Statement of the Problem

The study aims to determine the parental involvement among the Grade IIII learners’

reading skills development of Francisco Lluch Laya Memorial Integrated School, South I District,

Division of Iligan City during the school year 2021-2022. Specifically, the study will seek to

answer the following questions.

1. What is the socio-demographic profile of the respondents in terms of

1.1 age,

1.2 sex,

1.3 civil status,

1.4 monthly income, and

1.5 educational attainment?

2. What are the challenges encountered by the respondents in facilitating the reading ability

skill of the learners?

3. What is the level of the respondent’s involvement in the reading skill development of the

learners?

4. What is the reading ability skill of the learners in terms of:

4.1 word recognition

4.2 speed, and

4.3 comprehension?
5. Is there a significant relationship in the respondents’ challenges’ in facilitating reading when

grouped according to their socio-demographic profile?

6. Is there a significant relationship in the respondents’ level of involvement in facilitating

reading when grouped according to their socio-demographic profile?

7. Is there a significant relationship between parental involvement and the reading ability skills

of the learners?

8. What intervention plan in reading development of learners can be proposed based on the

findings of the study?

Hypotheses

The null hypotheses below will be tested at 0.05 level of significance.

HO1: There is no significant relationship on the respondents’ challenges’ in

facilitating reading when grouped according to their socio-demographic

profile.

HO2: There is no significant relationship on the respondents’ level of involvement’

in facilitating reading when grouped according to their socio-demographic

profile.

HO3: There is no relationship between socio-demographic profile and reading ability skills of

the learners.

HO4: There is no significant relationship between the level of parental involvement in

facilitating reading and and the reading ability of the learners?

SOP 5
Descriptive Statistics
Mean Std. Deviation N
challenges i f r 2.4256 .41121 43
income 5748.8372 3330.69220 43
sex 1.8372 .37354 43
age 36.5814 8.45220 43
edu attain 1.6047 .62257 43
civil status 1.8837 .69725 43

Correlations
challenges i f r income sex age edu attain civil status
challenges i f r Pearson Correlation 1 -.041 .183 -.109 -.062 -.280
Sig. (2-tailed) .796 .241 .489 .694 .069
N 43 43 43 43 43 43
income Pearson Correlation -.041 1 -.034 -.032 .458** .069
Sig. (2-tailed) .796 .830 .837 .002 .660
N 43 43 43 43 43 43
sex Pearson Correlation .183 -.034 1 -.180 .229 -.074
Sig. (2-tailed) .241 .830 .247 .140 .635
N 43 43 43 43 43 43
age Pearson Correlation -.109 -.032 -.180 1 -.326 *
.315*
Sig. (2-tailed) .489 .837 .247 .033 .040
N 43 43 43 43 43 43
edu attain Pearson Correlation -.062 .458 **
.229 -.326 *
1 .056
Sig. (2-tailed) .694 .002 .140 .033 .721
N 43 43 43 43 43 43
civil status Pearson Correlation -.280 .069 -.074 .315* .056 1
Sig. (2-tailed) .069 .660 .635 .040 .721
N 43 43 43 43 43 43
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

SOP 6

Descriptive Statistics
Mean Std. Deviation N
level of involvement 2.9233 .44553 43
income 5748.8372 3330.69220 43
sex 1.8372 .37354 43
age 36.5814 8.45220 43
edu attain 1.6047 .62257 43
civil status 1.8837 .69725 43

Correlations
level of
involvement income sex age edu attain civil status
level of involvement Pearson Correlation 1 .348 *
.338 *
-.119 .600 **
-.091
Sig. (2-tailed) .022 .027 .448 .000 .563
N 43 43 43 43 43 43
income Pearson Correlation .348* 1 -.034 -.032 .458** .069
Sig. (2-tailed) .022 .830 .837 .002 .660
N 43 43 43 43 43 43
sex Pearson Correlation .338* -.034 1 -.180 .229 -.074
Sig. (2-tailed) .027 .830 .247 .140 .635
N 43 43 43 43 43 43
age Pearson Correlation -.119 -.032 -.180 1 -.326 *
.315*
Sig. (2-tailed) .448 .837 .247 .033 .040
N 43 43 43 43 43 43
edu attain Pearson Correlation .600 **
.458 **
.229 -.326 *
1 .056
Sig. (2-tailed) .000 .002 .140 .033 .721
N 43 43 43 43 43 43
civil status Pearson Correlation -.091 .069 -.074 .315* .056 1
Sig. (2-tailed) .563 .660 .635 .040 .721
N 43 43 43 43 43 43
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
SOP 7

Descriptive Statistics
Mean Std. Deviation N
parental involvement 2.9233 .44553 43
speed 1.2558 .53865 43
word recognition 1.8372 .72145 43
comprehension 1.9767 .85880 43

Correlations
parental
involvement speed word recognition comprehension
parental involvement Pearson Correlation 1 .312* .427** .599**
Sig. (2-tailed) .042 .004 .000
N 43 43 43 43
speed Pearson Correlation .312 *
1 .539 **
.219
Sig. (2-tailed) .042 .000 .158
N 43 43 43 43
word recognition Pearson Correlation .427 **
.539 **
1 .416**
Sig. (2-tailed) .004 .000 .005
N 43 43 43 43
comprehension Pearson Correlation .599** .219 .416** 1
Sig. (2-tailed) .000 .158 .005
N 43 43 43 43
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).