Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 3 no. 8 (2022)

Impact of Family Structure and Parental Involvement in Low Socioeconomic Areas on Reading and Writing Development of Grade 3 Students from San Rafael Elementary School in the Division of Agusan Del Sur, Philippines

Rangiel Gomez | Arceli Capio | Jeffrey Apat | Frederick Maglinte | Jeffry Saro

Discipline: Education

 

Abstract:

Education system in the Philippines is constantly changing and more is being expected out of students at a much younger age. The levels of parental involvement had higher expectation to the literacy skills of the students. This study aimed to analyzed the collective influence of the predictor’s family structure, parental involvement and socioeconomic areas and students’ perspective interest of the classroom learning environment on Grade 3 students of San Rafael Elementary School. Thus, the intention was to provide an analysis of these predictors of academic performances of the grade 3 students in the areas of reading and writing development. To expand knowledge of the interrelationships between the variables correlated in the study. The data treatment was performed in order to evaluate and determine the descriptive statistics between parental involvement, family structure, low-socioeconomic status and student’s performances in reading and writing areas. The descriptive research design was used to assess and measure the linear coalition between the independent variable and dependent variable. The quantitative data was obtained along the parental involvement survey using and basing on the set of thirteen Likert scale questions. As the results of the descriptive statistics results in Table 1 revealed that among the 30 parent participants or as corresponding assessor and evaluator 19 (63.32%) were underneath from lowest family affluence scale, which represented the highest number of the parent sample on the study. Based on the findings, the reading assessment scale of the respondents were on the mean value of 5.72±3.82 that indicates as text reading speed (syllables per seconds). Whereas, the words reading (syllables per seconds) variable has the mean value of 3.70±2.33, hence, for the non-word reading (syllables per seconds) were gathered the results of 1.79±0.66. The parental involvement was grounded on the time spent offered and parental guidance of the students.



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