Parental Engagement and Nurturance on the Reading Performance of Intermediate Pupils in Sta. Cruz Elementary School

Serlita Francia  Aranda,

Parental Engagement and Nurturance on the Reading Performance of Intermediate Pupils in Sta. Cruz Elementary School

Discipline: Education

Abstract:

The study aimed to determine the effects of parental engagement and nurturance on the reading performance of intermediate pupils in Sta. Cruz Elementary School, School Year 2020-2021. The respondents of the study were the 370 Intermediate pupils consisting of 118 Grade 4 pupils, 78 Grade 5 pupils and 174 Grade 6 pupils who are included in the Blended Learning modality in the said school. They were described in terms of their age, sex, sibling position, number of children in the family, monthly family income and parents’ educational attainment. Descriptive survey research design was utilized in this study. The first research instrument is a researcher made questionnairechecklist to determine the extent of effects of parental engagement and nurturance on the reading performance of the pupil-respondents with respect to inferential, critical thinking, assimilation and comprehension. The other set is a parallel objective type of test consisted of 40 items. This was used to determine the level of reading performance of the respondents. The study revealed that the pupil-respondents are mostly 8-10 years old; predominantly males; are first and second born child and mostly belong to families with two children in the family. A higher number of the respondents belong to family with monthly income below ?10,000 and whose father and mother are mostly college undergraduates. Parental engagement and nurturance moderately affects the reading performance of the pupils with respect to inferential, critical thinking, assimilation and comprehension. Sex, sibling position, number of children in the family, monthly family income, father’s educational attainment and mother’s educational attainment are not significant on the effects of parental engagement and nurturance on the reading performance of pupils. However, when grouped by mother’s educational attainment with respect to comprehension is significant. Pupils have a satisfactory reading performance as revealed by the results of their Reading test. The test on the significant relationship between the extent of effects of parental engagement and nurturance with respect to inferential, critical thinking, assimilation and comprehension and their performancedo not relate.

References:

Alampay, L. & Garcia, A., “Education and Parenting in the Philippines”. 2016. Cruz, N., “Reading: Not Easy to Teach or Learn”. Philippine Daily Inquirer, June, 2019.
Durisic and Bunijevac, “Parental Involvement as an Important Factor for Successful Education”. CEPS Journal, Vol.7 (137), 2017.
Ferlazzo, J., “Involvement or Engagement?”. ASCD, pp. 10-14. May 2011.
Mudzielwana, N., “The Role of Parents in Developing Reading Skills of Their Children in the Foundation Phase”. University of Venda, Department of Early Childhood Education, 2014.
Ocampo, L., “The Positive Effect of Parental Involvement on a Student’s Education”. Sun Star Pampanga, 2015.
Ritchie, S.J., & Bates, T.C., “Enduring Links from Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status”. Psychological Science, 2013.
Villegas, B., “Parents as the first educators. Manila Bulletin”. September 2017.
Wairimu, M.J., Macharia, S.M., Muiru, “Analysis of Parental Involvement and Self-Esteem on Secondary School Students in Kieni West Sub-County, Nyeri County”, Kenya: Journal of Education and Practice, Vol 7. (82-98), 2016.