PARENTING INVOLVEMENT INTERVENTION AT LITTLE THERESE

PAROCHIAL SCHOOL

Maria Angelica M. Bañaga

Nika Mae B. Bersabe

Angelyn D. Dueñas

Eddisha Mae L. Payade

Vanessa R. Soriano

An undergraduate thesis presented to the faculty of the College of Education

of Central Bicol State University of Agriculture.

San Jose Pili Camarines Sur

In Partial Fulfillment of the Requirements for the

Bachelor of Elementary Education

APPROVAL SHEET
The undergraduate thesis attached here to, titled PARENTING
INVOLVEMENT INTERVENTION AT LITTLE THERESE PAROCHIAL
SCHOOL written by BAÑAGA, BERSABE, DUEÑAS, PAYADE and
SORIANO (2023) in partial Fulfillment of the requirements for the Bachelor of
Elementary Education is hereby accepted.

KAREN B. PEREZ
Chair, Advisory Committee

_____________
Date signed

LEIZLE B. MANACOB, MAED JULIE AMARA BONDILLES

Member, Advisory Committee Member, Advisory Committee
__________ ___________
Date signed Date signed

KENNEDY A. BELTRAN, PhD

Thesis Adviser

Date signed

Approved as partial fulfillment of the requirements for the Bachelor of

Elementary Education.

MELINDA PARRO-PAN, PhD

Dean, College of Development Education
_____________
Date signed
 RESEARCH AUTHORS

Maria Angelica Menes Baῆaga

 ACKNOWLEDGEMENTS

This research would not have been possible without the help of several
people who gave their underlying support, patience, and significant
contribution by unconditionally extending precious time and efforts. The
researchers would like to extend their deepest gratitude of:

Dr. Kennedy A. Beltran, Research Adviser, for unselfishly giving time,

ideas, advice, efforts and consistent guidance and the words of
encouragement he spent for the betterment of the study.

Ms. Karen B. Perez, chair, Advisory Committee, for her endless

support, encouragement, and the valuable efforts in helping the researchers
to achieve desired outcomes of this study.

Bro. John Oliver O. Delantar, School principal of LTPS, for allowing

the researchers to conduct the study in their school.

To the respondents, for their wholehearted support and cooperation in

providing substantial information.

To the researchers’ Family and Friends, for unending support to

provide their needs, as well as for motivating and believing that they can
surpass the challenges and ultimately reach the goal that they pursue.

Above all, to Almighty God, who gave guidance, blessing, and lead
them to achieve the better outcome of this study. Without Him, this could not
be possible.
 CHAPTER 1

INTRODUCTION

Parents have vital roles to play in the life of a child. They play a great

role in children’s education because the learning begins at home strengthen in

school, and when the child is home, parents will follow up what is learned in

school to have continuity of learning. Parents supports their children’s

involvement in all activities in school. They guide and assist them in all their

curricular and co-curricular activities that motivates them to standout, through

this their children will realize that their parents valued them. Children will be

encouraged to excel as their parents will be proud as well. These are the

reasons why home and school are inseparable (Quinan 2009).

Parents who are actively involved in their children's education have

more positive attitudes toward school and exhibit healthy learning behaviors

(SHIELA SMITH 2007). Parental involvement is regarded as important since it can

give teachers rich information about a child’s particular requirements and assist

teachers in developing their educational capacities to meet the needs of each of their

students (Liu et al., 2020).

Children have two main educators in their lives, their parents and their

teachers. Parents are the prime educator before the child start school and

remain major influence in their children’s learning through schools and

beyond. There is no clear line to show where the parents input stops and the

teachers input begins. The school and the parents all have crucial roles to

play the impact is greater if parents and schoolwork in partnership. (DfEs:

n.d.). therefore, DfES (n.d.) recommends that parental involvement in

children’s learning impact on outcomes for all children.

 According to Barnard (2004) he found that academic performance of

students profoundly depends upon parental involvement in their academic

activities to attain a higher level of quality in academic success. Since parents

are the first teachers of their children, they need to take a leading role in their

children’s education. Parent involvement in a child’s education is a key issue

ensuring student’s success, growth, and development in life. Students will

take education more seriously, do well academically, display better behavior

in school and assume greater responsibility for his/her actions when they

found their parents are actively involved.

Rich (2003) studied that parental involvement in school and found out

that children whose parents shared in their formal education tend to do better

in school. some benefits identified measure parental involvement in education

included higher grades and scores, long term academic achievement, more

successful programs and more effective schools. According to Rich, school

should create environment where teacher input on implementation of parental

involvement strategies was sought and encouraged.

Good parenting management increases the students' learning quality

significantly (K. Anna Farida 2009). Parents, school, and community hold the

same important share in giving the best education for children. One of the

efforts is involving parents in parenting related to the learning activities at

school. The parenting function should be done not only at home but also

should reach the formal education of the children. Parents who are more

interested on the education of their children and actively attending school’s

programs, activities and conferences with their children performed better

academically and are more disciplined (Ndirangu and Kibaara (2014).

Parental involvement practices, regardless of other practices applied at

home or at school, have been found to influence children's academic

performance. Parents play a dynamic role in nurturing their children’s

educational development. They enable the resources for learning and

promoting achievement and offer financial, emotional, and motivational

support. By aiding instructors in maximizing student’s academic potential and

keeping an eye on the caliber of instruction and the facilities for teaching at

the school, parents can act as educational partners for teachers. In the

current policy environment of education, parents not only play a crucial role in

fostering linkages between communities and schools but also act as decision-

makers. Recently, there has been a growing interest in the field of sociology

and psychology of education regarding parents' involvement in their children's

education because every child has the same needs and problems in the

process of their development. Parental involvement is a form of investment

made by parents for ensuring the bright future of their children. The more

confidence parents instill in their children regarding their success in school,

the greater their involvement in their children's education (Eliason& Jenkins,

2003).

In this,

Based to the study of Eden Pontz (2019) there are eleven ways how

parents can get involved in school and in their child learning and those are;
 Attending back-to-school nights or other orientation events,

attending parent-teacher conferences throughout the year

ensures you are on the same page.

 Ask your teacher how they would like to communicate, stay up

to date on progress and communicate if a problem arises.

 Demonstrate a positive view of education at home, parental

involvement does not only occur inside the school it is also

about valuing education of young learners that may result to a

positive outcome to the learners.

 Encouraging reading to help your children develop a love of

reading is the single most important thing you can do to help

them succeed in school and in life.

 Help manage the homework process let the learners think that

education is vital so as the homework should always be done

help your child stay organized, ask about daily assignments,

and monitor their work.

 Attend school events parental involvement to school events or

programs helps build a community at large.

 Attending parent organization meetings parents should be

encouraged to join the PTA (Parent Teacher Association) or

PTO (Parent Teacher Organization) to work with other families

to improve the school.

 Volunteers in the school schools should allow volunteers so

parents should be on the lookout for volunteer opportunities and

share your special skills.

  Let the school know what groups, classes, or guidance you

would like them to provide schools are a great resource to

improve learning not only for the students but also for the

primary stakeholder of the school which are the parents.

 Encourage active learning when parents encourage this type of

learning at home, your teen’s participation and interest in school

may increase.

 Learning about your rights is important to know what your rights

are as a parent.

A school-family partnership does more than enhance academic

achievement. When parents and teachers work together, students report

higher levels of motivation and self-esteem. Students also develop key social

and emotional learning skills, such as self-awareness, relationship building,

and responsible decision-making. Young people develop these skills when

programs are coordinated across settings, including home and school. When

families and educators work together, they reinforce the kind of behaviors and

skills young people need to become successful adults.

Statement of the Problem

This study aims to determine the parenting involvement practices at

little Therese parochial school.

Specifically, this research was sought to answer the following questions:

1. What are the different parenting involvement practices at Little Therese

Parochial School?

2. What are the challenges encountered by the parents, along.

• A. curricular

• B. extra-curricular

3. What are the possible program that can be addressed the possible

challenges along.

• A. curricular

• B. extra-curricular

Objectives of the Study

The main purpose of this study was to determine parental involvement

intervention practices at Little Therese Parochial School.

Furthermore, this research aims to:

1. Identify the parenting involvement practices at Little Therese Parochial School.

2. Determine the challenges encountered by the parents, along.

• A. curricular
 • B. extra-curricular

3. Develop a program addressing the challenges encountered along.

• A. curricular

• B. extra-curricular

Significance of the Study

The result of this study could be beneficial to the following:

Students. The pupils who are the primary addressee of this study, the results

of this study may contribute to their academic performance and for them to

know the importance of their parents’ involvement.

Parents. The research benefits the parents of the students wherein there will

be a deeper understanding to their child’s academic performance, furthermore

parents will know the importance of their involvement in academic

performance and how does it affect their children performance in school.

Teacher. The researcher wanted to raise awareness to the teachers as to

why parents’ involvement has something to do with the academic

performance of their students and give parents advice to how they can help

their children enhance the academic skills and performances in school.

School. The results of this study may help them to acquire and understand

the importance of the involvement and support of the parents towards student

academic performance.
Future Researcher. This study may be the basis used in developing research

studies undertaking similar types of research study. This may guide them to

determine their chosen problem and serve as the foundation to conduct their

study.

Scope and limitation of the Study

This study focuses on determining the parenting involvement

intervention at Little Therese Parochial School for the school year 2023-

2024.In this study, parental involvement intervention refer to the possible

steps or ways on how to improve parental involvement at Little Therese

Parochial School. Parental involvements are crucial for the students’ progress

and success. Parents get involved in school activities by attending Parents-

Teachers Association (PTA) meetings, assisting their children to do their

homework, attending academic clinic days, and many other activities

organized by the schools. The respondents of the study were delimited to the

parents of students and teacher at Little Therese Parochial School located at

San Jose Pili Camarines Sur.

Theoretical Framework

This theoretical framework conceptualizes the theories related to this

study. It justifies the relevance of the study to enable understanding of the

importance of parental involvement to learning success of the student.

 Social learning theory, introduced by psychologist Albert Bandura,

proposed that learning occurs through observation, imitation, and modeling

and is influenced by factors such as attention, motivation, attitudes, and

emotions. The theory accounts for the interaction of environmental and

cognitive elements that affect how people learn. It suggests that observation

and modeling play a primary role in how and why people learn. Social

Learning Theory goes beyond the perception of learning being the result of

direct and experience with the environment. It is believed that learning can

occur simply by observing others behavior.

Parental connection capitulate pupils enhanced performance in

school; thus families must ascertain a supportive home environment for their
children as learners.
Parental connection capitulates pupils to enhance performance in

school. The Epstein Theory of Parental Involvement by Joyce Epstein

stipulated that taking an effective part in creating an educational environment

for children is pivotal. It is believed that excellent encompasses parents who

often include themselves in the children’s learning like helping them do tasks

at home acquire knowledge, joining in school programs, and contributing to

school related decision- making. It predicts that children whose parents are

involved in their education will be more likely to develop a strong, positive

sense of efficacy for success.

According to Epstein Theory of Parental Involvement there are six types of

parental involvement. 1) nurturing model; 2) two-way communication between

parents and teachers; 3) parents as volunteers; 4) studying at home; 5)

actively involved in decision-making; 6) collaboration with the community in

affirming school program.

Nurturing model helps all families establish home environment to support

children as students. Communicating having two-way communication

between parents and teachers it is designed for effective school-to-home and

home-to-school communication about school program and children’s

progress. Volunteering it’s a way on recruiting and asking help and support

from the parents. Learning at home it provides information and ideas to

parents about how to help their students at home with homework and other

curriculum related activity, decisions, and planning. Decision making it

includes parents in school decisions developing parent leader and

representative. Lastly collaborating with community tends to identify resource

and services from the community and strengthen school programs, family

practices and student learning and development. This theory predicts that

children whose parents are involved in their education will be more likely to

develop a strong, positive sense of efficacy for successfully achieving in

school-related tasks than will children whose parents are not involved.

PARENTING INVOLVEMENT

INTERVENTION AT LITTLE

THERESE PAROCHIAL SCHOOL

Eipstein Theory of
Social Learning Theory
Parental Involvement
 Figure 1. Theoretical framework of the study

Conceptual Framework

This conceptual framework of the study serves as the

researcher’s guide in the conduct of the study to determine the parenting

involvement intervention at Little Therese Parochial School. The

framework is based on the Input-Process-Output (IPO) Model.

The input of the study consists of the variables that were

analyzed by the researchers through gathering data. These are the

parenting involvement practices at Little Therese Parochial School, the

challenges encountered by the parents along curricular and extra-

curricular, and the developing a program addressing the challenges

encountered by the parents along curricular and extra-curricular.

As a process, the collection of data will be obtained through a one-

on-one interview. The interview will be conducted to the parents of the

students at Little Therese Parochial School, data from the interview will be

analyzed using qualitative approach and will be interpreted to identify the

framework as well as the overall objectives clearly and easily.

After the data collection, analysis, and interpretation of the relevant

data that the researcher has gathered the researcher will develop a

program that can adhere parents to be more involved to their child

education in both curricular and extra-curricular.

 INPUT PROCESS OUTPUT

o parenting
involvement
practices at
Little Therese
Parochial
School.

o challenges
encountered 1. Gathering or
collection of data
by the through
parents, questionnaire
along; and interviews. (PEEP)
Parental
A. curricular 2. Analysis and Engagement
B. extra- interpretation of Education
data. Program
curricular
3. Formulation of
o program possible plan to
addressing implement.
the
challenges
encountered
along;

A. curricular
B. extra-
curricular

Figure 2. Conceptual framework of the study

Definition of Terms

To better appreciate the study, the following terms are conceptually

and operational defined for this study. They are listed in alphabetical order.

Academic performance. refers to student achievement across various

academic subjects. These include accomplishments that show academic

excellence, involvement in student life, community service and resilience, as

well as grades, honors, awards, and competitive outcomes. Anything you

have finished, including a degree, certification, or standardized test may count

as an accomplishment.

Challenges. refers to the problems and concerns that limit your ability to

attain goals in life or affect your quality of life, something new and difficult

which requires great effort and determination.

Curricular. it is an academic activity that typically take place within the walls

of a classroom and are part of school curriculum.

Extra-curricular. these are activities that the students participate in outside of

class, such as activities in the arts, athletics, personal commitment and more.
Formal education. refers to the structured education system, which includes

specialized programs for vocational, technical, and professional training, and

which goes from elementary school through university.

Intervention. is used to describe the steps used to modify knowledge and

behavior through the application of policies, instructions, and practice

activities. It is also a specific strategy used to meet the specific goal to

address a problem or behavior.

Parental involvement. a parent’s active commitment to spending time

assisting in the academic and general development of their children (Graham,

2015). Actions undertaken by parents to be involved in their children’s

education (Rodriguez et al., 2014).

Practices. it is an act of doing something regularly or repeatedly to improve

your skill from doing it.

 CHAPTER II

METHODOLOGY

This chapter presents the over-all framework and methodology that the

researchers used in the conduct of this study. This includes the research

design, locale, respondents of the study, materials and procedure of the study

that were used.

RESEARCH DESIGN

This study utilized the qualitative type of the study which use to gather-

in-depth insights into a problem or generate new ideas for research. This

study is designed by using one-on-one interview research method in which

the interviewer meets with one respondent at a time to ask questions.

This type of interview is used to collect qualitative data from respondents

about their opinion, beliefs, or experiences. This design corresponds to the

study since the focus of this study is to determine the parental involvement

intervention practices at Little Therese Parochial School.

RESEARCH METHOD

A qualitative method was utilized in this study as it aims to identify

parental involvement intervention practices at Little Therese Parochial School.

The qualitative data is collected through interview questionnaires composed

of structured type of interview questions. This type of interview is a

standardized method of interviewing where each candidate is asked the same

set of questions in the same order. This approach ensures consistency,

reduces bias, and allows for easier comparison of responses, making the

hiring process more objective and reliable. This method allows a systematic

and objective approach in identifying patterns and drawing conclusions for this

study.

RESEARCH SETTING

This study will take place in Little Therese Parochial School at San

Jose Pili Camarines Sur under the supervision of BRO. JOHN OLIVER O.

DELANTAR Principal. The researcher decided to conduct this research study

to further investigate parenting Involvement intervention at Little Therese

Parochial School (LTPS).

MATERIALS AND PROCEDURE

In the conduct of this research. The research team may use materials

such as interview questionnaires, electronic devices for recording such as

smartphones, traditional paper and pencil note taking and Microsoft Word for

encoding the response of the Respondents. Parents of different grade level

from grades 1-6 of Little Therese Parochial School were chosen through

convenience sampling technique. They will answer the interview question

provided by the research team. Their responses will greatly affect the

outcome of this study.

RESPONDENT OF THE STUDY

A total of 10 parents are randomly selected to be the respondents of

the study. The researcher chooses the parents of the students at Little

Therese Parochial school because they can contribute to and understand the

research the researchers are currently undertaking. The researcher will

formulate a list of questions for the respondents to answer in-order for the

researchers to obtain what are need for this study. The selected respondents

will be asked for their consent and permission before they begin answering

the questions that will be asked of them. The information that will be gathered

from the respondents will be kept confidential for safety purposes, and their

cooperation in this matter will be deeply appreciated.

The survey will help the respondents in sharing their perspectives and

thoughts about the topic, while at the same time, it allows the researchers to

discover other topics relating to the research.

STUDY
A total of 10 respondents were chosen to participate in the study. Students
from,
regardless of strand, would be the respondents. We selected these students
because
they are easier to approach and because they can contribute to and
understand the
research we are currently undertaking. The researcher will formulate a list of
questions
for the respondents to answer in order for us to obtain the details we need for
this study
INSTRUMENT OF THE STUDY

The interview method was used as the gathering instrument for this

study. The questions were all about their personal experiences and opinions

on the topic. The interview questions focus on the parental involvement

practices intervention at Little Therese Parochial School. This interview will be

composed of 5 questions. The interview will be recorded using video

recording or voice recording if the respondent allows us to record them. The

researchers’ questions were first submitted to the instructor for approval to

ensure that they were relevant to the subject. The researchers immediately

began the interview after receiving approval of the interview questions but first

sought permission from the respondents.

CHAPTER III

RESULT AND DISCUSSION

This chapter presents the result and discussion of the data gathered

from the parents of the students from Little Therese Parochial School who are

primarily the respondents of the interview. The purpose of this study is to

identify the “Parental involvement intervention at Little Therese Parochial

School” the result of the data analysis provides to give a comprehensive

explanation to the themes we generated in response to the objectives set in

this study.

Identify the parenting involvement practices at Little Therese Parochial

School.

This section addresses the first problem of the study. Which focuses on

finding out the different parenting involvement practices at Little Therese

Parochial School. Specifically, it aims to discuss the different parenting

practices, reasons why do parents need to be involved in their Childs

education and the opportunities or the positive outcome to the children if their

parents are supporting and being involved towards their learning journey.

Table 1. The different parenting Practices of the parents at LTPS

NUMBER OF

VARIABLES RESPONDENTS PERCENTAGES

Supporting them
financially 6 60 %

Brought to pick up from

school
6 60 %

Helping them to do their

assignments and 4 40 %
projects

Attending school
meetings 3 30 %

Attending and
participating in different
school activities 2 20 %

Table 1 shows the different parenting practices that parents are doing.

Parents has different ways on how they will guide and raise their children.

Parental practices of most of the parents has something to do with the

attitudes and character of their children also it effects on how a child performs

at school. Based on the table and the data gathered the parents of the

students at LTPS are doing the following practices. 6 out of 10 parents said

that to support their child education they are supporting their children

financially because this school is private school the parents tend to pay for the
tuition every month and support their child other expenses like for food and

other school fees, they are also the one who’s taking and fetching their child

in school to secure their safety. 4 out of 10 parents also said they are helping

their children in doing their assignments and projects since they are still young

in where they need the guidance from the parents. 3 out of 10 parents said

that they are attending meetings such as Parent Teachers Association (PTA)

meetings to be able to be aware about the school and their child also for them

to be part of the decision making within the institution. Lastly 2 out of 10

parents said that they also attend and participate in different school activities

to show their moral support for their child and to the school. Most of the

interview participants has the same point of view on how they are going to be

a responsible parent to their child and how their parental practices affect child

education performance. According to Haynes N. M. (1991) The meaningful

involvement of parents in children's schooling can enhance the educational

process. Parents can contribute insights and knowledge that complement the

professional skills of schools' staffs in ways that strengthen academic and

social programs. However, for parent involvement initiatives to be successful,

they should be part of a contextually focused school improvement process

designed to create positive relationships that support children's total

development. Parent involvement programs that are instituted in traditional

bureaucratic and inflexible school environments are less likely to yield positive

results than those that are part of a more collaborative organizational

structure. In our work, we involve parents at all levels of school life, through

general support of schools' educational programs, active participation in daily

activities, and in school planning and management. Parents work together

with schools' staffs to establish academic and social goals and to develop and

implement comprehensive school plans. However, parents do not supersede

or challenge the authority of principals and their staffs. They provide

perspectives on matters that serve the best interest of children.

Table 2. Reason why do parents need to be involved in their child

education.

NUMBER OF

VARIABLES RESPONDENT PERCENTAGE

To guide my child
academic performance. 8 80 %

To be aware and ensure

my child welfare. 7 70 %

To create a strong
bound and foundation 6 60 %
toward my child.

To give them a better 2 30 %

future.

To motivate them to
study hard and always
go or attend school 1 10 %
every day.

One of the most important reasons for parental involvement is that it

helps alleviate stress and anxiety if the students are facing challenges with

specific skills or topics. Parents have experience and expertise with a variety

of subject matter and life experiences to help increase relevance. Parents

help their children understand content and make it more meaningful, while
also helping them understand things more clearly. Base on the interview and

the data gathered as what parents observed towards their children when they

are actively engaged with their study has a positive outcome. Based on table

8 out of 10 parents said that the reason why they need to be involved in their

child education was for them to be able to guide their children academic

performance. 7 out of 10 parents also said that they want to ensure their child

welfare. 6 out of 10 parents said that by means of being involved in their child

education they will be able to build strong foundation and served as the role

model toward their children. 2 out 10 parents said that they need to be

involved in their child education to secure and give their children a better

future and lastly 1 out of 10 parents said that they want to be involved to their

child education to motivate their children to attend school everyday.

Table 3. Positive effects of parental involvement to children

NUMBER OF

VARIABLES RESPONDENT PERCENTAGE

Become more competitive

when it comes to their study

4 40 %

Children value their studies

more. 3 30 %

Be more persistent to go to
school 3 30 %

Be more motivated to
participate school activities 2 20 %

Boosting off their self

confidence 2 20 %
 Become a good child 2 20%

Table 3 shows the positive effect toward children if their parents are

being involved in their education. 4 out of 10 indicated that their child become

more competitive when it comes to their study. 3 out of 10 said that their

children value studies more and they are persistent to go to school when they

have the support from the parents while there are 2 out of 10 answered that

their child will be more motivated to participate school activities, can boost off

their self-confidence and especially their child become a good children that

tends to consider their parents as part of their growth as a person and as a

students.

Determine the challenges encountered by the parents, along, a.

curricular b. extra-curricular.

This section focused on finding out the different challenges that parents

of the students at LTPS have encountered along curricular and extra-

curricular activity of their children at school. Some challenges parents face

when getting involved in their child’s education include time constraints and

lack of information about the school system. Additionally, some parents may

feel like they are not welcomed or needed at their child’s school. Parents and

schools can work together to support children’s education by communicating

and collaborating on behalf of students. Parents can provide support at home,

and schools can offer resources and opportunities for parental involvement.
Table 4. Challenges that parent experienced along

curricular and extra-curricular.

NUMBER OF

VARIABLES RESPONDENT PERCENTAGE

Financial problem
4 40 %

Struggling in handling
child attitude and 3
capturing child attention 30 %

Find it difficult to teach

them inside our home 2 20 %

Lack of time management 1 10 %

Distance from school

1 10 %

Table 4 represent the response of 10 parents from LTPS about their

challenges they have been encountered in order to support their child

education and according to the response of the parents they have encounter

problem in general to both curriculum and extra-curriculum the gathered data

shows that most of the parents challenges was financial problem 4 out of 10

parents said that they are facing financial challenge because the institution is

a private school which requires them to pay for the tuition and other expenses

within the school. 3 out of 10 parents said that they are struggling to handle

and capturing their child attention since they are in the elementary grades

most of the students are on the process of playtime in which they tend to play

and play instead of learning or while learning. 2 out of 10 parents also said

that they find it hard to teach their children at home because they are not

focusing on the lesson or the take home activities because of some factor
such as gadgets and toys at home. Lastly 1 out of 10 parents said that they

experience challenge on how they manage time and the distance from school

because according to these parent since kids are playful there are some

assignments and activities that are not done on time and also affect the time

for other things that will able to do such as household chores and the distance

from school this parent said that it is quite difficult to commute going to school

everyday since their house was far away from school but need to do so just to

give her child a quality education.

Develop a program addressing the challenges encountered along, a.

curricular b. extra-curricular.

This section focuses on the possible intervention toward encouraging

parental involvement. School has a vital role to encourage parents’

participation in school and especially towards their child’s education.

According DepEd order NO. 13, s. 2022 it mandates to have a school and

parent partnership. It is DepEd Order No. 13, s. 2022, which provides the

updated guidelines on the regulation of operations of the Parents-Teachers

Associations (PTAs) in public and private schools. The order aims to

harmonize the functions of the PTA with the DepEd’s mandate and to guide

the school-based organization in managing collaborative engagements

among education stakeholders 1. The order also covers the organization and

composition of the school PTA, the membership and responsibilities of

teachers and parents, the election of PTA officers, the conduct of PTA

meetings and fundraising projects, and the monitoring and evaluation of PTA

activities. The order also prohibits the PTA from engaging in any political
activity or partisan politics in whatever form. Schools can encourage parental

involvement by providing information about school activities and events and

making it easy for parents to participate. Additionally, schools can create

parent-teacher organizations or committees to help facilitate communication

and collaboration between parents and educators.

Table 5. Parents point of view on how LTPS can encourage them to be

more involved in the institution.

NUMBER OF

VARIABLES RESPONDENT PERCENTAGE

Having parent Teacher

Association Metting
(PTA) 8 80 %

Create more school

activities or program 7 70 %

Parents Daily Updates

6 60 %

Table 5 represent the responses from the interview according to the

data gathered 8 out of 10 parents suggest that in order to encourage parents

involvement to the school the school must have PTA organization as well as

classroom meetings in order for them to be aware of the school projects and

to be part of the decision making while 7 out of 10 parents said that the school

must create more programs and activities that requires parents to participate

such as family day, Christmas party and more while and lastly 6 out of 10

parents also suggest that the teachers of their children should always update
them about their child development and the things that their child need to do

in school or even on the house.

Base on the data gathered the researcher tend to formulate a program

that can be able to address and strengthen parental involvement at Little

Therese Parochial School at San Jose Pili Camarines Sur.

CHAPTER IV

SUMMARY, FINDING, CONCLUSION AND RECOMMENDATIONS

This chapter is a presentation of the summary, findings of the study,

corresponding conclusions drawn, and the recommendation offered.

SUMMARY

The study focused on Parenting Involvement Intervention at Little

Therese Parochial School located at San Jose Pili Camarines Sur. This study

aims pursued the following objectives: 1. Identify the parenting involvement

practices at Little Therese Parochial School, 2. Determine the challenges

encountered by the parents, along; (a) curricular (b) extra-curricular and 3.

Develop a program addressing the challenges encountered along; (a)

curricular (b) extra-curricular. The study employed the descriptive method

type of research by the help of 10 parents at Little Therese Parochial School,

the data gathered through a one-on-one interview that have been analyze and

interpret using code through an application called Qualitative Data Analysis

(QDA miner).

FINDINGS

Problem 1. What are the different parenting involvement practices at Little

Therese Parochial School?

This study finds out that parents of the students at LTPS has different

parenting practices such as supporting their child studies financially, patiently

bringing and picking up their children at school every day, helping their

children in doing their assignments and projects if there is an assignment or

project at school, they are also attending meetings and participating in

different school activities and programs. The reason why parents are doing

those to their children is that they want to guide their children academic

performance, they also want to ensure their child welfare, they want also to

build a strong connection and relationship to their children to be able to

motivate them to study hard, and most of all they want to ensure their child

future. This different parenting practices has a huge impact towards their child

academic and overall performance at school such as based on their

observation towards their children it brought a positive effect to them if they

knew that they have parents who are always supporting them in school the
child or the learner will be more competitive and always been encourage to

attend school and participate to the class discussion, it also result to positive

development of the child in academic and personal growth especially in

elementary level they are more confident to showcase their ability and talents

and most especially they become more a good child and a person.

2. What are the challenges encountered by the parents, along; (a) curricular

(b) extra-curricular?

This study finds out that most of their challenges are in general since

these challenges are not only faced unto curricular and but also in extra-

curricular. Based on the interview the most challenging part of being parents

are financial because of the tuition and other expenses when it comes to

education, handling child attitudes especially in teaching them at home since

they are still adjusting to the new kind of teaching brought by the pandemic,

lack of time management towards the different task to be done and fulfil every

after day and lastly the distance from school there are parents who said that it

was quite challenging since the location of the school was far away from their

house but still those challenges must always be address by the parents to

ensure their child brighter future.

3. What are the possible program that can be addressed the possible

challenges along; (a) curricular (b) extra-curricular?

This study aims to formulate a program regarding the suggestion from

the parents at Little Therese Parochial School on how the school encourages

more parents to be involved in school and especially in their child’s education.

The parent suggested that for the school to encourage more parents to be
more involved in school and in their child, education was by means having

PTA Parents Teacher Association, creating more activities or program in

school that requires participation of the learners and the parents and by

means of parents’ daily updates about their child in school. The researcher

came up with a program called PEEP which stands for Parental Engagement

Education Program.

CONCLUSION

In view of the findings stated the following conclusion were drawn.

1. Parental practices refer to the interaction that parent has with their children

as the study conclude that parents of the students at Little Therese

Parochial school has different way on parenting their children such as

supporting them financially, patiently bringing and picking up their child in

school, helping them in doing their assignments or projects if there is and

lastly attending meeting and participating to the different school activities

and programs held within the school.

2. Parents at Little Therese Parochial School faces a lot of challenges in

terms of supporting their child in their studies whether it is in curricular or

in extra-curricular the researcher concludes that most parents at LTPS

faces challenges when it comes to financial, handling child attitude

towards learning, lack of time management, and the distance from school.

3. As what the parents suggested based on the interview for the school to

encourage parenting involvement the school must have Parents Teacher

Association it must also offers more school activities or programs that

 requires parent cooperation and participation also, they suggested to have

a proper communication and information dissemination for the parents to

be aware of their children endeavor and education performance. Because

of this the researcher came up with the program called PEEP that stands

for Parenting Engagement Education Program it is a quarterly seminar for

the teacher, parents and the students in where there is parent-child

workshop about effective parenting strategy, parents-teachers consultation

and feed-backing about their children's school performance, Open forum

for all answering the question and accepting suggestion of parents about

the school and its possible programs and financial report for transparency

purposes.

RECOMMENDATION

Based on the salient findings and conclusions, the following

recommendations are:

1. School should create a plan or activity for providing parents a direct

involvement in their children’s education.

2. The researcher came up with an activity called PEEP or Parenting

Engagement Education Program. This program is a seminar between

the parents and the teachers at LTPS in order encourage parental

involvement in the said school. The Parenting Engagement Education

Program (PEEP) seminar will serve as avenue for the parents and the

teacher to collaborate and communicate with one another to address

some issues among the learners and to improve and make some

changes towards the school and the strategies of parenting on how

they will handle their child education.