Intro about yourself and acknowledging the

DepEd and BERF

 The first part of this presentation is the
context and rationale.
The study will determine the appropriate homework techniques and strategies to
encourage involvement of parents/family members; the relevant trainings for
the teachers; the program design, parameters, and tools/measurements of
evaluation; and the tasks and responsibilities of School principals and
Education program supervisors.
Studies have shown that parents also gain some form of knowledge, insight and
understanding when they actively engage themselves in their child’s learning
process, particularly when they assist the young learner in accomplishing a
certain task such as a home assignment
This program will make use of the child’s learning process as a vehicle to educate
the family regarding important social issues such as illegal drugs, teenage
pregnancy, and measles outbreak.
Estimated to be more cost-efficient and less time-consuming compared with
other school-based information dissemination drives, as it will require
substantial funding and resources.
It can also be very useful in remote communities where families are less
empowered and residents have limited or no access to the so-called “information
highway.”
• Is this to say, then, that it is impossible or not feasible
for public schools to harness this inherent capability?
The answer actually lies in the creativity, competencies,
and resourcefulness of the teachers, school managers,
and curriculum supervisors. A very viable and promising
option that does not require a considerable amount of
resources is one that is offered by a praxis used in
classroom instruction and traditionally inscribed in the
learning process of students- the application of
homework or home assignment.
• Let me now proceed to innovation,
intervention and strategies.
This action research was conducted to develop a family
literacy/parent education program in public elementary schools
in remote communities in Aklan through the application of
homework or home assignment as the main learning activity for
both students and parents. The respondents of the study are
teachers, parents, school principals and schools district
supervisor coming from the District of Banga. The total number
of sampled schools is (5) .One school principal and five teachers
and five parents are the respondents from each school. The total
numbers of respondents are five school principals and twenty
five teachers and twenty five parents. In addition, there is one
school district supervisor coming from one sampled district as
respondents.
Pilot testing was conducted to determine the challenges and solutions that can
be applied to make the program executable and effective
According to Puchner (1993) and Purcell-Gates (1993), family literacy programs may
be designed to take the family as an organized unit, or focus on a particular family
member hoping that the family member will share the benefits within the family, or
engage parents and children in separate sessions.
Parental involvement is greater with children in early school levels than with
learners in the higher years
There is a direct relation between the degree and type of parental involvement and
cultural and socio-economic realities of families
Parental involvement comes to students in different forms with corresponding
impact on student achievement.
School teachers must be comprised of members with management skills,
knowledge and experience
Furthermore, teachers need to improve their awareness of communities and
schools have to establish detailed strategies for families and communities
engagement in education. Need for not just to educate about parents, but
also to build parental involvement programs to encourage parents in
communication, involvement, encouraging students' development at
home.
• The research has this as main objective which is to
develop a homework-based family literacy/parent
education program that will enable public
elementary schools in communities in Aklan to
disseminate relevant knowledge, attitudes, and
values and raise an awareness about pressing
social problems, issues, and concerns. To
accomplish this objective, this research seeks to
answer the following research questions:
1. What is the personal profile of the respondents in terms of a) sex, b)
age, c) civil status, and d) education?
2. What homework strategies and techniques will this family
literacy/parent education program employ to make it work for families
in these communities given their socio-economic circumstances and
abilities?
3. What trainings should be conducted to make teachers in these schools
knowledgeable about, and competent in using, these strategies?
4. What program design, parameters and measurements should be used
to enable school administrators to implement, monitor and evaluate
the program?
5. What are the tasks and responsibilities of school supervisors to ensure
the learning objectives of this program are adequately met?
6. What are the challenges and opportunities that the program will
present and how can the implementing schools effectively address
these challenges and opportunities to make the program more
effective and success?
To develop a homework-based family
literacy/parent education program that will
enable public elementary schools in rural
communities in Aklan to disseminate relevant
knowledge, attitudes, and values and raise an
awareness about pressing social problems,
issues, and concerns
 1 school principal, 5 teachers, 5 parents are the
respondents from each of the 5 schools in the District of Banga
as well as 1 Public schools district supervisor coming from one
sampled district.
Here are the pictures during the data gathering procedure.

The research instruments utilized in this study are

survey questionnaire, guide questions for the
focus group discussions for school principals, and
guide questions for the semi-structured interview
of main informants of the research.
 •The Input of the study will be the information
necessary for the development of a homework-based
family literacy/parent education program. The
information include the theoretical foundations and
practical applications of homework as a pedagogical
practice or instructional tool; the knowledge,
competencies, training requirements and insights of
public elementary school teachers in the District of
Banga about the application of homework; discussion
of the roles and responsibilities, program design,
parameters and measurements for the proposed
program; contributions of local government units to
program development and implementation; and
identification of possible opportunities, hurdles,
obstacles and challenges with regard to the
implementation of the program.
The action research methods undergone
several phases. These phases are as follow:
 Phase 1 - Preparations

Phase 2 - Validation

Phase 3 - Approval to Conduct Research

Phase 4 - Conduct of Survey, KIIs and FGD

Phase 5 - Tabulation of data

Phase 6 - Development of the Homework-Based Family Literacy/Parent Education Program

Phase 7 - Pilot Testing of the Program in Schools.

 •The Input of the study will be the information necessary
for the development of a homework-based family
literacy/parent education program. The information include
the theoretical foundations and practical applications of
homework as a pedagogical practice or instructional tool;
the knowledge, competencies, training requirements and
insights of public elementary school teachers in the District
of Banga about the application of homework; discussion of
the roles and responsibilities, program design, parameters
and measurements for the proposed program; contributions
of local government units to program development and
implementation; and identification of possible opportunities,
hurdles, obstacles and challenges with regard to the
implementation of the program.
• During the conduct of Survey, KIIs and FGD, the survey
questionnaires was distributed and administered to the teachers in
their respective schools and key informants or resource persons
was interviewed in their respective offices at their convenient time.
The FGDs was participated in by the school heads.
For the purpose of this research, the three dimensions of ethics in
qualitative and quantitative research as posited by Boydell (2007) were
employed: procedural ethics, ethics in practice, and relational ethics.
This was to ensure the objectivity, social responsibility, and moral
obligations were observed during the conduct of the research
the social and cultural values and norms of the participants were
respected and preserved. The research activities were conducted
without disrupting, offending and reducing the subjects' way of life, their
belief systems and shared principles, as well as their priorities and
necessities on day-to-day basis
Procedural ethics includes the considerations to be made on the
basis of the welfare of the subjects and participants. This means
that the research procedures were developed and implemented
only after a thorough assessment that the subjects and
participants would also benefit from the activities and the tasks
would pose no physical, psychological and emotional risks and
threats to them.
• After the gathering of data, the data obtained from the survey,
KIIs and FGDs was processed, consolidated and tabulated.
• Appropriate statistical tools and techniques was used in the
analysis and interpretation of the results. The findings of this
research will serve as basis for the overall design of the
Development of the Homework-Based Family Literacy/Parent
Education Program.
• In data analysis ...
• The personal profile of the respondents was processed
and presented using the formula of frequency distribution
• The responses to the questions regarding the appropriate
techniques and strategies for the homework-based family
literacy/parent education program was measured using
frequency distribution and weighted mean formula
• For the overall response to the survey statements
regarding the appropriate techniques and strategies, the
average weighted mean formula was used
• The hypothetical mean range was used to interpret the
computed average weighted mean (AWM) of the survey
statements about the appropriate techniques and
strategies for the program.
• Let me now proceed to the discussion of
results and reflection
 Most of the respondents are female (92%), age between 40-49
years old (36%), married (80%) and college graduate (64%).
The pie graphs are shown in the screen.
• The Appropriate Homework Techniques and
Strategies are Unfinished class work with
weighted mean of 4.04, Drill and practice
exercises with weighted mean of 4.68,
Preparation for tests with weighted mean of
4.68, Research activities and reports with
weighted mean of 4.4, Data Collection with
weighted mean of 4.48, Reading and writing
assignment with weighted mean of 4.68, Media
assignments – TV, radio, newspaper interviews
with weighted mean of 4.28, and Hands on
projects – mobiles, models, arts and crafts with
weighted mean of 4.52.
• The Teacher Training Requirements are
Theories and Principles of Homework
Assignments with weighted mean of 4.48,
Content Development with weighted mean of
4.72, Homework Techniques and Strategies
with weighted mean of 4.64, Resource
Preparation with weighted mean of 4.8, and
Dynamics of Parent-Student Relationships
with weighted mean of 4.72.
• The Parameters and Considerations are:
– The topic should be made part of a related subject area
whose weighted mean is 4.76
– The assigned topic should be given at appropriate grade
level whose weighted mean is 4.92
– The amount of time needed to accomplish the task
should be limited whose weighted mean is 4.44.
– Homework activities should require parents’
involvement whose weighted mean is 4.84.
– Parents’ limitations and constraints must be considered
whose weighted mean is 4.52.
– Homework assignment should be a grade task whose
weighted mean is 4.36.
• The Tasks and Responsibilities of Schools District
Supervisor are to coach teachers on the content,
design and preparation of homework assignments
whose weighted mean is 4.48, develop tools/
methods of evaluation to determine involvement of
parents/ family members whose weighted mean is
4.48, determine the grade level and subject area for
the assignment of information/ topics for
dissemination whose weighted mean is 4.68, monitor
the progress of the program and make a report whose
weighted mean is 4.72, and provide resource
materials for the homework assignments whose
weighted mean is 4.52.
• The Contributions of Local Government Units and
Other Stakeholders are to provide funding for the
program whose weighted mean is 4.64, identify the
topics they want to disseminate to the families as
part of their information drive whose weighted
mean is 4.64, be informed about the program for
possible support and donations whose weighted
mean is 4.64, and provide content and other
materials that the teachers can use whose weighted
mean is 4.56.
• The Challenge for Implementing Schools is when
the school has limited funds to roll out the program
whose weighted mean is 3.96. Some are neither
disagreeable nor agreeable challenges such as when
parents will not actively participate in the program
whose weighted mean is 2.88 and when teachers
are not adequately trained for the task whose
weighted mean is 2.88. It is not a challenge when
there is a poor coordination/ relationship between
the school and families whose weighted mean is
2.08 and when the LGUs will not support the
program whose weighted mean is 2.52.
•In this qualitative part of the research, the researcher conducted focus group discussion
among school heads, interviewed parent/ guardian and Schools District Supervisor. The
researcher studied the concept of parent involvement within the school context, but
participants were free to define parent involvement in their own terms and by their own
actions and get their views on creating a family literacy/ parent education program
through the application of homework assignment for the learners.
• At those meetings, observations through a participant -observer method was made.
Detailed notes were written about their answers on questions given. Transcripts of the
recorded interviews and field notes of observed parent meetings were coded into
units of information and categorized by emerging theme
•On the parent’s perspective, their involvement may be affected by their educational level.
Based on their experience, limited education often affected their school participation in
subtle ways because they are ashamed to voice their concerns. Most of the volunteers or
the parent respondent were the least educated parents.
•. Most of the parents the researcher spoke with did not have any formal education.
Those parents shared that they could not really help their children in school because of
their own limited knowledge. Despite the said challenges, most of the parents are willing
to participate in the program as long as the teachers will communicate regularly with
parents through various methods in order to meet their educational and language needs.
Therefore, the education-level barrier continued to influence how parents participated at
the school.
•In discussion with the researcher, School heads implies that teachers need to build
collaborative relationships with parents; they need time to plan and organize parent
activities despite that they are heavily burdened with many teaching duties, and
some understandably feel that they do not have time to work with parents. All of the
School Heads unanimously agreed that trainings for teachers should be conducted
on the following: theories and principles of homework assignments, content
development homework techniques and strategies; preparation of homework
materials and levels of parent involvement and dynamics of parent-student
relationships.
• Schools District Supervisor emphasizes the need to provide teachers with time to
plan and work with parents in order to increase parent participation. In addition, she
also suggests that teachers should provide parents with the knowledge in order to
participate in any of these activities for parents to feel welcome and confident to
participate in various activities. Although she desires parent involvement, schools
usually do not provide training and time is limited for teachers to create activities for
parents. Therefore, the Schools District Supervisor recommends for provision of
teachers' skills enhancement trainings in relation to the proposed program.
 For the SUMMARY
• Most of the respondents are female. The female respondents comprised the 92% of the
number of respondents in this study.
• It was also shown that 80% of the respondents agreed that unfinished class work is one of
the appropriate homework techniques and strategies.
• While among the training requirement respondents, 80% of them strongly agreed that
resource preparation is the most essential factor in teacher training requirement.
• Most of the respondents at 92 % strongly agreed that the assigned topic should be given at
appropriate grade level.
• On the Tasks and Responsibilities of District Supervisors,72% of the respondents strongly
agreed that determining the grade level and subject area for the assignment of information/
topics for dissemination is one of the tasks and responsibilities of District Supervisors. In
addition,72% of the respondents strongly agreed that monitoring the progress of the
program and making a report should also be among their important tasks.
• It was further implicated that 68% of the respondents strongly agreed that LGUs should
provide funding for the program and that other stakeholders such as the barangay and
private organizations should be informed about the program for possible support and
donations.
• The challenges for implementing schools includes parents will not actively participate in the
program and the school has limited funds to roll out the program.
 • The overall result had implications for practice and supports
the importance of structures that would facilitate parental
involvement on their children and the parent, with the role of
teachers, school head and Schools District Supervisor. Results of
the focus group discussion and Interviews pointed out that
teachers need to have the necessary knowledge and
competencies to implement the program through trainings and in
depth knowledge on the theories and principles of homework
assignments ,content development, homework techniques and
strategies; preparation of homework materials and levels of parent
involvement and dynamics of parent-student relationships.
 For the CONCLUSION
The data gathered will provide the researcher valuable tools and
knowledge to meet this challenge successfully. It is also posited that it is
the teacher’s responsibility to create effective homework assignments
and to provide students and parents with the tools necessary for the
process to be as successful as possible.
School Heads should continuously monitor teachers and facilitate
provision of trainings to teachers to set students up for success by
communicating with parents about homework expectations and
student needs.
It is also concluded that both parents’ relationship and involvement,
and students’ school engagement had significant effects on students’
school performance. Since all path coefficients were positive, highly
involved parents would motivate their children to higher engagement in
their academic work, make themselves socially aware end
empowered , and in turn, the students’ engagement in school will lead
to higher achievement
 • The overall result had implications for practice and supports
the importance of structures that would facilitate parental
involvement on their children and the parent, with the role of
teachers, school head and Schools District Supervisor. Results of
the focus group discussion and Interviews pointed out that
teachers need to have the necessary knowledge and
competencies to implement the program through trainings and in
depth knowledge on the theories and principles of homework
assignments ,content development, homework techniques and
strategies; preparation of homework materials and levels of parent
involvement and dynamics of parent-student relationships.
 For the RECOMMENDATION
• Schools can encourage parents to remain
engaged in many formal and informal ways.
• School administrators, in consultation with the
instructional staff, to consider the systemic
implementation of parental involvement
programs in literacy.
• Parent-child literacy activities can be shared with
parents that they can then use to encourage the
development of literacy skills at home.
• Despite the opposing viewpoints gathered from various sources, schools can
encourage parents to remain engaged in many formal and informal ways. For
example, schools should promote parents’ involvement by including and informing
parents of school activities, projects, and co-curricular activities
• This homework based family literacy program can facilitate parent involvement in
the learning process of the students, which, based on research, is proven to be a
big factor in the students' academic achievement. This can create a situation where
the students and their parents can learn together and support each other through
the process
•. The proposed integration of FBLP into regular classroom instruction is a novel idea
that does necessitate a revisit of existing models for family literacy programs. Such
integration offers an opportunity to better understand the elements and components
that define family literacy and possibly discover and develop new concepts to enrich
the literature of family literacy not just in near communities but maybe possible in the
context of depressed, deprived and underserved communities.
•In addition, a school Literacy Program Implementation Checklist is valuable to
develop a comprehensive plan and a year-long Family Literacy Program Planning
Template that will serve as a guide for teachers in the course of the implementation of
the program. Parent-child literacy activities can be share with parents that they can
then use to encourage the development of literacy skills at home. It can be
incorporated into the prescribed competencies on Curriculum Guide and learners’
modules or share them at any school event or meeting as an introduction or a
conclusion in order to build literacy and reinforce the academic concepts children are
learning at school.
 Based on the result of the study, here is the
ACTION PLAN
• Co-construct the order in which instructional routines and
learning strategies will be presented to teachers.
• Establish dates for teachers’ training and where will it take place.
• Establish a mechanism for learners in the program.
• Use appropriate homework techniques and strategies.
• Assigned topic should be given at appropriate grade level
• Monitor the progress of the program and make a report and
LGUs should provide funding for the program.
• The results of the research will be cascaded through newsletters
summarizing study findings. The office of the Schools Division
Superintendent, Schools District Supervisor, and School Heads
will be given a copy of the results.
 These are the major references that I referred
to
Carr, N.S. (2013). Increasing the effectiveness of homework for all learners in
the inclusive classroom. School Community Journal, 23(1), 169-182.
Cowan, R., & Hallam, S. (1999). What do we know about homework? London:
Institute of Education, University of London.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van
Voorhis, F. L. (2002). School, family, and community partnerships: Your
handbook for action (2nd ed.). Thousand Oaks, CA: Corwin Press
Levin, I., Levy-Shiff, R., Appelbaum-Peled, T., Katz, I., Komar, M. & Meiran, N.
(1997). Antecedents and consequences of maternal involvement in
children's homework: A longitudinal analysis. Journal of Applied
Developmental Psychology, 18, 207-27.
MacBeath, J. & Turner, M. (1990). Learning out of school: Homework, policy
and practice. Glasgow: Jordanhill College.
Morrow, L. M., & Neuman, S. B. (1995). Introduction: Family literacy. The
Reading Teacher, 48, 550-551
Thank you.