PROBLEM AND ITS SCOPE

Introduction

Quality education is a constitutional mandate as provided for in Article XIV, Section 2, of

the 1987 Philippine Constitution, which states that “The State shall protect and promote the right

of all citizens to quality education at all levels and shall take appropriate steps to make such

education accessible to all.” Therefore, it is the constitutional duty of the State to provide education

to all people regardless of their age. It is very important to provide education not only for students

but also for those who were not able to have access to education during their time. The state parties

should progressively introduce free education and programs at all levels and for all ages. That is,

education plays a great part in exercising other human rights and in one’s development.

Reading literacy is the ability to understand and use those written language forms required

by society and/or valued by the individual (Mullis & Martin, 2019). Learning to read is a lifelong

skill that one develops from an early age. There are many different ways that learning to read

occurs, including with the help of several people. People must be adept at using these skills because

they are necessary on a regular basis. That is, reading is vital in acquiring different portals of

knowledge and provides development to an effective communication skill. Reading is not only

intended to be learned inside a classroom, but it should also be enhanced in our homes firsthand.

Learning to read is open to everyone of all ages because learning has no age limit and no

boundaries. Moreover, reading is not intended only for students but also for every individual in

the community. Home is a child's first teacher and learning environment. When parents are actively

involved, their children embrace the importance and value of reading (Anderson, 2000). Extensive

reviews of research on the impact of parental involvement on their children's academic

achievement have found that parents can play a major role in their children's academic success

(Epstein, 1984). A line of research dating back to the mid-1960s has consistently found facilitative

effects for parental involvement in their children's reading development at home (Bean,

Southworth, Keebler, & Fotta, 1990). This research strongly suggests that when parents are

involved in their children's reading in significant, coherent, and regular ways, their children

experience substantial improvement in reading. Many parents are highly motivated to help their

children, but they are uncertain about what they can do or should do to promote reading when the

problem is that they cannot read properly, or even if they can, they don’t have the ability to

understand and comprehend the passages they are reading.

According to research, a parent pamphlet about reading is one resource for parents to have

at home. It's quick, simple to comprehend, and compact enough to fit anywhere. It is a resource

that provides enough information for parents to be successful in reading with their child at home

without being overly detailed. Providing parents with a how-to-read pamphlet increases the

likelihood that they will use it. Providing them with an easy-to-read and usable resource increases

their chances of improving their reading literacy. Word recognition and fluency can be developed

through a variety of instructional approaches and teaching methods. Perhaps the most significant

way to develop these competencies is through extensive contextual reading (Stanovich, 1986).

Instructional reading materials are highly important for those who want to be fluent in reading.

Modular instruction has emerged as one of the most promising alternatives in education today,

especially in Technical-Vocational Education (History of Vocational and Technical Education,

2002). The utilization of the Reading Instructional Module improves competencies and

opportunities to master reading. The educational system must be constantly improved over time.

It is always true that there is no educational system or teaching approach that is appropriate for all
types of learners. Existing educational approaches cannot keep up with the needs of modern

technology. Therefore, there is a need to adapt to educational innovations. Innovative and useful

instructional tools and practices will receive high emphasis.

In consonance with this underlying development for our society, the researchers find it

alarming to immediately attend to this concern. With the in-depth knowledge of the country’s

mission to uplift the reading skills of the parents, the researchers decided to develop and validate

a reading instructional learning module with the great hope that this would be the best answer to

the issue.

Theoretical Framework

This study is supported by the Social Cognitive Theory (Bandura, 1997): Social cognitive

theory emphasizes the role of observational learning, social modeling, and self-efficacy in shaping

behavior. In the context of parental engagement in education, this theory posits that parents’ beliefs

in their ability to support their children’s learning (self-efficacy) are influenced by their

observations of others (e.g., educators, peers) and their own past experiences. By providing parents

with accessible and tailored instructional modules, educators aim to enhance parents’ self-efficacy

beliefs and empower them actively engage in school community linkages.

The study is anchored on Epstein (1995) highlighted the importance of collaborative

relationships between families, schools, and communities in promoting student success. According

to this model, effective partnerships are characterized by shared goals, mutual respect, and two-

way communication between home and school. By developing instructional modules specifically

designed for non-reader and reader parents, educators seek to bridge communication gaps and
strengthen connections between families and schools. This framework underscores the

significance of empowering parents with the knowledge and skills needed to actively participate

in their children's education, thereby fostering meaningful partnerships that support student

learning and development.

To support the study of researchers, Constructive Learning Theory (Vygotsky, 1998):

Constructivist learning theory emphasizes the active construction of knowledge through social

interaction and collaborative learning experiences. In the context of parental engagement, this

theory suggests that parents’ involvement in their children’s education can be enhance through

meaningful and scaffolded learning opportunities. By designing instructional modules that cater

to the diverse literacy levels non-reader and reader parents, educators aim to create inclusive and

participatory learning environment that promote active engagement and knowledge acquisition.

This framework underscores the importance of providing parents with accessible and relevant

resources that facilitate their role as partners in their children’s learning journey.

Statement of the Problem

This study focuses on the development and validation of reading instructional module for

parents reading literacy program. The following questions will guide the research:

1. What is the respondents’ profile in terms of:

1.1 Age; and

1.2 Gender
 2. How effective is the instructional module in facilitating the engagement and

participation of non-reader parents in academic?

2.1 What are the perceived positive effects of the instructional module?

2.2 What are the perceived negative effects, if any?

Conceptual Framework

This study's framework is based on two main ideas: how to create effective learning

materials and how parents can be involved in their children's education. Here is how it works:

• Age Development and Validation of Reading

• Gender Instructional Module for Parents
Reading Literacy Program

Making Learning Easy

Scope and Delimitation of the Study

This study will center on the development and validation of Reading Instructional Module

for Parents Reading Literacy Program. The module aims to facilitate the involvement and

participation of non-reader parents in academic activities and community engagements associated

with the course. Specifically designed materials will be created to accommodate the literacy levels

and educational backgrounds of the target audience. The research will focus on validating the

effectiveness, relevance, and appropriateness of the instructional module for its intended purpose.
However, the study will be confined to the context of CPE110 and may not directly apply to other

educational programs. Non-reader parents will be the exclusive focus group, potentially excluding

other demographic segments from the research. Implementation and long-term impact assessment

beyond the development and validation phases will be limited due to resource constraints. Through

delineating the study's scope and delimitations, this research aims to provide valuable insights into

enhancing the engagement of non-reader parents in school-community linkages through

instructional interventions.

Significances of the Study

This study was conducted in development and validation of reading instructional module

for parents reading literacy program. The result of this study was beneficial the following:

Non-Reader Parents: This research will directly aid non-reader parents by providing an

instructional program suited to their reading abilities. It allows them to become more participating

in their children’s schooling leads to improved communication and learning.

Reader Parents: This research will help reader parents better support their children's

reading development. By giving them with additional tools and resources, they may enhance their

children's learning experiences.

Children: Finally, the greatest beneficiaries are the children of non-reader and reading

parents. The deployment of the instructional module developed in this study will provide children

with additional help at home, resulting in increased literacy skills, academic achievement, and

general well-being.
 Educators: This research will help educators learn effective ways for incorporating parents

into the educational process, particularly those with varying reading abilities. The module’s

validation contributes to existing research on parent participation and its impact on student

progress.

Policy makers: This research findings might be used to establish school policies that

encourage family involvement in literacy development. Policy makers can help both nonreader

and reader parents by implementing targeted measures that improve educational equity.

Future Researchers: This research serves as a foundation for future researchers interested

in parent education, literacy development, and educational interventions. By providing insights

into the development and validation process of instructional modules, future researchers can build

upon this work to explore more specialized topics, refine methodologies, and expand the scope of

parent education initiatives.

Definition of Terms

Instructional module. Is a self-contained unit that focuses on a specific learning goal or

instructional focus. It usually contains documents, multi-media experiences, discussion boards,

and information for the student and groups to use. Also, it can help the student accomplish certain

well-defined objectives. The learner can proceed at the own rate and recycle if necessary. Modules

emphasize analysis and application of concepts and techniques and give a concrete style.

Effective learning. Describes methods of teaching and learning that actively involve

children in their own learning and personal development. Instead, think of effective learning as a

set of tools that can be utilized to build customized learning experience.

 Constructive learning. Is based on constructivism. Also based on the belief that learning

occurs as learners are actively involved in a process of meaning and knowledge construction as

opposed to passively receiving information. As a people experience the world and reflect upon

those experiences, they build their own representations and incorporate new information into their

preexisting knowledge.

Instructional intervention. Instruction and intervention includes programs, practices, and

materials with documented efficacy, which are drawn from evidence-based findings, and align

with goals and standards. Successfully implementing this element will help support the full range

of learners. It’s a specific program or set of steps to address an academic need.

Reading abilities. Is the potential or the capability to read, and it implies that a student has

the skill and capacity to decode or make meaning out of a written material. A reading can be

describe as “a cognitive ability which a person is able to use when interacting with text”. Also is

a based on a analysis of cognitive reading processes using eye-tracking data.

Educational interventions. Provide students with the support needed to acquire the skills

being taught by the educational system and should address functional skills, academic, cognitive,

behavioral, and social skills that directly affect the child’s ability access an education.

Literacy Level. Is defined by the percentage of the population o a given age group that can

read and write. The adult literacy rate corresponds to ages 15 and above, the youth literacy rate

ages 15 to 24, and the elderly to ages 65 and above.