Session Information

PRE_D6, Preconference; Paper Session D6

Paper Session

Time:2008-09-08
14:45-16:15

Room:B3 334

Chair:Inga Wernersson

Contribution

Parental Involvement in Improving Learning Outcomes: Twin Cases from the Philippines


This paper examines two cases of successful attempts to improve learning outcomes in rural primary schools in the Philippines, via parental involvement in their children’s academic activities. Parental involvement has been acknowledged as an important factor in improving learning outcomes (Brown, 1990; Comer and Haynes, 1991; Epstein, 1995; Cheng, 1998; Simon, 2001; Leithwood and Riehl, 2003). In this paper, the schools implemented a parental involvement model called ‘Type 4 – learning at home’ (Epstein, 1995; Sanders, 2001); ‘participation in educating individual students’ (Cheng, 1998); helping the learner practice skills (Baker et al., 1999; Ng, 1999); or the ‘parenting practices’ conceptual dimension (Harvard Family Research Project, 2003). Both principals initiated the project to address the common problem of underachievement among the learners in their respective schools. Evidence from the case studies showed that both schools obtained higher reading scores for the pupils – one school scored highest among the 49 primary schools in the Division while the other school showed significant gains in the pupils’ reading proficiency as measured by a teacher-design evaluation tool. The paper presents findings relative to the following specific research questions: (a) What factors facilitate parental involvement in the academic life of their children?; (b) What challenges are faced in fostering teacher-parent partnerships?; and (c) What school leadership and management strategies encourage parents to be involved in the academic life of their children?


Method

Two case studies are presented in this paper. Results of national achievement test and teacher-made tests were used to determine impact of the intervention on the learning outcomes. Interviews were made with the teachers and the parents and project implementation noted from the principals were the sources of data. Prior to the implementation of the initiatives, parents were trained on the giving of academic assistance to their children. Teachers likewise prepared indigenous instructional materials to implement the interventions for school improvement.


Expected Outcomes

Interviews with parents and teachers revealed that their dedication and commitment to ensure that the children would learn were identified as the factors essential in the success of the initiatives. It was likewise revealed that the establishment by the principals of open channels of communication including extensive efforts to make the goals of the initiatives very clear to the parents and teachers enabled the school communities to overcome challenges relative to time constraints and the parents’ sense of inadequate expertise in assisting their children to learn better. Furthermore, results indicate that school communities are willing to invest extra time and effort towards meaningful goals when the school head shows and leads the way. The paper considers relevant literature in explaining the foregoing key findings. The paper reinforces existing literature on the salutary effects of making parents more involved in the academic life of the learners. One limitation to be considered in interpreting the results reported in this paper is the fact that only two rural schools in the Philippines were included.


References

Baker, A. J. L., Kessler-Sklar, S., Piotrkowski, C. S., & Parker, F. L. (1999). Kindergarten and first-grade teachers' reported knowledge of parents' involvement in their children's education. The Elementary School Journal, 99(4), 367-380. Brown, D. J. (1990). Decentralization and School-Based Management. London: The Falmer Press. Cheng, Y. C. (1998). The knowledge base for re-engineering schools: multiple functions and internal effectiveness. International Journal of Educational Management, 12(5), 203-224. Comer, J. P., & Haynes, N. M. (1991). Parent involvement in schools: an ecological approach. The Elementary School Journal, 91(3), 271-277. Epstein, J. L. (1995). School/family/community partnerships: caring for the children we serve. Phi Delta Kappan, 76(9), 701-712. Harvard Family Research Center. (2003). Concepts and models of family involvement. Retrieved 13 June 2003, from http://www.gse.harvard.edu/hfrp/projects/fine/resources/case_study/intro.html Leithwood, K. A., & Riehl, C. (2003). What we know about successful leadership. Philadelphia, PA: Laboratory for Student Success, Temple University. Ng, S.W. (1999). Home-school relations in Hong Kong: separation or partnership. School Effectiveness and School Improvement, 10(4), 551-560. Sanders, M. G. (2001). Schools, families, and communities partnering for middle students' success. NASSP Bulletin, 85(627), 53-61. Simon, B. S. (2001). Family involvement in high school: predictors and effects. NASSP Bulletin, 85(627), 8-19.


Author Information

Rhodie H Quirab

Department of Education, Republic of the Philippines, Philippines

Alan Gayondato Alconera

DepEd/ Republic of the Philippines

Department of Education

Ligao, City Philippines

Diosdado Mayores San Antonio

Department of Education, Republic of the Philippines

Division of Ligao City

San Fernando, Camarines Sur

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