Parental Involvement and Barriers Towards Grade 1 Learners&rsquo; Academic Achievement

Daisy  Obiso,; Daisy Mae  Alcover,; Mary Joy  Alcover,; Rosemarie  Cañada,; Lovely Lyn  Gabison,; Rhoda  Labasan,

Parental Involvement and Barriers Towards Grade 1 Learners’ Academic Achievement

Discipline: Education

Abstract:

This study assessed the parental involvement and barriers of the parents of Grade 1 learners towards academic achievement of the learners in Guadalupe Elementary School for the school year 2022-2023, as basis for the crafting of intervention plan. The study utilized a descriptive -correlational method of research using the questionnaire as the main data-gathering tool and provide a valuable snapshot of parental involvement and barriers related to academic achievement. The findings revealed that parent’s involvement as describe in the following indicators Type 1 Parenting, Type 2 Communicating, Type 3 Volunteering, Type 5 Decision- Making, Type 6 Collaborating Community has verbal interpretation Strongly Agree, while only Type 4 Learning at Home was interpreted as Slightly Agree. As to the levels of the different types of barriers on parental involvement, it was revealed that Time Constraints, Communication Barriers, Lack of Resources were interpreted as Strongly Agree while School Environment was interpreted as Slightly Agree. There was no significant relationship between the profile variables, barriers and the academic achievement among grade 1 learners since while there was a significant relationship between the academic achievement and the extent of parental involvement of the parents of Grade 1 learners since the p-values is 0.03 which is less that the level of significance. This concludes that the extent of parental involvement plays an important aspect on children’s academic achievements specially in achieving learning in the classroom. Parents who always extend their support and provide a strong foundation that help improve the academic performance of the learners.

References:

Alampay, N. E. (n.d.). Bloom’s Taxonomy of Cognitive Learning Objectives. Journal of the Medical Library Association: JMLA, 103(3), 152. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511057/
Blairr, B. G. (2014). The earliest relationship: Parents, infants, and the drama of early attachment. Cambridge, MA: Perseus Books.
Hoover, M., & Dempsey R. (2015). Graduate Students’ Perception towards the Role of Tutor in Distance Education. Journal of Social Sciences (PJSS), 37(2), 672-678. Retrieved from: https://www.bzu.edu.pk/PJSS/Vol37No22017/PJSS-2017-II-23.pdf.
Nair, A. (202). Evaluating the Effect of Parent Reading Interventions on Improving Reading Fluency of Students with Reading Difficulties. Behavioral Interventions, 35(2), 217-233.