and clean school environment in |4.14 |4.02 |4.16 |HI |HI |HI |
|planning. | | | | | | |
| | | | | | | |
|4. Assist in planning programs that will promote the health needs of |4.14 |4.10 |4.20 |HI |HI |HI |
|children. | | | | | | |
| | | | | | | |
|5. Assist teachers in the selection of A-1 Child |4.11 |4.04 |4.05 |HI |HI |HI |
| | | | | | | |
|Average |4.12 |4.04 |4.15 |HI |HI |HI |

Teachers, however, perceived that the item assist in planning programs that will promote the health needs of children with a weighted mean of 4.10 was the highest. In rank 5, from the school heads and the parents’ perceptions, was that of the item pertaining to assist in implementing the school’s supplementary feeding program with the respective weighted means of 4.00 and 4.02 . The result of the study in this component obtained weighted means of 4.15 from the parents, 4.12 from the school heads and 4.04 from the perceptions of the teachers with a verbal interpretation of highly involved. The results could be attributed to the fact that three groups of respondents have common knowledge that providing nutritious food may help improve pupils’ capacity to grasp concepts of the lessons presented by the teachers. As much as possible, the school

canteen offers foods at very affordable prices because most of the pupils in public schools have limited allowance. Parents, on the other hand, are very much concern about the school health programs because they will be the most affected if their children will be ill or malnourished. Bogenschneider (2007) and Ramirez (2008) revealed similar findings in their research. They discussed the multifaceted nature of parental involvement as it relates to perception and understanding. They further explained that the interpretations and meanings of parental involvement often vary depending on context and perception of the viewers. 3.5 In terms of Income Generating Projects

Table 3.5

Extent of Involvement Manifested by School Heads, Parents and Teachers in Terms of Income Generating Projects

|Categories |Weighted Mean |Interpretation |
| |SH |T |P |SH |T |P |
|1. School canteen operations are being run and managed by private |4.08 |4.13 |4.16 |HI |HI |HI |
|individuals but under the monitoring of school management. | | | | | | |
|2. In the conduct of film showing in school where parents are |4.03 |4.17 |4.05 |HI |HI |HI |
|involved in sales of tickets. | | | | | | |
|3. Involvement of parents in the selling of tickets for beauty |4.05 |4.08 |4.11 |HI |HI |HI |
|contests. | | | | | | |
|4. Assist teachers in planning and conduct of educational field |4.00 |4.05 |4.02 |HI |HI |HI |
|trips | | | | | | |
|5. Initiate the planning of teachers cooperative that will help |4.06 |4.08 |4.15 |HI |HI |HI |
|augment teachers’ income. | | | | | | |
|Average |4.04 |4.10 |4.10 |HI |HI |HI |

Table 1.5 shows the extent of involvement manifested by parents on income generating projects as perceived by three groups of respondents. Five items comprised this table The highest from the perception of the school heads and parents was on the components school canteen operations are being run and managed by private individuals but under the monitoring of school management with weighted means of
4.08 and 4.16 respectively. Teachers however ranked 1 was the item in the conduct of film showing in school where parents are involved in sales of tickets. In rank 5, school heads,teachers and parents agreed on the items assist teachers in planning and conduct of educational field trips with respective means of 4.00 ,4.05 and 4.02 respectively . The respondents’ general perception on this component obtained average weighted means of 4.10, 4.10 and 4.04 respective of parents, teachers and school heads and with verbal interpretation of highly involved. The findings of the study may be because of the respondents’ realization that government just can’t or won’t cover all the cost of providing educational services to pupils. As an alternative, school could generate its own income in order to provide education to even the poorest students without relying too much on government support or charging students fees. According to Ascher (2008), parental involvement can mean advocacy, more specifically, parents sitting on councils, schools boards, and committees and participating in the decisions and operations of the school.

Table 4 shows the result of the test of differences from among the perceptions of the three groups of respondents on the involvement manifested by school heads, parents and teachers on the conduct of school activities specifically in terms of : remediation and enrichment classes , brigada eskwela , PTA projects, health and nutrition programs and income generating projects . This table was consist of 5 components .
Table 4
Test of Difference Among the Perceptions of the Three Groups of Respondents on the Involvement Manifested by Parents Based on the Following Components

|Categories |Sum of Ranks ( RJ ) |Fr Value |Interpretation |
| |SH |T |P | |Significance |Decision |
|1. Remediation and Enrichment |12.5 |10.5 |13 |.58 |P>.05 |Accept |
|Classes | | | | |NS | |
|2. Brigada Eskwela |9 |15.5 |11.5 |15.58 |P <.01 |Reject |
| | | | | |HS | |
|3. PTA Projects |8 |18 |10 |9.33 |P <.01 |Reject |
| | | | | |HS | |
|4.Health and Nutrition Programs |10 |7 |13 |3.60 |P>.05 |Accept |
| | | | | |NS | |
|5. Income Generating Projects |5 |12 |13 |7.60 |P<.05 |Reject |
| | | | | |S | |

Df = 2 .05-5.99 .01-9.21 HS = Highly Significant

In two of the five variables, highly significant difference were computed from among the perceptions of the three groups of respondents. This was in the variables brigada eskwela and PTA projects said components obtained computed mean of 15.58 and 9.33 respectively which were exceeded the acceptance level of .01. Hence, the null hypothesis accorded on this area of comparison was rejected.

The variations observed from the perceptions of the three groups could be because of their different functions in the educational institution and the different situations in their respective schools. These could also be caused by their different standards in evaluating situations resulting from different educational background, current position and values. Different schools situated in different communities may have various norms and ways of responding to school projects and programs. Likewise, parents had different experiences when it comes to involvement in school activities. A qualitative study undertaken by Cockwell (2007) examined from Native-American parents’ perspective, the process of parent-school communication in consolidated rural district. Barriers such as poor communication between parents and school, past and present racial tension, the desire to maintain tribal identity, and a general distrust of the school were found to hinder family involvement. The study concluded that the beliefs, attitudes and actions of individual educators are fundamentally important to the educational process. Since learning is more likely and probable in an environment where the feeling of acceptance and valuing is generally high, parents are more likely to become involved at the school if they feel welcome and respected.
5.1 Relationship Between Extent of Parents’ Involvement and Acceptance in School Programs/Activities Based on School Heads Perception Table 5.1 presents the computation made in the assessment of relationship between extent of parents’ involvement and acceptance in school programs/activities based on school heads perception

Table 5.1
Relationship Between the Extent of Parents’ Acceptance and Involvement in School Programs/ Activities Based From School Head Perceptions

|Persons Involved |Adjusted R |Probability Value |T-Value |Interpretation |
| |Square | | | |
| | | | |Significance |Decision |
|1.Remediation and Enrichment |.370 |.771 |.376 |P> .05 |Accept |
|Classes | | | |NS | |
|2. Brigada Eskwela |.806 |.046 |3.635 |P< .05 |Reject |
| | | | |S | |
|3.PTA Projects |.907 |.066 |3.054 |P< .05 |Reject |
| | | | |S | |
|4. Health and Nutrition |.312 |.909 |.121 |P> .05 |Accept |
|Programs | | | |NS | |
|5. Income Generating Projects |.558 |.443 |.949 |P > .05 |Accept |
| | | | |NS | |

NS- Not Significant The result shows that a t-value obtained from the school perceptions on the category brigada eskwela and PTA Projects which are 3.635 and 3.054 reached the significant level at .05 which was supported by the probability value of .046 and .066. Furthermore the adjusted square computed means 80.6 % and 90.7 % of involvement demonstrated by parents could be attributed to the acceptance manifested by parents. The 3 other factors revealed t- scores which failed to reach the .05 level of significance, hence the hypothesis drawn earlier was accepted. School heads’ perception on the relationship of parents’ acceptance and involvement in school programs and activities in the categories brigada eskwela and PTA projects could be credited to parents’ visibility when such projects are launched.

Parents are expected to perform well and involve themselves in matters concerning manpower services and it is during implementation of programs requiring manpower that parents are easily seen and recognized. Pass (1992) agreed by saying, “What works for one person may not work for another. And forcing the use of a system that goes against your organizational style [or work management style] is a waste of time”
5.2 Relationship Between Extent of Parents’ Involvement and Acceptance in School Programs/Activities Based on Teachers Perception Table 5.2 presents the computation made in the assessment of relationship between extent of parents’ involvement and acceptance in school programs/activities based on school heads perception
Table 5.2
Relationship Between the Extent of Parents’ Acceptance and Involvement in School Programs/ Activities Based From Teachers Perceptions

|Persons Involved |Adjusted R |Probability Value |T-Value |Interpretation |
| |Square | | | |
| | | | |Significance |Decision |
|1.Remediation and Enrichment |.970 |.035 |18.371 |P< .01 |Reject |
|Classes | | | |HS | |
|2. Brigada Eskwela |.998 |.070 |3.67 |P< .05 |Reject |
| | | | |S | |
|3.PTA Projects |.899 |.048 |13.224 |P< .05 |Reject |
| | | | |S | |
|4. Health and Nutrition |.894 |.019 |0.557 |P< .05 |Reject |
|Programs | | | |S | |
|5. Income Generating Projects |.498 |.503 |.811 |P > .05 |Accept |
| | | | |NS | |

Results revealed that a t-value of 18.371 was computed in the assessment of the teachers on extent of parents acceptance in school programs/activities with the involvement manifested by parents in the conduct of remediation and enrichment classes was supported by the probability value of .035 meaning that the relationship achieved was at .01 level of significance , the null hypothesis was rejected. Further, the adjusted R square ( .970 ) computed revealed that 97 % of the involvement demonstrated by parents in doing school activities could be attributed to the extent of acceptance manifested . Same findings found in categories of brigada eskwela ,PTA Projects and health and nutrition programs with computed t value of 3.67 ,13.224 and 6.557 respectively supported by the probability value of .070,.048 and .019 which explained the relationship attained at .05 level of confidence ,the null hypothesis was rejected. Finally the adjusted R square ( .998 ,.899 ,.894 ) computed revealed that 99.8 % ,89.9% and
89.4% of the involvement demonstrated by parents in doing school activities could be attributed to the extent of acceptance manifested . Findings imply that teachers perceived that parents accept and are also involved in most of the schools’ programs and projects. Teacher respondents have time to explain to the parents the programs and activities of the school because of the frequent interaction between teachers and parents when the latter bring and fetch their children to and from the school. In doing so, teachers have every opportunity to answer parents’ queries, orient

them as to the goals and expected outcome of every program/project, thus, gaining their approval and support. Because of close and frequent encounter with parents, teachers can clearly feel and see the acceptance and involvement of parents in school programs. The finding was strengthened by a research which says that parental involvement in education used to mean organizing bake sales and attending PTA meetings. Teacher-parent communications were usually limited to report cards and two conferences a year. Today, both parents and teachers have come to expect more from their interactions with each other. Today, involved parents want more say in what happens in the classroom. They desire more information about their children's curriculum and occasionally real decision-making power. Teachers usually welcome parents who take an interest in their child's education. They know the difference a caring and attentive parent can make in a child's life and academic career. While the form and scope of parental involvement in schools can involve sophisticated arrangements involving administrators and public forums, the good, old-fashioned one-to-one communication that occurs between teachers and parents is still the key to improving student performance. Improved channels of communication foster understanding, caring and collaboration between the classroom and home. It also is our best hope for increasing support for our educational institutions. http://www.glencoe.com /sec/teachingtoday/educationupclose.phtml/5

Table 5.3
Relationship Between the Extent of Parents’ Acceptance and Involvement in School Programs/ Activities Based From Parents Perceptions

|Persons Involved |Adjusted R |Probability Value |T-Value |Interpretation |
| |Square | | | |
| | | | |Significance |Decision |
|1.Remediation and Enrichment |.525 |.932 |.107 |P> .05 |Accept |
|Classes | | | |NS | |
|2. Brigada Eskwela |.275 |.909 |.143 |P> .05 |Accept |
| | | | |NS | |
|3.PTA Projects |.288 |.914 |.131 |P> .05 |Accept |
| | | | |NS | |
|4. Health and Nutrition |.434 |.421 |1.004 |P> .05 |Accept |
|Programs | | | |NS | |
|5. Income Generating Projects |.659 |.368 |1.152 |P> .05 |Accept |
| | | | |NS | |

Results revealed that in the perceptions made by parents ,none of the categories included posed the desired relationship with acceptance and involvement .All the P value computed representing each category failed to reach the significant level hence the null hypothesis was accepted. Parents’ perception about the relationship of their acceptance and involvement in school activities indicate that they may be indifferent to matters concerning school programs. There are various reasons for their indifference. One reason could be because, though they accept it, they don’t know how to involve themselves in the program. On the other hand, they may be involved at first but since they are not oriented about the program, their eagerness to be involved may soon flicker and die. Parents’ hectic

schedules and responsibilities at home could be another reason why, though they know that a particular program is relevant, they still choose not to be involved. McDermott and Rothenberg ( 2008) further stressed in their study that teachers thought the lack of family involvement in school was an increasing problem. They sensed that parents had become more resigned and removed from the impersonal forces of large city school district. They thought that many parents felt urban schools were unresponsive to their children's learning needs. They felt there was a general deterioration in family involvement as children progressed through school. "In first grade, more parents are actively involved ... they are still clinging to their children.... but in a few years they have bought into the system and they have accepted their children's problems and accepted the system [for good and bad]. "

Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of findings, conclusions and recommendations.
Summary
This study aimed to determine the status of home – school involvement and its relationship with pupils’ academic performance.
Specifically, it will seek answers to the following questions: 1. What is the extent of acceptance manifested by parents on the school activities/programs as perceived by the three groups in terms of : 1.1. Remediation and Enrichment Classes 1.2. Brigada Eskwela 1.3. PTA Projects 1.4. Health and Nutrition Programs 1.5. Income Generating Projects 2. Are there significant differences from among the perceptions of the three groups of respondents on the acceptance manifested by parents on the school activities/programs? 3. What is the extent of involvement manifested by parents on the school activities/programs as perceived by the three groups in terms of the items cited above ?

4. Are there significant differences from among the perceptions of the three groups of respondents on the extent of parents’ involvement in school activities based on the above cited components? 5. Is there any significant relationships between the acceptance and involvement manifested by parents on the school activities/programs ? 6. Based on the findings of the study, what plan of action can be designed to strengthen home-school involvement ?

Findings Based on the analyzed and interpreted data, the following findings are presented in summarized form:
1. Extent of Acceptance of Parents in School Activities/Programs as Perceived by School Heads, Teachers and Parents on the Following :
1.1. Remediation and Enrichment Classes The school heads, teachers and parents perceptions on the extent of parents’ acceptance to remediation and enrichment classes obtained respective average weighted mean of 3.84 , 3.71 and 3.85 which were all interpreted as highly accepted.
1.2. Brigada- Iskwela The average weighted means of 4.05, 3.86 and 3.83 respectively from the perceptions of the school heads, teachers and parents on this category were all interpreted as highly accepted.
1.3. PTA Projects This component was rated as highly accepted by the school heads, teachers and parents as sustained by the respective means of 4.13 ,4.06 and 4.10.
1.4. Health and Nutrition Program The respective average weighted means of 4.10, 4.08 and 4.15 from the perceptions of the school heads, teachers and parents obtained a descriptive interpretation of highly accepted.

1.5. Income Generating Projects This variable obtained respective weighted means of 4.26, 4.10 and 4.27 resulting to the verbal interpretation of highly accepted based on the perceptions of school heads, teachers and parents.
2. Test of Differences Among the Perceptions of the Three groups of Respondents on the Extent of Parents’ Acceptance in School Activities/ Programs In one of the five variables, a highly significant difference was computed from among the perceptions of the three groups of respondents. This was in the variable income generating project said component obtained a high computed mean of 22.60 which was far beyond the acceptance level of .01. Hence, the null hypothesis accorded on this area of comparison was rejected. In the remaining three variables, significant difference were manifested. These include remediation and enrichment program , brigada eskwela and health and nutrition program . The computed fr values of 10.33, 9.33 and 1.50 respectively represented the factors mentioned .The significance was at .05 on each hypothesis accorded to these areas of comparison was again rejected.
3. Extent of Involvement Manifested by Parents on the School Activities/Programs as Perceived by the Three Groups in Terms of : 1. Remediation and enrichment classes The average weighted means of 4.11, 4.05 and 4.14 all interpreted as highly involved were respectively obtained from the perceptions of the school heads, teachers and parents.

2. Brigada Eskwela This variable obtained respective weighted means of 4.18 ,4.05 and 4.15 all interpreted as highly involved from the perceptions of the school heads, teachers and parents. 3. PTA projects This variable obtained the average weighted means of 3.55 ,3.81 and 3.54 respectively from the perceptions of the school heads, teachers and parents all with verbal interpretation of highly involved. 3.4 health and nutrition programs The average weighted means posted on this variable were 4.12, 4.04 and 4.15 based on the respective perceptions of school heads, teachers and parents with an overall interpretation of highly involved. 3.5. income generating projects The average weighted means from the perception of school heads, was 4.26 which was verbally interpreted as very highly involved while those of teachers and parents were 4.04 , 4.10 and 4.10 respectively and interpreted as highly involved.
4. Test of Difference From Among the Perceptions of the Three Groups of Respondents on the Involvement Manifested by Parents on the School
Activities/Programs : Remediation and Enrichment Classes ,Brigada Eskwela ,Health and Nutrition Programs, PTA Projects and Income Generating Projects. In two of the five variables, highly significant difference was computed from

among the perceptions of the three groups of respondents. This was in the variables brigada eskwela and PTA projects said components obtained computed mean of 15.58 and 9.33 respectively which were exceeded the acceptance level of .01. Hence, the null hypothesis accorded on this area of comparison was rejected. 1. Relationship Between the Extent of Parents’ Involvement and Acceptance in School Programs/Activities Based on School Heads Perception The result shows that a t-value obtained from the school perceptions on the category brigada eskwela and PTA Projects which are 3.635 and 3.054 reached the significant level at .05 which was supported by the probability value of .046 and .066. Furthermore the adjusted square computed means 80.6 % and 90.7 % of involvement demonstrated by parents could be attributed to the acceptance manifested by parents. The 3 other factors revealed t- scores which failed to reach the .05 level of significance, hence the hypothesis drawn earlier was accepted. 5.2 Relationship Between the Extent of Parents’ Involvement and Acceptance in School Programs/Activities Based on Teachers perception Results revealed that a t-value of 18.371 was computed in the assessment of the teachers on extent of parents acceptance in school programs/activities with the involvement manifested by parents in the conduct of remediation and enrichment classes was supported by the probability value of .035 meaning that the relationship achieved was at .01 level of significance , the null hypothesis was rejected.

Further, the adjusted R square ( .970 ) computed revealed that 97 % of the involvement demonstrated by parents in doing school activities could be attributed to the extent of acceptance manifested . Same findings found in categories of brigada eskwela ,PTA Projects and health and nutrition programs with computed t value of 3.67 ,13.224 and 6.557 respectively supported by the probability value of .070,.048 and .019 which explained the relationship attained at .05 level of confidence ,the null hypothesis was rejected. Finally the adjusted R square ( .998 ,.899 ,.894 ) computed revealed that 99.8 % ,89.9% and 89.4 % of the involvement demonstrated by parents in doing school activities could be attributed to the extent of acceptance manifested . 3. Relationship Between the Extent of Parents’ Involvement and Acceptance in School Programs/Activities Based on Parents perception Results revealed that in the perceptions made by parents ,none of the categories included posed the desired relationship with acceptance and involvement .All the P value computed representing each category failed to reach the significant level hence the null hypothesis was accepted.
6. Based on the findings of the study, what plan of action can be designed to strengthen home-school involvement and pupils’ academic performance? Plan of action focusing on the steps to be undertaken to strengthen school home involvement is made.

Conclusions From the summarized findings, the following conclusions were drawn:
1. In general, the different school programs /activities are highly acceptable to parents.
2. The perceptions of the three groups of respondents on the acceptance manifested by parents on the school programs/activities vary.
3. As a whole, parents are greatly involved in different programs/activities of the school.
4. There is a considerable difference observed from the perceptions of the three groups on the involvement manifested by parents on different school activities/programs could be because of their different functions in the educational institution and different situations in their respective schools.
5. The noteworthy variations among the perceptions of the school heads, teachers and parents on relationship between the acceptance and involvement manifested by parents in school programs/activities are attributable to their differences in positions, functions, socio-cultural background and experiences.
6. There are several measures to help increase parents involvement in school programs and activities.

Recommendations From the drawn conclusions, the following are hereby recommended: 1. A basic level of teacher-parent interaction is necessary to afford the transfer of information and to effect mutual support and shared mission and vision of the school . 2. Information about programs, projects, expectations and assessment processes are crucial to the parents’ role. Extensive programs of meetings with parents should be arranged . 3. Organize a classroom parent's group to help with tasks such as planning class parties, organizing field trip volunteers and managing fundraisers. 4. Coordinate a time with the parents to be involved with school programs /activities. 5. A similar study may be conducted using the same set of variables in other schools and divisions in order to confirm the findings of this piece of work. 6. The proposed plan of action maybe implemented to enhance the acceptance and involvement of parents in school activities /programs

.

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Enhancement of Pupils’
Academic Performance

Home-School
IInvolvement

• Observation Learning

• Vicarious Learning

• Self-Regulated Learning

Bandura’s Social Learning Theory

• Parenting

• Communicating

• Volunteering

• Learning at home

• Decision making

• Collaborating with community

Epstein’s Typology Theory

Extent of Parents Acceptance in School Activities/Programs

• Remediation and Enrichment Classes
• Brigada-Iskwela
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