DEVELOPMENT OF A MODULE ON GOOD PARENTING FOR PARENTS

OF
CHILDREN WITH INTELLECTUAL DISABILITIES

RESEARCH GAP

Achievement involves a process of achieving something; usually these

things are done with success and by use of efforts and determination. There

are many achievements here in this world, either minor achievements or

large-scale achievements. For students, achievement usually reflects on

medals earned, awards, certificates of recognition and even their academic

grades.

Thus, the teacher and the school are liable of making the student to be

an achiever not only to the mentioned aspects but to be become achiever in

life. Learning is the key to gain achievements; learning is the gaining of

knowledge through experience that will last a lifetime; some learning may

stay, some learning may be soon forgotten.

Determining the factors that affects the learning outcomes of the

students is crucial. An investigation related to this can really helps to pinpoint

the problems that may hinder the students to learn. Thus, Section 5 on

Curriculum Development of Republic Act 10533, otherwise known as “Basic

Education Enhancement Act of 2013” states to wit:

“The DepEd shall formulate the design and

details of the enhanced basic education
curriculum…It shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:(a) The
curriculum shall be learner-centered, inclusive and
developmentally appropriate;(b) The curriculum
shall be relevant, responsive and research-based;
 (c) The curriculum shall be culture-sensitive;(d)
The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical
approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;…”

Achieving a good understanding of difficulties encountered by students

in their course of studies contributes greatly towards an effective teaching-

learning process. Hence, the key is to acknowledge the fact that there are

many factors that affect the achievement of the learners.

Every student is a potential genius; still, there are factors that affect the

learners. One of the factors that affect the achievement of students is their

intellectual factor.

Intellectual factor refers to the mental level of an individual. Teachers

have variety of students; students with high intelligence quotient (IQ) and

some are with low IQ. Students with low IQ are usually having difficulties in

mastering the lesson. Some students experience this because of a specific

intellectual disability.

The study aims to develop, validate and test the effectiveness of

module on good parenting for parents of children with intellectual disabilities in

_________ Elementary School, in the District of _______, Division of ______

during the school year 2021-2022.

Specifically, it will answer the following questions:

1. What are the parenting strategies used by parents of children with

intellectual disability?

2. What are the indices of validity and reliability of the researcher-made

test of developed module in good parenting?

 3. What is the level of understanding of the control group and the

experimental group as revealed by the pretest and posttest results?

3. Is there a significant difference on the level of understanding of the

control group and experimental group as revealed by the pretest and

posttest results with respect to the different lessons?

4. Is there a significance difference on the level of understanding of the

control group and experimental group as revealed by the posttest

results?

5. What is the level of effectiveness of the developed module in good

parenting?

6. What is the level of acceptability of the developed module in good

parenting?

CONTRIBUTION TO KNOWLEDGE AND WORK CONTEXT OF

RESEARCH PROPOSAL

Around the world, and virtually all advanced countries employ play-way

system of teaching/learning for infants and young children. The good

foundation the children are exposed to accord them the giants stride those

countries are making in all spheres of life. While the aids are very adequate

for the younger learners, it is not as relevant to advance learners because

their ability to create, construct, comprehend, make deduction and make

value judgment lessons enjoyable improvisation becomes necessary at this

level. Teaching at the higher levels may not easily be achieved through the
mere use of teaching aids. At such level improvisation becomes very

necessary.

Instructional materials, including modules, are those materials used in

the classrooms or workshops for instruction or demonstration purposes by

students and teachers. Froese (2014) saw them as actual equipment used as

a “hands-on” process by learners in order to develop degree of skills sought

by the course requirements.

Locally, teaching and learning process was done religiously with the

aid of instructional material with the aim in view of delivering quality education

to pupils. To ensure that pupils have acquired the necessary skills required at

their respective levels, national assessment of the competencies of the

students in the elementary and high school levels are given. The Department

of Education (DepEd) administers these assessment tools every year and

results are being analyzed.

The use of instructional modules in teaching is never new in most

public schools today. Teachers are used to aid their teaching with visual aids

or equipment to facilitate teaching-learning process. Those who handle

academic subjects are used to text-based materials, illustrations and the

latest technology-power point presentation.

For these reasons, the researcher, a SPED teacher was motivated to

conduct an investigation on the development and validation of module for

parents of children with intellectual disabilities with the aim of finding out its

effectiveness to help the parents in upbringing their children with intellectual

disabilities.
 All parents can learn new and effective strategies for supporting their

child’s development, but not every parent is ready or willing to learn new

strategies at a particular point in time.

The researcher believes that when parent teaching is likely to be

successful. First, parents must choose to participate. In making a choice,

parents set their own priorities and make a commitment to learning new skills.

Second, parents must consider being involved in learning new skills important

for their children’s development. Third, they must have sufficient time and

energy, as well as logistical support (e.g., transportation, child care) to make a

relatively long-term commitment to learning and producing new skills with their

children.

Parent teaching is a good idea when certain conditions exist for their

children who will be the targets of the teaching efforts. If children are highly

likely to benefit from the parents’ newly learned skills and this benefit can be

shown through empirical evidence, parents are more likely to participate.

When children have specific developmental needs that can be addressed

through parent-implemented intervention and parents understand these

needs, parents will perceive their participation to be highly important.

The role of the parent educator is complex and challenging. It is

different from other professional roles such as teacher or case manager,

although it may include aspects of these roles. Parent educators must be able

to implement the intervention with children, to instruct parents in performing

the intervention, and to troubleshoot with parents in their use of it, in order to

provide specific feedback, coaching, and guidance toward effective

implementation.
 Teaching parents requires skills that are different from those required

to teach children; however, there are important points of overlap. Creating a

safe learning environment requires establishing rapport with the parent and

acknowledging the unique situation of the adult learner.

By focusing on their children’s needs and creating support for the

children’s development, the researcher will place parents’ learning of new

skills in the context of their goals for their children and their families. The

rationale for each parent behavior is presented in terms of the opportunity it

offers for child learning.

Coaching is most effective when parent educators offer suggestions

while parents are practicing; however, this requires mastery and fluency in the

intervention and skill in tactfully providing precise information to parents.

Using an implementation checklist that provides a step-by-step analysis of the

intervention will help parent educators focus on parents’ performance and

give feedback for correct implementation of good parenting to children with

intellectual disabilities.

THEORETICAL FRAMEWORK

The study is anchored on the learning theory of Johann Friedrich, the

instruction-literacy theory which states that education is instruction-literacy,

abuilding body into the mind from the outside. The building blocks are the

materials of instruction and the subject matter while builder is the teacher.

(Balmaceda 2007)

The teaching learning process is a two-way process which involve

teaching as the stimuli and learning as the responses. It is only when the
learners reach to the environment stimuli that he is going to learn. Students’

learning depends on what the teacher does. The teacher as the facilitator of

learning provides the conditions of effective learning and seeks to meet the

needs and interests of learners. This could only be attained through utilization

of well-prepared instructional material in teaching.

In relation to the study, the developed module on good parenting is the

building blocks together with the enhancement activities, and the teacher of

SPED as the builder.

CONCEPTUAL FRAMEWORK

To support the theoretical framework, the researcher formulates the

conceptual framework on the study. It consists of four boxes containing the

stages.

The first stage is the planning which consists of examining the K to 12

Curriculum Guide in supplementary reading materials for the development of

module on good parenting, identifying the strategies of parents of children

with intellectual disability, examining reading materials including available

supplementary reading materials on good parenting and identifying detailed

writing specifications.

On the other hand, second frame is the development stage, which

pertains to the writing the module on good parenting, editing the module on

good parenting, revising the module on good parenting and conducting the

module on good parenting.

 The third frame is the third stage, which is the validation, which

consists of establishing the content validity and the level of acceptability of the

and revising the Module on Good Parenting based on experts’ comments and

suggestions.

Finally, the fourth frame is the try-out stage which is the field testing of

the SRM and revising the Module on Good Parenting based from results of

the try-out.

And after successfully accomplishing the four stages, the researcher is

able to develop valid and reliable Module on Good Parenting for Parents of

Children with Intellectual Disabilities.

 ACTIVITIES/STEPS
STAGES
1. Examining the K to 12 Curriculum Guide in
supplementary reading materials for the development of
Stage 1 module on good parenting.
PLANNING 2. Identifying the strategies of parents of children with
intellectual disability.
3. Examining reading materials including available
supplementary reading materials on good parenting.
4. Identifying detailed writing specifications.

1. Writing the Module on Good Parenting.

Stage 2 2. Editing the Module on Good Parenting
DEVELOPMENT 3. Revising the Module on Good Parenting.
4. Conducting the Module on Good Parenting.

Stage 3 1. Establishing the content validity and the level of

VALIDATION acceptability of the Module on Good Parenting.
2. Revising the Module on Good Parenting based on
experts’ comments and suggestions.
Stage 4 1. Field testing of the Module on Good Parenting.
TRY-OUT 2. Revising the Module on Good Parenting based
from results of the try-out.

DEVELOPED MODULE ON GOOD PARENTING FOR

PARENTS OF CHILDREN WITH INTELLECTUAL
DISABILITIES

Figure 1

A Paradigm Showing the Process Flow of the Study

REVIEW OF RELATED LITERATURE AND STUDIES

Early childhood educators have noticed a need for parental

involvement in the developmental lives of young learners. Stylianides and

Stylianides (2011) explained that children whose parents worked with them on

basic skills necessary for academic learning obtained higher scores in school

than children who did not work with their parents on literacy skills.

Researchers have also found that the children of parents who

remained involved in the homework, conferences, and overall knowledge of

school events continued to succeed in academics (Karakus & Savas, 2012).

Research further demonstrated this necessity in specific capacities.

Still, there was an additional need to help parents get involved in the

educational process. This required suggestions of new initiatives from

educators. Some researchers specifically looked into the literacy development

of young children and saw that the time spent in reading, writing, and

conversational activities with parents was directly related to the interest level

and achievement level of the students (Barnyak, 2011; Weigel, Martin, &

Bennett, 2010).

Evidence showed that when parents did spend time with their children

on academic preparations, the subject area was usually language. However,

research noted a need for families to spend time together with math activities

(Muir, 2012). There are beginning math competencies that children should

learn before the age of 5 in order to develop their numeracy skills to the

furthest extent.
 In many communities, again at a higher rate in economically

disadvantaged areas, young children show a lack of abilities with numeracy

(Galindo & Fuller, 2010; Thiel, 2012).

Still other studies have focused on the value of parental support with

the behavioral choices of young children. Researchers have described

situations when this support from parents often led children to make better

choices and learn self-discipline, which has a positive influence on each

child’s progress in school (Altay & Gure, 2012; Carrasco & Fox, 2012;

Hatcher, Nuner, & Paulsel, 2012). While studies were completed in this area,

there are still questions to answer.

RESEARCH DESIGN

This study will make use of the descriptive survey method of research

to attain the main purpose of this study. As stated by Calmorin and Calmorin

(2007) descriptive evaluative method of research judges the goodness of an

existing program. It is directed to whether or not the particular program

achieved its goal or not. It is added that this method has an element of values

judgment in terms of effectiveness. Descriptive method of research is focused

on the present condition, current practice and application, events and

characteristics of an individual in a wide sense in the analysis, classification,

measurement and interpretation of the situation. The descriptive survey is

used to achieve the desired output of the module developed in good parenting

for parents of children with intellectual disabilities.

 The study will also utilize the experimental design which is appropriate

in determining, comparing and analyzing the differences revealed in their

pretest and posttest. This will make use of two groups of respondents,

exposed and unexposed to module in good parenting for parents of children

with intellectual disabilities.

In like manner, the study utilized developmental method of research.

According to Treece Jr. as cited by Café et. al. in Portillo (2009),

developmental method focuses on finding and developing a more suitable

instrument or process that has been available.

The study is developmental since it focused on the development and

validation of an effective module in good parenting for parents of children with

intellectual disabilities.
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