CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents and discusses the results obtained in the study. To establish

clarity of presentation and consistency in discussion, the data are presented in five parts.

The first part presents the initiatives undertaken by the school to promote its relationship

with the home in terms of: Parent-Teacher-Association and Revitalized Homeroom

Guidance Program. Then, the second part presents how the school motivates the parents

to give their share for better knowledge acquisition of their children. The third part

presents parents’ participation in strengthening the knowledge acquisition of their

children. The fourth part discusses home and school strengthening program as perceived

parents in improving knowledge acquisition of their children. And the last part presents

the proposed action plan to increase coordination for better knowledge acquisition of

children.

Part I. Initiatives Undertaken by the School to Promote Its Relationship with the

Home through PTA

The Parent-Teacher-Association is an organization of teachers in a particular

school and the parents of their pupils that seek to realize the potential of every child by

seeking the support families and communities to promote children’s welfare through

strong working relationship among parents, teachers and schools.

Table 2 presents the frequency distribution and descriptive measures of school

initiatives undertaken to promote its relationship with the home through the PTA.
 39

Table 2
Frequency Distribution and Descriptive Measures of School Initiatives Undertaken
to Promote Its Relationship with the Home Through PTA
Frequency
Verbal
No. The PTA 5 4 3 2 1 Mean Interpretation
provides a setting for the
1. analysis of issues 4.36 0.41 0.08 0 0 4.85 Always
provides clarifications related to
2. the entire school program 3.21 0.51 0.5 0.13 0 4.35 Often
ensures full collaboration of
parents for effective
3. implementation of such program 2.88 0.62 0.23 0.51 0.06 4.30 Often
provides methods to establish
appropriate coordination with
4. the members of community 3.53 0.82 0.27 0 0 4.62 Always
provides avenue for discussion
5. of relevant concerns 2.76 0.51 0.62 0.10 0.06 4.05 Often
provides help to the school for
the promotion of their common
6. interest 4.36 0.36 0.12 0 0 4.84 Always
provides support to the school
for the advancement of their
7. common interest 4.42 0.26 0.15 0 0 4.83 Always
adheres present policies and
executing guidelines issued or
may be issued by the
8. Department of Education 4.62 0.31 0 0 0 4.93 Always
serves as sustenance group and
as an important partner of the
school whose relationship is
defined by supportive and open
channel of communication to
9. promote the good of students 3.46 0.41 0.31 0.21 0.51 4.90 Always
membership is limited to
parents, or in their absence, the
guardian of duly enrolled Always
10. students, and teachers 4.36 0.26 0.19 0 0 4.81
homeroom adviser and the
parents/guardians organize the
Homeroom PTA within fifteen
(15) days from the start of the
school year with the approval of
11. the school head 3.78 0.51 0.15 0 0 4.44 Often
official name shall bear the name
12. of the school 4.49 0.26 0.12 0 0 4.87 Always
president-elect sits as
representative of the Federation
13. to the said Local School Board 4.29 0.41 0.12 0 0 4.82 Always
collaborates with teachers and
administrators in relevant school
14. activities 4.49 0.26 0.12 0 0 4.87 Always
consults school head and seeks
his approval before holding
activities in school or in the
15. name of the school 4.17 0.51 0.12 0 0 4.80 Always
Total Mean 4.69 Always
 40

Respondents perceive that the PTA has significantly attained its objectives by

adhering to policies and implementing guidelines issued by the DepEd. This indicator

obtained weighted mean of 4.93, the highest mean, while providing a way for

deliberating relevant concerns obtained the weighted mean of 4.05.

Overall, the respondents gave an average mean rating of always with a mean

value of 4.69 to all the criteria referring to school initiatives undertaken to promote its

relationship with the home in terms of PTA.

In relation to DepEd’s goal of ensuring parental involvement in school (DepEd

Order No. 54, s. 2009) and supporting families and communities to advocate children’s

welfare through solid relationships between parents, teachers and schools, results in

Table 2 show that the school achieves DepEd’s goal promoting its relationship with the

home through the PTA.

Part I. Initiatives Undertaken by School to Promote Its Relationship with the Home

in Through RHGP

This program seeks to develop the student’s personality in order to prepare him/

her for his/her role in the family, world of work and the community.

Table 3 presents the frequency distribution and descriptive measures of the

initiatives undertaken by the school to promote its Relationship with the home RHGP.

Table 3
Frequency Distribution and Descriptive Measures of School Initiatives
Undertaken to Promote Its Relationship with the Home through RHGP
Frequency
Verbal
No. The RHGP 5 4 3 2 1 Mean Interpretation
develops the student’s personality to
prepare him for his role in the family,
1. the world of work, and the community 4.17 0.31 0.12 0.05 0.03 4.50 Always
develops the student’s personality
through an understanding of self and
2. environment 3.85 0.21 0.31 0.05 0.05 4.47 Always
 41

discovers/enhances the aptitude/interests

of the student to prepare him/her for the
world of work and higher academic or
3. non-academic studies 4.81 0.05 0.04 0.03 0 4.93 Always
reflects in the school program of every
elementary school, in the report cards,
4. and other school forms as ‘RHGP’ 4.10 0.41 0.23 0 0 4.74 Always
5. is handled by the section adviser 4.55 0.26 0.08 0 0 4.89 Always
schedules 40 minutes once a week in the
6. first period of the class 4.36 0.26 0.19 0 0 4.81 Always
is a prerequisite for promotion to the
next higher curriculum year and for
7. graduation 3.72 0.77 0.19 0 0 4.68 Always
requires all students to participate in the
8. RHGP activities 4.49 0.26 0.12 0 0 4.87 Always
the teacher serves as friend or surrogate
9. parent in a family-like interactive setting 4.68 0.21 0.04 0 0 4.93 Always
the teacher refers to the counselor
learners needing special assistance to
10. the counselor 4.42 0.26 0.15 0 0 4.83 Always
program monitoring focuses on
11. classroom observation 3.53 0.51 0.19 0.13 0.04 4.40 Often
program monitoring is a regular
function of the school guidance
12. counselor and school values coordinator 4.87 0.10 0 0 0 4.97 Always
a non-numerical rating scale is used to
report learner’s behavior as observed by
the teacher regular involvement, written
13. outputs and attendance in RHGP class 4.49 0.26 0.12 0 0 4.87 Always
ensures that school activities are child-
centered, gender fair and age and culture
14. appropriate 3.85 0.41 0.08 0.10 0.05 4.49 Often
Total Mean 4.39 Always

As shown in the table, respondents rate the management of school initiatives

undertaken to promote its relationship with the home through RHGP with average mean

of 4. 39, interpreted as always. Program monitoring is a regular function of the school

guidance counselor and school values coordinator obtained the highest mean of 4.97

which is always. The lowest mean value of 4.4 interpreted as often was given to program

monitoring focuses on classroom observation.

In relation with DepEd’s goal of ensuring parental involvement in school,

Division Memorandum No. 318, s. 2018, otherwise known as strengthening the

implementation of Revitalized Homeroom Guidelines Program (RHGP), Table 3 shows

 42

that the school achieves DepEd’s goal of promoting school-home relationship through

RHGP.

Part II. How the School Motivates Parents to Give their Share for Better Knowledge

Acquisition of their Children

According to Hatter (2014), schools can support and assist parents to ensure that

they create positive home environment that enables students to thrive and grow as

learners. Educators can also promote family literacy by encouraging parents to spend

time reading with children and setting the example of enjoying reading which inspires a

love of reading in children. Teachers can guide parents on how to supervise homework,

set up a conducive corner for their children to study their lessons, communicate clear

expectations for homework, and support their children in many ways as they work on

school requirements at home. Assisting parents to build a strong home environment helps

pupils develop respect for parents and wholesome personal values. It also develops a

favorable attitude about homework and improves test scores.

Table 4 shows the frequency distribution and descriptive measures of how the

school motivates parents to give their share for better knowledge acquisition of their

children.

Table 4

Frequency Distribution and Descriptive Measures of How School Motivates Parents

to Give Their Share for Better Knowledge Acquisition of Their Children
Frequency
Verbal
No. Items 5 4 3 2 1 Mean Interpretation
Organizes meetings in which the
1. teacher discusses the importance
of involvement of parents. 4.17 0.41 0.19 0 0 4.77 Always
2. Organizes meetings to provide 4.49 0.26 0.12 0 0 4.87 Always
information on school policies,
regulations, mission statements
and goals. The contents and
philosophy of the curriculum of
 43

specific subjects are discussed at

parents' meetings.
Organizes workshops in which
parents are made to understand
their roles, rights and
3. responsibilities in terms of their
children's academic education. 3.52 0.38 0.19 0.17 0.64 4.52 Always
Offers literacy lessons to parents
in whom they are guided on
what they should do when
assisting their children in
4. reading, writing and
computation at home. 2.44 0.77 0.38 0.26 0.64 4.49 Often
Organizes counseling
opportunities for parents of
5. children with
specific learning needs. 4.16 0.41 0.19 0 0 4.76 Always
Organizes counseling
opportunities for parents of
6. children with
behavior problems. 3.84 0.51 0.31 0 0 4.66 Always
Provides individual parent-
teacher meetings with valuable
7. information about learners’
conditions and backgrounds. 3.72 0.51 0.18 0.18 0.25 4.73 Always
8. Informs parents whose children
are performing poorly. 4.35 0.26 0.19 0 0 4.80 Always
Sends letters/ writes
reminders/notes which serve as
9. effective means of getting many
parents to attend meetings. 4.49 0.30 0.08 0 0 4.87 Always
Invites parents to quarterly
issuance of report cards to
10. review and discuss learners’
academic work. 4.36 0.25 0.19 0 0 4.80 Always
Uses home visits as
opportunities for parents to
discuss their concerns about
their children on a one-on-one
basis with teachers and also
gives teachers a chance to be
11. aware and understand learners’
backgrounds and life styles. 4.49 0.15 0.19 0 0 4.83 Always
Disseminates school policies and
rules that enables parents to
learn their rights and
12. responsibilities in supporting
their children’s education. 4.49 0.26 0.12 0 0 4.87 Always
Allows parents to carefully
13. examine and constructively
question the practices of schools. 4.17 0.41 0.19 0 0 4.77 Always
Encourages parents’ support and
monitoring of homework
activities that cultivate and
14. promote the daily habit of
completing homework. 4.17 0.41 0.19 0 0 4.77 Always
Asks parents’ feedback that
15. helps teachers learn their
strengths and weaknesses. 4.16 0.41 0.19 0 0 4.76 Always
Total Mean 4.75 Always
 44

The foundation of home and school coordination is communication. When parents

and educators communicate effectively, they develop positive relationships, they solve

problems more easily, and children make greater progress and acquire better knowledge.

Hatter (2014) clarified that two-way communication among school and home is

vital to children’s success. Schools should encourage parents to attend at least one parent-

teacher conference during the school year just as parents need to communicate their

concerns and issues to the teachers.

Che (2010) averred that when teachers communicate with parents, they

understand the students and through that, they improve individual teaching strategies to

meet the students’ needs. Moreover, parents turn out to be more supportive and seriously

involved in their children’s education when school establishes two-way communication

with them. When parents are involved, teachers have more reason to expect students to

achieve and expect parents to help their children at home in every way.

Table 4 shows that in terms of how school motivates parents to give their share

for better knowledge acquisition of their children, the respondents have mixed

perceptions. They are very satisfied with some indicators but not so in others. For

example the respondents are very satisfied with the following activities: organize

meetings to provide information on school policies, regulations, mission statements and

goals; discuss content and philosophy of the curriculum of specific subjects at the

parents’ meeting; sends letter or writes reminder/notes which motivate many parents to

attend meetings; and disseminates school policies and rules enabling parents to learn

their rights and responsibilities in supporting their children’s education. These earned

with a weighted mean of 4.87 with a verbal interpretation of always, But the indicator
 45

offers parent’ literacy lessons in which they are guided on assisting their children in

reading, writing and computation at home got a weighed mean of 4.49, interpreted as

often.

Overall, the respondents gave a very satisfactory average rating with a mean value

of 4.75 to all the criteria measuring how the school motivates parents to give their share

for better knowledge acquisition of their children.

According to Domina (2007), the reactions and behavior of parents after

conversing with teachers are likely to generate feelings of efficacy, engagement and

intrinsic motivation to care deeply about knowledge acquisition of their children.

However, parent–school communications concerning students’ problems at school can

easily lead to discouraging conversations and may even give rise to criticisms or

punishments from parents which decrease students’ confidence, interest and engagement

in learning. School officials and teachers must use their interpersonal skills to the utmost

to handle negative agenda without arousing resentment and hostility. Definitely, the

school can motivate parents to give their fair share for effective knowledge acquisition of

their children by having parent-school communications regarding vital school issues such

as policies, regulations, mission statements and goals, the content and philosophy of the

curriculum of specific subjects. When parents are thus informed, they will be motivated

to help their children succeed. Parents are more likely to communicate openly and guide

their children accordingly following these informational contacts with teachers and as a

result, students will be similarly motivated and engaged, leading to achievement and

competence.
 46

These result, emphasize the importance of how parents communicate and apply

intervention measures, especially when their children struggle at school. They confirm

the findings of Sirvani (2007), who affirmed the importance of schools’ efforts to

communicate with parents like sending letters or writing reminder notes which

effectively get parents to attend meetings. This strategy was also highlighted by Brand

and Burns (2008), as benefitting both students and parents.

Part III. How Parents Participate in Strengthening the Knowledge Acquisition of

Their Children.

Hatter (2014) explicated that parents play a vital role in school decisions and

activities, their involvement in achieving school goal can be a big help to students to

learn and grow. Parent organizations can spearhead fund-raising that benefits the school

and the students. Parents’ committees can be instrumental in school improvements that

serve to revitalize and energize students to study hard. This type of parental involvement

in decision-making, when solicited and encouraged by school officials and teachers, stirs

parents to advocate more effectively for student benefits.

Table 5 shows the frequency distribution and descriptive measures how parents

participate in strengthening the knowledge acquisition of their children.

Table 5
Frequency Distribution and Descriptive Measures of The Parents Participation in
Strengthening the Knowledge Acquisition of Their Children

Frequency
Verbal
No. Items 5 4 3 2 1 Mean Interpretation
Checks whether my children
have complied with all the
1. requirements of the day. 3.85 0.41 0.19 0.13 0 4.58 Always
Provides my children things that
they need in school like paper,
2. notebook and project materials. 3.21 0.51 0.31 0.13 0.06 4.22 Often
3. Praises children’s good
performance in school. 4.17 0.26 0.12 0.08 0.03 4.66 Always
 47

4. Motivates my children to study

hard in school. 3.78 0.21 0.19 0.21 0.03 4.42 Often
Checks how my children
5. perform in school by reviewing
their school work. 4.49 0.26 0.12 0 0 4.87 Always
6. Provides my children conducive
study area. 3.85 0.51 0.19 0.08 0 4.63 Always
7. Follows-up lessons taught in
school. 4.17 0.41 0.12 0.05 0 4.75 Always
Reminds my children to perform
8. their assignments/projects on
time. 3.72 0.26 0.19 0.10 0.08 4.35 Often
9.
Attends PTA meetings. 3.85 0.31 0.08 0.13 0.06 4.43 Often
10. Personally picks up report card
of my child. 4.17 0.26 0.19 0.08 0 4.70 Always
11. Actively participates during PTA
meetings. 3.65 0.26 0.23 0.13 0.06 4.33 Often
Shares services and talents as
12. resource person in school
programs. 4.17 0.26 0.31 0 0 4.74 Always
Cooperates with the school in
13. implementing the school
program. 3.21 0.67 0.19 0.13 0.06 4.26 Often
14. Communicates feelings and
ideas with school officials. 3.40 0.51 0.19 0.15 0.05 4.30 Often
15. Responds favorably to school
request. 3.53 0.41 0.19 0.15 0.51 4.79 Always
Confers with teachers regarding
16. study habits or assignments of
my child. 2.76 1.03 0.38 0.08 0.03 4.28 Often
17. Works as a parent volunteer in
school. 2.24 0.92 0.58 0.26 0.13 4.13 Often
18.
Helps in classroom activities. 2.56 0.77 0.38 0.15 0.09 3.95 Often
Lends or donates books, videos,
19. educational toys, charts, plants
or animals to the school. 2.56 0.33 0.28 0.10 0.51 3.88 Often
Expresses comments or
20. suggestions on school
community projects. 4.42 0.26 0.15 0 0 4.83 Often
Total Mean 4.46 Often

The Table shows how parents participate in strengthening the knowledge

acquisition of their children. The indicator Checks how my children perform in school by

reviewing their school work got the highest mean value of 4. 87 which means always

while lends or donates books, videos, educational toys, charts, plants or animals to the

school got the lowest mean value of 3.88 interpreted as often.

 48

On average, respondents gave a mean rating of 4.46, often, to describe how

parents participate in strengthening the knowledge acquisition of their children.

According to Jasso (2007), schools must recognize that there is no one-size-fits-

all model for school-parent coordination, but whatever model is chosen should reflect

goals to revitalize students and promote their success. Parents manifest participation in

the knowledge acquisition of their children in different ways because they have different

notions about their role in the education of their child. But whatever the mode, parent

involvement as studies emphasize, positively affects the achievement of students and that

all parents should be viewed as equipped with valuable resources to help strengthened the

knowledge acquisition of their children.

In this regard, Sapungan and Sapungan (2014) underscored the fact that parents’

involvement in their child’s learning process offers innumerable opportunities for success

in terms of improvements of child’s morale, attitude, and behavior and social adjustment,

and enhanced academic performance across all subject areas.

Relative to this, Pinantoan (2013) cautioned not to underestimate the influence of

parents’ involvement on a student’s academic success. His article stressed that the

support system that a student gets from home is equally important as his brain power,

work ethic and genetics, all of which work in the accomplishment of his goal in life. A

report led by the National School Public Relations Association (2006) revealed better

academic performance, better attendance, and improved behavior at home and school

through improved parental involvement.

According to Che (2010), children whose parents are involved show greater social

and emotional development. And parental involvement outcomes better test results, low
 49

percentage of absenteeism, reduction dropout rate, enhanced attendance and student

behavior, better-quality parent-teacher relations, more commitment to schoolwork,

greater self-esteem, and developed attitude toward school.

Part IV. Home and School Strengthening Program As Perceived by Parents

As expounded by Che (2010), sustained mutual collaboration, support, and

participation of school and parents are required for a successful home and school

coordination for better knowledge acquisition of their children. Although the success of

home and school coordination is far from easy to attain, it is essential to note that the

benefits gained by children and their success at school depends on hard work extended to

sustain such associations. It is definitely worth all the effort entailed.

Padgett (2006) suggested some ideas to help home and school work

collaboratively. These include developing a formal policy including specific goals or

strengthening programs such as participating in and supporting Brigada Eskwela,

enhanced consultation in crafting school improvement plan and home visitation to sustain

of knowledge acquisition of children, parents and teachers can work together, to flesh out

coordination concepts specific to the schools and locality, assessing, evaluating and

improving the current programs, and involving the community at large.

Table 6 shows the frequency distribution and descriptive measures of home and

school strengthening program as perceived by parents.

Table 6
Frequency Distribution and Descriptive Measures of Home and School
Strengthening Program as Perceived by Parents
Frequency
Verbal
No. Items 5 4 3 2 1 Mean Interpretation
Programs promote quality
1. education. 4.04 0.51 0.15 0.03 0 4.73 Always
2. Gives assistance to needy 3.85 0.26 0.38 0.08 0 4.57 Always
 50

but deserving students.

Policies are properly and
3. quickly implemented. 3.21 0.15 0.38 0.26 0.06 4.06 Often
Urgent and proper
coordination and
implementation of its
4. programs. 3.53 0.77 0.19 0.08 0 4.57 Always
Systematic planning of
programs to serve the
5. children on schedule. 3.21 0.82 0.08 0.15 0.05 4.31 Often
Equal information and
coordination regarding
issues concerning
6. children. 3.72 0.51 0.12 0.10 0.04 4.49 Often
Extends services to
7. parents equally. 3.46 0.67 0 0 0 4.84 Always
Improves the home and
school relationship
8. through guidance. 4.17 0.67 0 0 0 4.84 Always
Extends services to
9. students equally. 3.72 0.10 0.19 0.08 0 4.09 Often
Gives assistance to
10. parents who need it. 4.49 0.26 0.12 0 0 4.87 Always
Total Mean 4.51 Always

As shown in the Table, the indicators of home and school strengthening program

striving to sustain better quality of knowledge acquisition of children obtained favorable

rating from parents. The highest weighted mean of 4.87 with verbal interpretation of

always went to indicator gives assistance to parents who need it. The lowest weighted

mean of 4. 06 went to indicator policies are properly and quickly implemented. On

average, home and school strengthening program to sustain better quality of knowledge

acquisition by their children was rated as with average mean of 4.51, always.

The DepED expresses the aforementioned goals in different memoranda, orders,

and circulars cascaded to regions, divisions, districts and schools in order to implement

home and school programs effectively. Home and school must attain the DepEd goals to

give assistance to parents who need it to help their children acquire knowledge. The

objectives of the home and school programs must be fully observed and implemented by

the concerned authorities.

 51

Part V. Proposed Action Plan to Increase Home and School Coordination for Better

Knowledge Acquisition of Children.

To increase home and school coordination for better knowledge acquisition of

children, the researcher proposed an action plan based on DepEd Order No. 44, s. 2015

Pursuant to Republic Act No. 9155 known as Governance of Basic Education Act

of 2001.

The Proposed Action Plan seeks to address priority improvement areas in

increas home and school coordination for better knowledge acquisition of children. As

it has been proven, parental involvement has great impact on knowledge acquisition and

offers many opportunities for success. It helps children grow up to be useful and

responsible members of society.

PROPOSED ONE-YEAR ACTION PLAN FOR BETTER KNOWLEDGE

ACQUISITION OF CHILDREN

RESOURCES
FOCUS OF STRATEGIES PERSONS Monitoring SUCCESS
OBJECTIVES AND
CONCERN / ACTIVITIES INVOLVED FUNDING Strategies INDICATOR
To To create Build team Principal School Attendance 100%
effectively harmonious spirit Teachers Canteen attendance and
communicate relationship Pupils PTA participation
school between Conduct a PTA/GPTA Donations
concerns teachers and GPTA meeting Parents MOOE
parents to easily with the PTA
offer an avenue presidents of all Time Frame:
for deliberating level and Year-Round
related concerns sections. S.Y. 2019-
2020
PTA presidents
will relay to the
group what is
discussed in the
meeting.
To evaluate To monitor The school Principal School Principal- 100%
academic program head will Teachers Canteen Teacher Attendance
performance focusing on conduct Pupils PTA Conference and/or
of pupils, to classroom classroom Parents Donation improvement
train teachers observation observation and MOOE Parent- or progress in
and parents will have a post Time Frame: Teacher children’s
for better conference with Year-Round conference participation at
implementati the teacher S.Y. 2019- about the school.
on of after. 2020 child.
 52

classroom Parent –
discipline Teacher
and proper conference to
ways of talk about the
teaching a child’s
child. behavior inside
the classroom.

Conduct Provide parents’ Conduct a Principal School Attendance 100%

parents’ literacy lessons regular parental Teachers Canteen Parent- Attendance
literacy in which they seminar or Pupils PTA Teacher And/or
seminar or are guided on training PTA/GPTA Donation conference improvement
training by what they regularly at Parents MOOE about the or progress in
guiding them should do when least once every child. their children’s
on what they assisting their month. Time Frame: participation at
should do in children in Year-Round school.
teaching reading, writing Help parents to S.Y. 2019-
their children and doing understand 2020
at home. computations at their child’s
home. weaknesses.

Invite a well
experienced
and well-
trained person
who will
facilitate
training and
inspire the
parents.

Increase Encourage Conduct a Principal School Attendance 100%

parents‘ parents to lend meeting and Teachers Canteen Attendance and
support for or donate books, explain to them Pupils PTA participation
school by videos, the benefits PTA/GPTA Donation
lending or educational toys, their children Parents MOOE
donating charts, plants or will gain by
educational animals to the being Time Frame:
materials school supportive in Year-Round
lending or S.Y. 2019-
donating any 2020
material for
educational
purposes.
Policies are To provide Explain the Parents School PTA 100%
properly incentives to advantage that Teachers Canteen Attendance attendance of
implemented parents and they will gain PTA parents
teachers who from the PTA Donation
participate in program. Guidance MOOE
implementing Counselor
school policies Give incentive School Head
properly and to children as and Resource
quickly. reward for their Person
parents’
participation. Time Frame:
Year-Round
S.Y. 2019-
2020
53