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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Throughout the years, the Philippine Government has been striving to uplift the quality of
education in our country. The government allocates high budget every year and guarantees that
every Filipino has the right to quality education. Despite this fact, still many pupils are still
considered to be non-readers and non-numerates. This is one of the dramatically issues that our
government must address to improve. The quality of education has declined due to poor results
of the national achievement tests conducted among the students in the elementary and secondary
level as well as in college. High dropout rates, high number of repeaters, low-passing grades,
lack of particular language skills, overcrowded classrooms and poor teacher performances has
greatly affected the quality of education in the Philippines. (https://www.dap.edu.ph/coepsp/innov_initiatives/education-360-degrees-investment-program/)
In Valenzuela, the local government created “Education 360 degrees Investment
Program” to address the low academic performances among Valenzuelano students in the
National Achievement Test. The Education 360 Degrees Investment Program in the city has been
institutionalized. Due to this, children were placed as a center of the program to fill their needs
holistically. The local government of Valenzuela participated, pioneered and rationalized the
need for program which aims to harness the needs of the education. The program shows
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involvement, shared accountability and opportunities among stakeholders to contribute their best
in addressing the issue on education.
According to the study of Macalino et. al (2005), the Philippine Journal of Education
states that the quality of classroom instruction largely depends on the quality of teachers, schools
and learners. That is how the Education 360 Degree Program was crafted and its main objectives
are to: develop curriculum for teaching reading to learners that needed intervention and
enhancement; conduct seminars and trainings for teachers in enhancing their capabilities and
abilities in teaching; continuous construction of school buildings and facilities; (d) distribution of
free back-to-school supplies for every students; feeding program for nursery pupils of daycare
centers and pupils in public elementary schools; engaging parents in actively participating with
the school programs that involve their children.
The Education 360 Degrees Investment program was launched in January 2014 with
seven components namely: Curriculum Build-up,
Nanay-Teacher (Mother-Teacher)
Parenting Camp, Teaching Camp, Education Supplies, Massive Infrastructure Spending, and K
to 6 In-School Feeding Program, and Performance Incentive System.
Nanay-Teacher Parenting Camp is anchored on the Parenting camp that is conducted in
other countries and is widely practiced in Florida, USA. There is an empowered parent
conference program that the city provides for every family designed to strengthen the family
bond and not just fix the ‘problem child’. (https://theparenthelpcenter.com/weekend-successcamp/)
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The approach is to change the environment that created the ‘problem child’ in the first
place. In that particular state of the country, the government provided local hotlines called ‘The
Parent Help Center’ where the parents in every family can call and seek for help, guidance and
counseling in many aspects of parenting.
Nancy and Laurance (1993) believed that the participation of every parent in the
development and learning of their children are one of the important aspects in creating a
favorable environment for their child. Nowadays, it is very much noticed that this responsibility
is being neglected. According to Walker (2010) the approach of parents affects the cognitive,
emotional and physical development of the child. It was emphasized by Battle and Lewis (2002)
that education is a crucial factor in the growth and development of one’s country and whether we
admit this or not, many of the parents lack guidance and support to their child and most of the
times, they would only submit the whole responsibility to the second of the child which are the
schools. Rivera (2007) investigated the relationship of parenting and academic performance and
most of the respondents who belong to the low-income families; most of their parents finished
high school; the level of the academic performance of students is not good; but the economic
status and educational attainment of the parents do not over-all affect the academic performance
of the student.
The second component which is the Nanay- Teacher Parenting Camp aims to engage
parents more in the learning and development of their children through capacity building on the
Nanay-Teacher (Mother-Teacher) Parenting Camp. Reflection and peer learning involves the
parents in knowing their child especially in school where the child usually goes to study. They
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conducted 2-day Parenting Camp that engages the parents in planning the collaboration with
teachers in raising students who are academically excellent and mold their good character. The
participants took it upon themselves to organize parenting workshops in their own schools. In the
360 Degrees Investment Program residents recognized as equal partners in policy formulation,
planning, and implementation and provided platforms for participatory governance to flourish.
As a Teacher I in the Department of Education- Valenzuela, the researcher was inspired
by the Nanay-Teacher Parenting Camp to study the status of implementation of this project in
order to identify the needs for enhancement, strengthen or even draw recommendations that
would institutionalize the use of the Nanay-Teacher Parenting Camp in Valenzuela.
Background of the Study
The school is one of the foundations of student’s intellect and well-being but good
manners and primary learning in the development of their personality starts at home. This is the
idea of parenting camp. The impact of parent involvement in a child’s growth and development
is generally accepted (Sheldon 2003). However, educators, parent groups, and policy makers
continue to debate of whether or not parent involvement has a beneficial effect on the academic
achievement of children (Epstein 2001). In the United States, most states mandate that children
attend school between 170 and 180 days in a year. Traditional school calendars include ten or
more weeks when school is not in session and leave weeks of time in the year where working
parents must find other care activities for their children.
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In the Philippines, aside from the guidance of a teacher in a school, most important factor
in the development of a child is the parenting styles of parents inside their homes. The NanayTeacher Parenting Camp of Valenzuela City is a unique project in the Philippines for the
development of every child in the primary and secondary schools. It aims to bring back the
effective guidance and parenting skills in the development of their children’s education.
Together with the local government, trainings and seminars are provided under the NanayTeacher Parenting Camp that includes smart parenting for their children.
Senator Sherwin Gatchalian who was then the Congressman of the First District of
Valenzuela that time launched the program in 2014 under the 360 degrees Investment Program.
The 360 degrees Investment Program, he takes pride in this program which benefits 86,551
students from 119 public daycare centers, sixty elementary schools and nineteen secondary
schools. Six hundred teachers and teaching aides underwent the teaching camp. Six thousand
four hundred nine wasted and severely wasted students went through the country’s biggest inschool
feeding
program.
(https://www.dap.edu.ph/coe-psp/innov_initiatives/education-360-
degrees-investment-program/)
Throughout the course of the implementation of the program, it has delivered positive
results that are manifested by the following: In 2016, 90% of the children under the in-school
feeding program are no longer considered severely wasted. While 5,536 out of 6,375-frustration
level and non-reader students became instructional and independent readers by the end of the
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summer reading camp. On the other hand, a total of 600 teachers and teaching aides participated
in the reading camp training in 2016.
Hence, we can understand that the quality of education can still be uplifted in terms of
these programs. We can say that the local government can also play a role in collaborating with
the Department of Education in terms of developing programs that could be of big help in
achieving the goals of the society.
The researcher would like to identify and to have an overview of the success of this kind
of program in Valenzuela. On what can be the aspects for effectiveness and efficiency of this
project that other cities can adapt and discover the challenges in its implementation.
Theoretical Framework
This study is based on John Dewey’s Curriculum Theory which states that, the
curriculum should ultimately produce students who would be able to deal effectively with the
modern world. Therefore, curriculum should not be presented as finished abstractions, but should
include the child's preconceptions and should incorporate how the child views his or her own
world. Dewey uses four instincts, or impulses, to describe how to characterize children's
behavior. The four instincts according to Dewey are social, constructive, expressive, and artistic.
Curriculum should build an orderly sense of the world where the child lives. Dewey hoped to use
occupations to connect miniature versions of fundamental activities of life classroom activities.
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The way Dewey hoped to accomplish this goal was to combine subject areas and materials.
(https://www.k12academics.com/education-theory/curriculum-theory).
This study was anchored on John Dewey’s principles and theories wherein the essential
parts of the curriculum such as adequacy of funds and resources, attainability of objectives,
effectiveness of mechanisms and efficiency of monitoring and supervision of supervisors and
school head must then be able to realized and achieved in order to produce quality education.
This study also has the relevance with the theory of multiple intelligences (MI) which
was first described by Howard Gardner in Frames of Mind (1983). Gardner defines intelligence
as “an ability or set of abilities that allow a person to solve a problem or fashion a product that is
valued in one or more cultures. Gardner believes that different intelligences maybe independent
abilities- a person can be low in one domain area but high in another. All of us possess the
intelligences but varying in degrees of strength and skill. This plays an important role for every
parent in knowing the capabilities of their children and to be able to provide the appropriate
parenting style for them. Multiple intelligences are related to curriculum and instruction of
teachers and the capability of the school to cater the needs of these varied learners through the
status of the implementation of the Nanay-Teacher Parenting Camp.
Another important theory related to the study is Vygotsky’s Socio-cultural Theory,
wherein social interaction plays a very important role in cognitive development of learners. He
believed that individual development could not be understood without looking into the social and
cultural context within which development happens. Scaffolding is Vygotsky’s term for the
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appropriate assistance given not just by the teachers but also the parents in assisting the student
for accomplishing a task. The parents work together with the teachers in order to actually know
more about their children and on how does these children behaves in school or what problems
can these children encounters to help them do interventions and proper guidance through the
Nanay-Teacher Parenting Camp.
Conceptual Framework
PROCESS
1.
INPUT
Administration
Questionnaire and
Survey Questionnaire
And guided interviews
regarding the Status of
Parenting Camp in
Valenzuela City
Proposed
conducting interviews
Homeschool
on the Status of
Partnership
Implementation of
Framework to
Nanay-Teacher
Parenting Camp
Implementation of
Nanay-Teacher
OUTPUT
Of Survey
enhance the
2.
Tabulation of Data
Nanay-Teacher
3.
Interpretation and
Parenting Camp
Analysis
in the Division of
Of Data
Valenzuela City.
FEEDBACK
Figure 1
The paradigm of the study adopts the Input-Process-Output (IPO) Model. The input
block, which consists of the dependent variable, serves as bases in determining the status of
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implementation of the Nanay-Teacher Parenting Camp in selected schools in the Division of
Valenzuela City. These variables are the assessments of Teacher Facilitators and Nanay-Teacher
Facilitators on the program implementation in terms of adequacy of funds and resources,
attainability of program objectives, effectiveness of mechanisms and efficiency of monitoring
and supervision.
The Process block presents the gathering of data through questionnaire, interviews,
statistical treatment of data, statistical analysis and interpretation of data.
The Output block presents the Homeschool Partnership Framework for the effective
implementation of the Nanay-Teacher Parenting Camp in the Division of Valenzuela City.
Statement of the Problem
Specifically, this study has determined the Implementation of the Nanay-Teacher
Parenting Camp in Selected Schools of Division of Valenzuela towards a proposed Homeschool
Partnership Framework that answered the following questions:
1. To what extent is the Nanay-Teacher Parenting Camp implemented in the subject
schools as evaluated by the Nanay-Teacher Facilitators and Teacher Facilitators in
terms of the following variables:
1.1 Adequacy of funds and resources;
1.2 attainability of objectives;
1.3 effectiveness of mechanisms;
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1.4 efficiency of monitoring and supervision;
2. Is there a significant difference in the evaluation of two groups of respondents on the
extent of the implementation of Nanay-Teacher Parenting Camp?
3. What are the challenges encountered by the two groups of respondents in the
implementation of the Nanay-Teacher Parenting Camp?
4. What Homeschool Partnership Framework may be proposed based on the result of the
study?
Hypothesis of the Study
In pursuit of the research problem and to realize the objective of the study, the null
hypothesis (Ho) was tested at 0.05 level of significance:
There is no significant between the assessments of the Nanay-Teacher Facilitators and
Teacher Facilitators in terms of the status of implementation of the Nanay-Teacher Parenting
Camp in the Division of Valenzuela City.
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Significance of the Study
The result of the study is beneficial and significant to the following:
Learners.
They are provided with quality education through effective and efficient
implementation of the Nanay-Teacher Parenting Camp that helped them to
improve more of their academic performance.
Nanay-Teacher Program Implementers. They are guided on the strategies and methodologies
in helping the learners and the parents on effective parenting styles. In addition,
they helped to encourage their children to do well in school. The contribution of
this study has helped them utilize the needs of every individual that are part of the
project in terms of developing the curriculum.
Administrators. The project administrators are guided using the most effective and efficient
ways of managing the Nanay-Teacher Parenting Camp. The result of this study provided
valuable information to project administrators who faced challenges in implementing the
project. It provided clear insights in addressing the problems encountered by the program
and understanding those aspects that need to be developed for the successful
implementation of the Nanay-Teacher Parenting Camp, through these joint efforts in
order to enhance the parenting skills of every parent, it has helped them do their tasks as
administrators more effectively and efficiently.
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Parents and community. As partners of the teachers in the development of every child, they
understood the factors that affect the academic performance of every learner under the
Nanay-Teacher Parenting Camp and to adopt strategies in order to help the learners
address the different challenges they are facing and the project effectively guides them in
nurturing their children to become valuable and responsible citizens of the community
through the trainings and support from the local government from the Nanay-Teacher
Parenting Camp.
Department of Education (DepEd). The Department of Education may use the result of this
study that can be modified for use in the effective implementation of the Nanay-Teacher
Parenting Camp. The department can revisit the curriculum in order to enhance more of
the project. Upon knowing the factors that affect the implementation of the project, they
can provide excellent changes and recommend policy both in the part of the project
implementers and the learners.
Local Government Unit. As service provider of the Nanay-Teacher Parenting Camp, they are
guided on imposing policies in order to strengthen the project. This can give them
additional insights on the challenges that the student and teachers are facing and will lead
them in producing more projects for community development.
Researcher. As a Teacher I in Bagbaguin National High School, the researcher has enhanced
more of the teaching strategies as well as the skills in motivating learners under the 360
degrees program. This served as an avenue to uplift the quality of education. In addition,
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this helped to contribute and serve as a guide to be more passionate, effective and
efficient facilitator in molding learners to become better person and productive citizens of
the country.
Future researchers. Since education is a continuous process, future researcher can use this
study relevant to the study want to be conducted. Results of this may guide them in
developing their field of study and to be able to create more scholarly researches that will
be valued and used to contribute to the university.
Scope and Limitations
The research study covered two groups of respondents namely; (1) Nanay-Teacher
Facilitators who are trained parents under the project and (2) Teacher Facilitators who are part of
the project. This research strictly defined by the following qualifications. First, the NanayTeacher Facilitators who are officially part of the project and who became part of the project.
Second, Teacher Facilitators who are also the trainers of the project and must be presently
involved in implementing the Nanay-Teacher Parenting Camp.
This research study included sixty-five Teacher Facilitators and one hundred twenty-two
Nanay-Teacher Facilitators of selected Secondary Schools in the East District in the Division of
Valenzuela City.
The study is limited among the secondary level of the Nanay-Teacher Program within the
selected secondary schools of the East District. The study mainly focused on the status
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implementation of Nanay-Teacher Parenting Camp in relation to the assessment of the NanayTeacher Facilitators and Teacher Facilitators under this project. The assessment included
adequacy of funds and resources, attainability of program objectives, effectiveness of
mechanisms, efficiency of monitoring and supervision.
The status of implementation is reflected on the Nanay-Teacher Facilitators and Teacher
Facilitators manifested on the aforementioned variables.
Definition of Terms
Assessment.
It is the evaluation of assessment of the nature, quality or ability of someone or
something e.g. in curriculum implementation such as administering tests and exams to
test the learnings acquired by the students.
Competence. The ability to do something successfully or efficiently.
Facilities. A place, amenity, or piece of equipment provided for a particular purpose.
Homeschool Partnership Framework. Is a theoretical framework designed by the researcher to
establish the outcome of this study with regards to the extent of implementation of NanayTeacher Parenting Camp.
Implementation. As defined by the Merriam-Websters Application; it is an act or instance of
implementing something particularly in the process of making something active or effective.
Learning Materials/Modules. Is a tool that provides course materials in a logical, sequential
order, guiding strengths through the content and assessments in the order specified by the
instructor.
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Monitoring and Supervision. The action of process of watching and directing what someone
does or how something is done: the action or process of supervising someone or
something.
Nanay- Teacher Facilitators. A trained parent who actively participates in the Nanay-Teacher
Parenting Camp by collaboratively training other parents in a pro-active parenting and
guiding of their children.
Nanay-Teacher Parenting Camp. Is the second component of the Education 360 Degrees
Program designed to promote responsible, pro-active and smart parenting skills to parents
in Valenzuela City that aims to build strong family bond especially with regards to giving
responsible discipline and guidance to their children.
Parenting Camp.
Is a fun-filled activity that is usually held every summer break in other
countries to strengthen the bond of connection between parents and their children.
Students/Learners. Are the main focus of the Department of Education and Commission on
Higher Education to be developed and to learn valuable knowledge and skills that they
can use to be productive citizens of the country.
Teacher Facilitators. Are the teachers in a public elementary and secondary schools that are
involved in collaborating and creating efforts together with the Nanay-Teacher
Facilitators for the success of the Nanay-Teacher Parenting Camp in attaining their goals
and objectives.
Division of Valenzuela. The locale of the study wherein the Nanay-Teacher Parenting Camp is
implemented
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the current studies of previous related literature and studies of
different researchers that have found to have close bearings to the subject under study.
RELATED LITERATURE
Parenting as defined in the Merriam-Webster Dictionary App is the process of taking care
of children until they are old enough to take care of themselves. It is the continuous process that
parents do in raising their child and preparing them to be independent and to be resilient in
facing life’s challenges and difficulties. On the other hand, parent involvement is defined as the
active engagement of a parent with their child outside of school day in an activity which centers
on enhancing their academic performance.
The relation of the contribution of a parent in a child’s growth and development is
generally recognized (Sheldon, 2003). However, educators, parent groups, and policy makers
continue to debate on the issue of whether or not parent involvement has a beneficial effect on
the academic achievement of children (Epstein, 2001). The role that parents take part in the
academic improvement of their children has long been studied ever since but not until the 1960’s
that the effects of the programs designed to foster the role of the parent involvement were
systematically studied using experimental design ( Nye, Turner & Swartchz; 2016). It has been
well known that students with high academic achievement are important assets to any country,
while low negative achievement may cause negative consequences such as stress, hopelessness,
delinquency, psychopathology and substance abuse (Fatemeh et al. 2017) Factors that influence
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academic achievement of adolescents should be addressed to improve their academic
achievement. Among several factors that affect academic achievement, parenting style is one of
the most important. Because of the relationship between parenting style and academic
achievement scholars have highlighted the various aspects of parenting styles that help in
boosting the academic outcomes of adolescents. Being role models, parents play a significant
role in the child development (H.Masud et. al, 2014). Family environment is also one of the
factors in children’s cognitive, emotional, social and behavioral competence (Nancy and
Laurance, 2015).
In most if not all cultures, parenting is seen as an integral social role with great influence
on the lives of children and of parents themselves (Alampay, 2014; Bornstein, 2016). The
importance of parenting is particularly highlighted in our country, wherein the family is
generally seen as central to one’s social world (Jocano, 1998). Local and cross-cultural
researchers have described Filipino family as characterized by cohesiveness, respect for elders,
deference to parental authority, and fulfillment of mutual obligations to each other (Chao &
Tseng, 2014; Medina, 2016).
However, social contexts in which Filipino families are embedded have changed rapidly
over the past ten years, possibly shaping in turn the ways in which parents and children think
about and relate with each other. For instance, numbers of families involve one or more parent
going abroad to work, for a better living or adolescent children going to the city to study.
Scholars such as Medina (2016) and Alampay (2014) have suggested that with these changes
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might come shifts in parenting beliefs and behaviors, such as shift from authoritarian towards
more permissive or autonomous attitudes towards parenting.
REVIEW OF RELATED STUDIES
Studies regarding parenting in the country have focused on parenting characteristics and
styles, in the recent years has been conducted. Researchers sought to examine how does
parenting characteristics and style influence children’s social adjustment, emotional intelligence,
academic goal orientation, and identity processes (Bernardo & Ujano-Batangan, 2014; Persigen
et al. 2015). Meanwhile, some researchers mainly focused on such as parental warmth, control
and emotional support (Deater-Deckard et al., 2015; Parcon 2016), others examined the results
that are associated with patterns concerning parenting characteristics and methods of childupbringing, referred to as parenting styles (Abarquez, 2014; Gilongos and Guarin, 2015).
A considerable number of researchers drew from Baumrind’s (1989, 1991) work on
parenting styles, which totally described three broad patterns in parenting characteristics and
method of child-rearing namely: authoritarian, permissive and authoritative. According to this
framework, authoritarian parents mainly focused on unquestioning obedience while remaining
aloof and detached to their children. They were considered to be permissive parents placing
fewer demands or limitations regarding rules set on their children as they are characterized by
strong emotional support, high expectations, and granting appropriate levels of autonomy. Most
of these types of parents rely much on trust to their child with utmost support and loyalty.
Western literature on parenting styles suggested that parents who are authoritarian is positively
associated with focusing their child on academic achievement and social competence. In our
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country, researchers from various regions also vapplied this approach in an attempt to discover
how parenting styles can influence academic, social and psychological outcomes of their
children. Adopting this on a more critical level, others have questioned the assumption that
Filipino parents can easily be classified as authoritarian, permissive, or authoritative,
considering, differences in cultural notions of parental support, control and autonomy (Ochoa,
Torre, 2015).
Many of the studies in this review that relied on Baumrind’s classification of parenting
styles found authoritative parenting styles to be most commonly practice among Filipino
families. For instance, in Bacus’ (2014) study on the relationship between parenting styles, selfconcept, attitude towards school, and academic outcomes among seventh grade students in
Northern Mindanao. The results of the studies have shown that majority of students have
perceived that their parents as practicing an authoritative parenting style. Using path analysis,
Bacus found that students’ attitude towards school and authoritative parenting style were
strongly associated with high academic performance though it is not the sole basis for the study.
Similar patterns were observed by Gilongos and Guarin (2016), who utilized surveyquestionnaires, interviews, and focus groups to investigate the relationship between parenting
styles and school-aged children’s social adjustment among families in Aklan. Based on parents’
reports, the parenting styles in the majority of these households (96%) were described as
authoritative, with far fewer parents using parenting styles that could be described as permissive
(2.67 %), or authoritarian (1.33 %). Meanwhile, most of their children described their
relationship with their parents as warm, supportive, and loving, and reported engaging in social,
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cooperative behavior and perceived their relationships with their peers to be healthy. The
researchers concluded that these findings that parents’ self-reported authoritative parenting styles
were associated with children’s healthy and close relationships with their parents and peers;
because, authoritative parents allow children in seeking autonomy and independence and also
allows them to take part in decision-making. However, it is not clear whether this conclusion
can be drawn from the data they obtained.
The previously summarized research literature yielded important insights on patterns of
parenting characteristics and styles among Filipino parents as well as their influence on
children’s academic outcomes, identity development, and overall psychological well-being.
These studies primarily focus on the perceived and self-reported behaviors of parents but do not
say much about the dynamics of the relationship between the Filipino parents and their children.
The researcher, aimed to fill the gap among building a healthy relationship between
parents and their children by proposing a homeschool partnership framework about the status of
implementation of the Nanay-Teacher Parenting Camp in Valenzuela city that can help
contribute to the effectiveness and efficiency of the program and also to widespread the practice
of these kinds of program not just in the local government of Valenzuela but also to some other
cities.
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Chapter 3
RESEARCH METHODOLOGY
This chapter describes the methods and procedures used by the researcher in gathering
the needed data. It includes the research design, participants of the study, research locale,
research instrument, data gathering procedures, and data analysis.
Research Design
A mixed method type of research study is used to determine the status of implementation
of the Nanay-Teacher Parenting Camp in selected Secondary Schools in the East District
Division of Valenzuela City. This type of research represents research that involves collecting,
analyzing and interpreting quantitative and qualitative data in a single study or in a series of
studies that investigates the same underlying phenomenon (Onwuegbuzie; 2008).
The researcher chose this design to determine the assessment of the Nanay-Teacher
Facilitators and Teacher Facilitators in the Nanay-Teacher Parenting Camp in terms of seven
aspects namely: a) adequacy of funds and resources b) attainability of program objectives, c)
effectiveness of mechanisms, d) efficiency of monitoring and supervision; based from the 2014
High School Module crafted by Synergeia Foundation.
Participants of the Study
The respondents of the study were the fifty Teacher Facilitators and ninety-four NanayTeacher Facilitators in the secondary schools of the East District of Valenzuela City under the
Nanay-Teacher Parenting Camp since its flagship implementation since 2014. The fifty Teacher
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Facilitator respondents in the study in each school in the East District of Valenzuela City were
distributed as follows: Bagbaguin National High School (5); Canumay West National High
School (5); Mapulang Lupa National High School (5); Parada National High School (5); Sitero
Francisco Memorial National High School (7); Gen. T. De Leon National High School (10);
Maysan National High School (8); and Justice Eleazar National High School (5). In addition, the
ninety-four Nanay-Teacher Facilitators in the secondary schools in the East District of
Valenzuela City were also distributed as follows: 1) Bagbaguin National High School (6); 2)
Canumay West National High School (9); 3) Mapulang Lupa National High School (9); 4)
Parada National High School (10); 5) Sitero Francisco Memorial National High School (16); 6)
Gen. T. De Leon National High School (18); 7) Maysan National High School (18); 8) Justice
Eleazar National High School (8).
To remove biased data and results in these study two sample populations from two other
schools in the Central and North District has been collected for validation purposes. These
schools were Canumay East National High school with eight Nanay-Teacher Facilitators and five
Teacher Facilitators; and also, Polo National High School in the North District with twenty
Nanay-Teacher Facilitators and ten Teacher Facilitators. All of these sample populations make
up the over-all one hundred twenty two Nanay-Teacher Facilitator respondents and sixty-five
Teacher Facilitator respondents for the study.
The researcher used the entire population of the Teacher Facilitators and Nanay-Teacher
Facilitators under the Nanay-Teacher Parenting Camp in the East District in the Division of
23
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Valenzuela City. Moreover, the total population of all the respondents included in this study is
one hundred eighty-seven consisting of sixty-five teacher-facilitators who are part of the program
and one hundred twenty-two Nanay-teacher facilitators from the East District in the Division of
Valenzuela City.
The researcher focused on the following qualifications for the respondents. First, the
respondents must be actively involved in the program and must be a regular facilitator and
attendee of each sessions and training.
On the qualitative aspect of the study, the researcher interviewed four informants. These
four informants were two Nanay-Teacher Facilitators and two Teacher Facilitators who have
been in the Parenting Camp since its implementation.
Research Locale
The study is conducted in selected Secondary Schools of the East District of the Division
of Valenzuela City. There were sixty-five Teacher Facilitators and one hundred twenty-two
Nanay-Teacher Facilitators respondents since the implementation of the program in 2014.
The Nanay-Teacher Program in the Division of Valenzuela City is composed of four
Districts. In the East District there are 8 Secondary Schools namely; Bagbaguin, Canumay West,
Mapulang Lupa, Parada, Sitero Francisco Memorial National High School, General Tiburcio De
Leon, Maysan and Justice Eleazar De Los Santos National High School. In North District there
are 5 Secondary Schools namely; Wawang Pulo, Arkong Bato, Dalandanan, Polo and Malanday
24
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
National High Schools. In the Central District there are 6 Secondary Schools namely; Canumay
East, Valenzuela City School of Mathematics and Science, Bignay, Malinta, Lawang Bato and
Vicente P. Trinidad National High School. In South District there are 2 Secondary Schools
namely; Valenzuela National High School and Caruhatan National High School.
Research Instrument
The researcher used two sets of questionnaire, one for the Teacher Facilitators and the
other questionnaire was for the Nanay-Teacher facilitators who were among the implementers of
the project.
The researcher-made questionnaires are subjected for pilot testing and were based on the
guidelines of the Nanay-Teacher Parenting Camp. The survey questionnaires were used to
answer questions on the Status of Implementation of the Nanay-Teacher Parenting Camp. These
questions consist of the assessment of the status of implementation considering the following:
adequacy of funds and resources, attainability of objectives, effectiveness of mechanisms,
efficiency of monitoring and supervision and the challenges encountered by the teacherrespondents and Nanay-teacher facilitators in the implementation of the Nanay-Teacher
Parenting Camp in their respective schools. The indicators used in the questionnaires for data
gathering came from observable aspects of the curriculum implementation of Nanay-Teacher
Parenting Camp in assessing its Status of Implementation based on the guide published in the
modules crafted by Synergeia Foundation such as the High School Module 4. The indicators
were rated on the following scale: 5- Fully Implemented; 4- Implemented; 3- Moderately
25
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Implemented; 2- Least Implemented; 1-Not Implemented at all. The range of these scales on the
likert-scale will be: 1.00-1.49 (Not Implemented at all); 1.50-2.49 (Least Implemented); 2.503.49 (Moderately Implemented); 3.50-4.49 (Implemented); 4.50-5.00 (Fully Implemented).
On the qualitative aspect, the researcher used an interview guide for each respondents and
to be recorded. The audio was played and translated then this was transcoded and themes for the
study was based on the responses of the respondents.
Data Gathering Procedure
The researcher gathered data first by asking permission from the Schools Division
Superintendent where the study was conducted.
After preparing the research instrument, it was validated and piloted to fifteen Teacher
Facilitators and twenty-eight Nanay-Teacher Facilitators who actively took part in
implementation of the project. This enabled the researcher to finalize the instrument and enhance
their validity and reliability. Survey questionnaire has been conducted to gather information on
the assessment of teacher facilitators and Nanay-teacher facilitators. The questionnaires were
administered to sixty-five Teacher Facilitators and one hundred twenty-two Nanay-Teacher
Facilitators and were distributed and retrieved personally by the researcher.
Teacher Facilitators and Nanay-Teacher Facilitators were required to fill up a survey
questionnaire to determine the Status of Implementation the Nanay-Teacher Parenting Camp in
the selected schools in the Division of Valenzuela City. Upon the collection of the instrument,
26
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
the researcher organized and sorted them out. The data gathered will then be used for statistical
treatment.
On the qualitative aspect, qualified respondents who had been in the program for four
years and above are asked certain questions in an interview with a validated interview guide.
Statistical Treatment and Data Analysis
The data were gathered from the questionnaire that were collected, tallied, summarized
and presented in tables. Two statistical tools were utilized in the treatment of the data in order to
answer the major as well specific sub-problems. The data gathered from the profile of
respondents were treated with the following:
1. Weighted Mean. This is measures central tendency and represents the average of a
given data. Weighted mean is similar to arithmetic mean or sample mean. Weighted
mean is calculated when data is given in a different way compared to arithmetic mean
or sample mean. It was used to answer problem 2 to analyze the status of
implementation of the Nanay-Teacher Parenting Camp as assessed by the Teacher
Facilitators and the Nanay-Teacher Facilitators.
2. Z-test was used to determine the significant difference in the assessment between the
Teacher Facilitators and Nanay-Teacher Facilitators in the status of implementation
of the Nanay-Teacher Program in terms of adequacy of funds and resources,
27
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
attainability of objectives, effectiveness of mechanisms, efficiency of monitoring and
supervision.
For the qualitative area of research, responses of the interviewees was recorded and
translated. Then, this was analyzed and themed based on what the research paper is requiring.
The responses among the quantitative and qualitative aspect of this research had been subjected
for a certain analytical process that could help create a homeschool partnership framework for
the Nanay-Teacher Parenting Camp.
28
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter covers the presentation, analysis and interpretation of the data in the light of
research questions formulated in the study.
Problem 1. Respondents’ Assessment on the Extent of Implementation of the NanayTeacher Parenting Camp
The following tables illustrate the extent of implementation of the Nanay-Teacher
Parenting Camp as assessed by the Nanay-Teacher facilitators and Teacher facilitators.
2.1 Adequacy of funds and resources. Table 1 displays the extent of implementation of
Nanay-Teacher Parenting Camp as assessed by the Nanay-Teacher facilitator and
Teacher facilitator as to adequacy of funds and resources.
29
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Table 1
Respondents’ Assessment on the Extent of Implementation of the NanayTeacher Parenting Camp as to Adequacy of Funds and Resources
Adequacy of
Funds and
Resources
Nanay-Teacher
Facilitator
M
V.I
Teacher
Facilitator
M
V.I
OVERALL
MEAN
M
V.I
1. The school has 4.07
adequate facilities and
resources needed for the
program.
2.
The
school
is 4.10
accessible for the parents
and is conducive for
every meeting.
3. The school is safe and 3.90
free from any hazards.
Implemented
4.02
Implemented 4.05
Implemented
Implemented
3.63
Implemented 3.87
Implemented
Implemented
4.00
Implemented 3.95
Implemented
4. The school is solely 3.34
used to conduct or
implement the program.
5.
The
learning 3.70
materials/modules
are
adequate and always
available.
Moderately
Implemented
3.62
Implemented 3.48
Moderately
Implemented
Implemented
4.15
Implemented 3.93
Implemented
OVERALL MEAN
Implemented
3.88
Implemented 3.85
Implemented
3.82
Data reveal that according to the Nanay-Teacher Facilitators, the adequacy of
facilities and resources needed based on the mean score of 4.07 (Implemented), and that the
school is accessible for parents and is conducive for every meeting as indicated from the mean
score of 4.10 (Implemented). The Nanay-Teacher Facilitator’s lowest assessment with the mean
score of 3.34 (Moderately Implemented) is that the school is solely used to conduct or implement
the program, followed by the mean score of 3.70 (Implemented) which indicates that learning
30
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
materials and modules are always available and adequate, and assessed that the school is safe and
free from any hazards with the mean score of 3.90 (Implemented). Adequacy of funds and
resources of the project as assessed by the Nanay-Teacher Facilitators had an overall weighted
mean of 3.82 (Implemented).
Moreover, the Teacher Facilitators assessed that the Nanay-Teacher Parenting Camp is
being implemented with the mean score of 4.02 (Implemented) for the adequacy of school
facilities and resources needed. Learning materials/modules are adequate and always available
with the highest weighted mean of 4.15 (Implemented). Meanwhile, the school is solely used to
conduct or implement the program with the lowest weighted mean among the variables which is
3.62 (Implemented), followed by the second variable which states that the school is accessible
for parents and is conducive for every meeting with the weighted mean of 3.63 (Implemented).
The school is safe and free from any hazards with the weighted mean of 4.00 (Implemented).
Moreover, the adequacy of funds and resources has an overall weighted mean of 3.88
(Implemented) as assessed by Teacher Facilitators.
The average of the assessment of the Nanay-Teacher Facilitators and Teacher Facilitators
as to the adequacy of funds and resources is considered to be implemented with an overall
average weighted mean of 3.85. According to the study of (Bert Vandiver, 2011), the poor
condition of some schools raised serious concerns about teacher and student safety. The problem
was that school facilities were negatively impacting student learning and faculty, and
31
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
administrators were not properly supporting stronger facility management. Educators must
understand and find ways to help increase student performance.
32
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.2 Attainability of Objectives. Table 2 depicts the extent of implementation of the
Nanay-Teacher Parenting Camp as assessed by the Nanay-Teacher Facilitators and
Teacher Facilitators as to the Attainability of Ojectives.
Table 2
Respondents’ Assessment on the Extent of Implementation of the NanayTeacher Parenting Camp as to Attainability of Objectives
Attainability of
Objectives
Nanay-Teacher
Facilitator
M
V.I
Teacher
Facilitator
M
OVERALL
MEAN
V.I
M
V.I
1. The materials/modules used are
interactive and always self-directed
or self-paced.
3.29
Moderately
Implemented
3.15
Moderately
Implemented
3.22
Moderately
Implemented
2. The teacher facilitators help and
collaborate in the attainment of goals
for every competency indicated in
the module.
3.35
Moderately
Implemented
3.15
Moderately
Implemented
3.25
Moderately
Implemented
3. The parents apply their acquired
competencies through the completion
of every activities incorporated in the
modules.
4. The learning materials/modules
answers all the queries/concerns
about the problems encountered in
parenting.
5. Seminars and training sessions
address the needs of every parent.
3.36
Moderately
Implemented
3.00
Moderately
Implemented
3.18
Moderately
Implemented
3.66
Moderately
Implemented
3.22
Moderately
Implemented
3.44
Moderately
Implemented
3.01
Moderately
Implemented
3.48
Moderately
Implemented
3.25
Moderately
Implemented
6. Seminars and trainings enable the
parents to get motivated and
determined to accomplish each tasks.
7. Seminars and trainings engages
happy and collaborative environment
in every training.
3.30
Moderately
Implemented
3.17
Moderately
Implemented
3.24
Moderately
Implemented
3.14
Moderately
Implemented
3.28
Moderately
Implemented
3.21
Moderately
Implemented
8. Seminars and trainings enable the
parents to achieve their goals in
developing good relationship with
their child.
3.56
Moderately
Implemented
2.80
Moderately
Implemented
3.18
Moderately
Implemented
OVERALL MEAN
3.33
Moderately
Implemented
3.16
Moderately
Implemented
3.25
Moderately
Implemented
33
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Based on the assessment of Nanay-Teacher Facilitators, Seminars and Trainings sessions
that address the needs of every parents has the lowest weighted mean of 3.01 (Moderately
Implemented), followed by, Seminars and Trainings engages happy and collaborative
environment, with a weighted mean of 3.14 (Moderately Implemented). The learning
materials/modules answers all the queries/concerns with the problems encountered in parenting
had the highest weighted mean of 3.66 (Moderately Implemented) followed by Seminars and
Trainings enable the parents to achieve their goals in developing good relationship with their
child with the weighted mean of 3.56 (Moderately Implemented). The teacher facilitators help
and collaborate in the attainment of goals for every competency indicated in the module with the
weighted mean of 3.35 (Moderately Implemented). The parents apply their acquired
competencies through the completion of every activities incorporated in the modules with the
weighted mean of 3.66 (Moderately Implemented). Moreover, Seminars and trainings enable the
parents to get motivated and determined to accomplish each tasks with the weighted mean of
3.30 (Moderately Implemented).
According to the assessment of Teacher Facilitators, Seminars and trainings enable the
parents to achieve their goals in developing good relationship with their child, has the lowest
weighted mean of 2.80 (Moderately Implemented), followed by, The parents apply their acquired
competencies through the completion of every activities incorporated in the modules, with the
weighted mean of 3.00 (Moderately Implemented). Meanwhile, Seminars and training sessions
address the needs of every parent, has the highest weighted mean of 3.48 (Moderately
Implemented), followed by, Seminars and trainings engages happy and collaborative
34
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
environment in every training with the weighted mean of 3.28 (Moderately Implemented). The
learning materials/modules answers all the queries/concerns about the problems encountered in
parenting has a weighted mean of 3.22 (Moderately Implemented). The materials/modules used
are interactive and always self-directed or self-paced, also, The teacher facilitators help and
collaborate in the attainment of goals for every competency indicated in the module, both have a
weighted mean of 3.15 (Moderately Implemented). Then, Seminars and trainings enable the
parents to get motivated and determined to accomplish each tasks has a weighted mean of 3.17
(Moderately Implemented).
It was then reflected on the table that the Nanay-Teacher Facilitators assessed the
implementation of the Nanay-Teacher Parenting Camp as to the attainability of objectives with
an overall weighted mean of 3.33 (Moderately Implemented). Meanwhile, the Teacher
Facilitators assessed it with an overall weighted mean of 3.16 (Moderately Implemented). The
average of the assessement of the Nanay-Teacher Facilitators and Teacher Facilitators is
considered to be moderately implemented with an overall average weighted mean of 3.25.
According to Herbert J. Walberg, 2013 of Stanford University in his book, “Advancing Student
Achievement—The Hoover Institution Koret Task Force on K-12 Education”, children and
adults require time for the acquisition and association of elemnents, but well organized
environments can accelerate learning far beyond conventional bounds. Such experiment with a
single subject illustrates potential of intensive, directed instruction with highly specialized skill.
Like other learning, of course, such extraordinary may not carry over to knowledge and skills
that is associated with attainability of curriculum objectives.
35
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Table 3
Respondents’ Assessment on the Extent of Implementation of the NanayTeacher Parenting Camp as to Effectiveness of Mechanisms
Effectiveness of
Mechanisms
Nanay-Teacher
Facilitator
M
V.I
Teacher
Facilitator
M
OVERALL
MEAN
V.I
M
V.I
1. Strategies employed by the
program during seminars and
trainings
completely
addresses
parenting needs and difficulties.
2. Strategies in the seminars and
trainings are anchored on the
discovery
approach
towards
achieving success.
2.89
Moderately
Implemented
3.06
Moderately
Implemented
2.98
Moderately
Implemented
2.95
Moderately
Implemented
3.03
Moderately
Implemented
2.99
Moderately
Implemented
3. Enables the parents to perform and
master the entire guide for smart
parenting.
4. The learning materials/modules
answers all the queries/concerns
about the problems encountered in
parenting.
5. Keeps accurate records of proofs
of progress.
2.70
Moderately
Implemented
2.69
Moderately
Implemented
2.70
Moderately
Implemented
3.00
Moderately
Implemented
3.29
Moderately
Implemented
3.15
Moderately
Implemented
2.95
Moderately
Implemented
3.35
Moderately
Implemented
3.15
Moderately
Implemented
6. Conducts home visit and followup activities to better know and
understand parental needs.
7. Assessment is conducted on a
regular basis through follow-up and
conferences.
2.93
Moderately
Implemented
3.35
Moderately
Implemented
3.14
Moderately
Implemented
3.47
Implemented
3.60
Implemented
3.54
Implemented
8. It is done to assess the parental
needs at the end of every activities
and sessions.
3.52
Implemented
3.08
Moderately
Implemented
3.30
Moderately
Implemented
9. Keep tracks and records of the
parent's progress in knowing the
needs and guiding their child.
3.00
Moderately
Implemented
2.92
Moderately
Implemented
2.96
Moderately
Implemented
OVERALL MEAN
3.05
Moderately
Implemented
3.15
Moderately
Implemented
3.10
Moderately
Implemented
Based on the assessment of Nanay-Teacher Facilitators, the Parenting Camp is done to
assess the parental needs at the end of every activities and sessions with the highest weighted
36
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
mean of 3.52 (Implemented), followed by, Assessment is conducted on a regular basis through
follow-up and conferences with a weighted mean of 3.47 (Implemented). Meanwhile, the
Parenting Camp enables the parents to perform and master the entire guide for smart parenting
with the lowest weighted mean of 2.70 (Moderately Implemented) followed by, strategies
employed by the program during seminars and trainings completely addresses parenting needs
and difficulties with a weighted mean of 2.89 (Moderately Implemented). Conducting home visit
and follow-up activities to better know and understand parental needs, with a weighted mean of
2.93 (Moderately Implemented). Strategies in the seminars and trainings are anchored on the
discovery approach towards achieving success, and, Keeps accurate records of proofs of
progress, with a weighted mean of 2.95 (Moderately Implemented). The learning
materials/modules answers all the queries/concerns about the problems encountered in parenting,
and, Keep tracks and records of the parent's progress in knowing the needs and guiding their
child, with a weighted mean of 3.00 (Moderately Implemented).
The Teacher Facilitators assessed the Parenting Camp as to the effectiveness of
mechanisms with; Assessment is conducted on a regular basis through follow-up and
conferences had the highest weighted mean of 3.60 (Moderately Implemented), followed by,
Conducts home visit and follow-up activities to better know and understand parental needs, and,
Keeps accurate records of proofs of progress, with the weighted mean of 3.35 (Moderately
Implemented). The learning materials/modules answers all the queries/concerns about the
problems encountered in parenting, with a weighted mean of 3.29 (Moderately Implemented). It
is done to assess the parental needs at the end of every activities and sessions, with a weighted
37
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
mean of 3.08 (Moderately Implemented). Strategies employed by the program during seminars
and trainings completely addresses parenting needs and difficulties, with a weighted mean of
3.06 (Moderately Implemented). Strategies in the seminars and trainings are anchored on the
discovery approach towards achieving success, with a weighted mean of 3.03 (Moderately
Implemented). Parenting Camp enables the parents to perform and master the entire guide for
smart parenting, has the lowest weighted mean of 2.69 (Moderately Implemented), followed by,
keeping tracks and records of the parent's progress in knowing the needs and guiding their child
with the weighted mean of 2.92 (Moderately Implemented).
It was then reflected on the table that the Nanay-Teacher Facilitators assessed the
implementation of the Nanay-Teacher Parenting Camp as to the effectiveness of mechanisms
with an overall weighted mean of 3.05 (Moderately Implemented). Meanwhile, the Teacher
Facilitators assessed it with an overall weighted mean of 3.15 (Moderately Implemented). The
average of the assessement of the Nanay-Teacher Facilitators and Teacher Facilitators is
considered to be moderately implemented with an overall average weighted mean of 3.10.
According to Peterson: 2015, psychological studies say that safe and welcoming schools can
increase the effectiveness of mechanisms by having good morale and other organizations
promote productivity. Similarly, schools that are secure and friendly appear to be better than
others in promoting learning.
38
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Table 4
Respondents’ Assessment on the Extent of Implementation of the NanayTeacher Parenting Camp as to Efficiency of Monitoring and Supervision
Efficiency of
Monitoring and
Supervision
Nanay-Teacher
Facilitator
M
V.I
Teacher
Facilitator
M
V.I
OVERALL
MEAN
M
V.I
1.
Supervision
and
monitoring are conducted
all throughout the phase of
implementation.
2. The supervisor regularly
conducts spot monitoring
visits.
3. The progress and
achievements
are then
regularly reported during
monitoring period.
4. The supervisor provides
timely
and
helpful
feedbacks
for
better
program implementation.
5.
Supervision
and
monitoring are done with
sensitivity both to the needs
of parents and their child.
3.05
Moderately
Implemented
3.15
Moderately
3.10
Implemented
Moderately
Implemented
3.07
Moderately
Implemented
2.88
Moderately
2.98
Implemented
Moderately
Implemented
2.94
Moderately
Implemented
3.02
Moderately
2.98
Implemented
Moderately
Implemented
2.93
Moderately
Implemented
2.83
Moderately
2.88
Implemented
Moderately
Implemented
2.96
Moderately
Implemented
3.00
Moderately
2.98
Implemented
Moderately
Implemented
OVERALL MEAN
2.99
Moderately
Implemented
2.98
Moderately
2.98
Implemented
Moderately
Implemented
Based on the assessment of Nanay-Teacher Facilitators as to the efficiency of monitoring
and supervision of Nanay-Teacher Parenting Camp, The supervisor provides timely and helpful
feedbacks for better program implementation, has the lowest weighted mean of 2.93 (Moderately
Implemented), followed by, The progress and achievements are then regularly reported during
monitoring period, with the weighted mean of 2.94(Moderately Implemented) . Supervision and
monitoring are done with sensitivity both to the needs of parents and their child, with the
weighted mean of 2.96 (Moderately Implemented). The supervisor regularly conducts spot
39
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
monitoring visits, has the highest weighted mean of 3.07 (Moderately Implemented) followed
by, Supervision and monitoring are conducted all throughout the phase of implementation has
the weighted mean of 3.05 (Moderately Implemented).
Teacher Facilitators assessed the Parenting Camp as to the efficiency of monitoring and
supervision with Supervision and monitoring are conducted all throughout the phase of
implementation, that has the highest weighted mean of 3.15 (Moderately Implemented), followed
by, The progress and achievements are then regularly reported during monitoring period, with
the weighted mean of 3.02 (Moderately Implemented). Then, Supervision and monitoring are
done with sensitivity both to the needs of parents and their child with a weighted mean of 3.00
(Moderately Implemented). The supervisor provides timely and helpful feedbacks for better
program implementation has the lowest weighted mean of 2.83 (Moderately Implemented)
followed by, The supervisor regularly conducts spot monitoring visits with the weighted mean of
2.88 (Moderately Implemented).
It was reflected on the table that the Nanay-Teacher Facilitators assessed the
implementation of the Nanay-Teacher Parenting Camp as to the efficiency of monitoring and
supervision with an overall weighted mean of 2.99 (Moderately Implemented). Meanwhile, the
Teacher Facilitators assessed it with an overall weighted mean of 2.98 (Moderately
Implemented). The average of the assessement of the Nanay-Teacher Facilitators and Teacher
Facilitators is considered to be moderately implemented with an overall average weighted mean
of 2.98. In the extent of implementation of a certain project or program, Walberg: 2013, suggests
40
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
that higher standards for student learning, team and school goals for rigorous students’ academic
and social learning.
Table 4
Over-all Mean of Assessments of Nanay-Teacher Facilitators and Teacher
Facilitators in the Extent of Implementation of the Nanay-Teacher Parenting Camp
Areas of NanayTeacher Parenting
Camp
Implemenation
Nanay-Teacher
Teacher
Facilitators
Facilitators
Over-all Mean
Interpretation
1. Adequacy of
Funds and
Resources
2. Attainability of
Objectives
3.82
3.90
Implemented
3.33
3.16
3. Effectiveness of
Mechanisms
3.05
3.15
4. Efficiency of
Monitoring and
Supervision
2.99
2.98
Moderately
Implemented
Moderately
Implemented
Moderately
Implemented
Data reveal that according to the Nanay-Teacher Facilitators and Teacher Facilitators, the
areas on the adequacy of funds and resources were implemented. On the other hand, the areas on
attainability of objectives, attainability of objectives, effectiveness of mechanisms and efficiency
of monitoring and supervision were moderately implemented. Paul Peterson: 2015, says that
rigorous curriculum in the form ambitious content provided to all students in core academic
subjects; quality instruction, or effective instructional practices maximizes student academic
achievement.
Table 6
41
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Significant Difference in the Extent of Implementation of Nanay-Teacher
Parenting Camp between the Assessment of Nanay-Teacher Facilitators and
Teacher Facilitators
Areas of NanayTeacher
Parenting Camp
Implementation
1.
Weighted Mean
Z-TEST RESULTS
NanayTeacher Computed Tabulated Decision Remarks
Teacher Facilitator
Facilitator
Adequacy of
Funds and
Resources
Attainability of
Objectives
3.82
3.90
0.80
1.96
Accept
Not
Significant
3.33
3.16
2.54
1.96
Reject
Significant
3.
Effectiveness of
Mechanisms
3.05
3.15
1.28
1.96
Accept
Not
Significant
4.
Efficiency of
Monitoring and
Supervision
2.99
2.98
0.21
1.96
Accept
Not
Significant
2.
Table 6 states that the adequacy of funds and resources, the hypothesis was accepted
and that there is no significant difference between Nanay-Teacher Facilitators and Teacher
Facilitators’ assessment in the extent of implementation of Nanay-Teacher Parenting Camp in
terms of adequacy of funds and resources since the computed z-value is 0.80 which is less than
the tabulated z-value of 1.96. Data revealed that Nanay-Teacher Facilitators and Teacher
Facilitators do not differ in their assessment in the status of implementation of Nanay-Teacher
Parenting Camp as to the adequacy of funds and resources.
For the attainability of objective, data revealed that there is a significant difference between
Nanay-Teacher Facilitators and Teacher Facilitators’ assessment in the extent of implementation
of Nanay-Teacher Parenting Camp in terms of attainability of objectives since the computed z-
42
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
value is 2.54 which is greater than the tabulated z-value of 1.96. Data revealed that NanayTeacher Facilitators and Teacher Facilitators differ in their assessment in the status of
implementation of Nanay-Teacher Parenting Camp as to the attainability of objectives.
In the case of the effectiveness of mechanisms, the hypothesis was accepted and concludes that
there is no significant difference between Nanay-Teacher Facilitators and Teacher Facilitators’
assessment in the extent of implementation of Nanay-Teacher Parenting Camp in terms of
adequacy of funds and resources since the computed z-value is 1.28 which is less than the
tabulated z-value of 1.96. Data revealed that Nanay-Teacher Facilitators and Teacher Facilitators
do not differ in their assessment in the status of implementation of Nanay-Teacher Parenting
Camp as to the effectiveness of mechanisms.
For the efficiency of monitoring and supervision, data revealed that there is no significant
difference between Nanay-Teacher Facilitators and Teacher Facilitators’ assessment
in the
extent of implementation of Nanay-Teacher Parenting Camp in terms of the efficiency of
monitoring and supervision since the computed z-value is 0.21 which is less than the tabulated zvalue of 1.96. Data revealed that Nanay-Teacher Facilitators and Teacher Facilitators do not
differ in their assessment in the status of implementation of Nanay-Teacher Parenting Camp as to
the efficiency of monitoring and supervision. According to Walberg: 2013, in the culture of
learning and professional behavior, that is, communities of professional practice in the service of
student academic and social learning and healthy school environment in which student learning
is the central focus. School connections to external communities or linkages to family and other
43
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
people or institutions in the community can advance academic learning. Performance
accountability in the form of leadership holding everyone responsible for realizing high
standards of performance for student learning; and individual and collective responsibility for
learning among both students and staff can affect the implementation of a certain program or a
project that cohere well with those of teachers, students, school and the community as a whole.
44
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
For the qualitative side of the study, this area presents the responses of interviewees who
have been working with the implementation of the project since its first year. The responses are
then translated, transcoded and analyzed to investigate an underlying phenomenon beneath the
Nanay-Teacher Parenting Camp towards a comprehensive homeschool partnership framework.
Problem 1. Interviewee’s responses on the extent of implementation of the Nanay-Teacher
Parenting Camp based on the interview guide questions provided.
The following tables present the responses of the four interviewees involved in the program and
their accurate statements about the project:
2.1 Adequacy of funds and resources;
2.1.1 Since when and how long have you been part of this project?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“I have been part of the project for over four
years.”
“Since its implementation, for six years now.”
“For over six years.”
“I am part of the program for over four
years.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
The responses of the interviewees are to be recognized as reliable and credible since they
have been part of the project for over four years since the implementation. Hence, these
responses can still be subjected to further study, analysis and evaluation.
45
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.1.2 What are your best experiences in this kind of project?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“Our parenting skills were improved, more
learning’s to be shared to the family especially
in raising a child.”
“Attending seminars tend to develop more
knowledge in raising a good child, we can also
get and share ideas from other parents that we
get to interact.”
“Seeing the parents attends the parenting
camp for the benefit of their children. NanayTeacher Parenting Camp helps the parents
realize the value of their children, and how to
guide them as a good parent.”
“Parents were actively participating every
year; they have learned many things in the
project.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator
Based upon the responses of the interviewees, the researcher had come up with the
following themes: The Nanay-Teacher Parenting Camp engages parents to responsible parenting
by being able to be guided in terms of attending such activities and seminars that could help
them enhance their skills in parenting as well as being able to guide them as a good parent. It
also teaches them to realize the value of quality time spent with their children. Their parenting
skills were also improved through the use of different activities and are a good platform of the
city in enhancing the quality of education. According to John Bormuth: 2016, parenting camps in
relation to K-12 education is perhaps a century behind agriculture, the field in which experiments
originated, which made astonishing increases in productivity. Sigelman and Rider (2006), state
that, “Many noted theorist have argued that no social relationship is more important than the
first: the bond between parent and infant”. Both Freud and Erikson placed great emphasis of
parent-child relationship and its importance to “normal” development.
46
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.1.3 What made you join this project?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“To improve our parenting skills and on our
part as being a teacher inside our home.”
“To help the school in implementing their
curriculum through Nanay-Teacher Parenting
Camp that enables us to be a good parent as
well.”
“I was actually assigned as Nanay-Teacher
Coordinator and learned to love the job since I
am a parent too.”
“I was assigned as secretary in GPTA. When I
was playing my role and enjoyed it being a
part of the project.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator
Based on the responses of interviewees in this question, the researcher came up with the
following themes: The facilitators were persuaded to join the said program because they felt the
need to improve their parenting skills. The parenting camp engages them to have a pro-active
role in the community towards the learner’s social development not just inside the school but
also as a good citizen. According to Amy Tiller, Belsky, Robins, and Gamble; 2001, defined
competent parenting as, “the style of child rearing that enables developing person to acquire the
capabilities required for dealing effectively with the ecological niches that she or he will inhabit
during childhood, adolescence, and adulthood”. Competent parenting is related to warmer, more
accepting, and more helpful styles of parenting.
47
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.1.4 Is there sufficient funding for the project allotted and adequate resources such as
books and modules? If yes, how was it budgeted and liquidated? If no, what are the needs
that must be addressed?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“Yes, there was enough funding for the
project.”
“There have been sufficient funding and
support for the program coming from the local
government.”
“Materials were provided by the local
government, the snacks came from solicitation
and GPTA fund and Barangay Councilors.
There is no liquidation report because the fund
came from the local government”
“Yes, there were allotted materials or
references that are used in the project. So
every year, there is budget that is allotted to be
used for the project.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
After reviewing the said responses, the researcher came up with the following themes:
There was enough funding for the project coming from the local government. In times of
insufficiency, the General Parents and Teachers Association (GPTA) of the school and the
Barangay stakeholders allot donations for the snacks and food during meeting and parenting
camp activities. In Alex Martin’s article (2007) on parent and community involvement, he
pointed out that the climax rests in the fact that how the parents would know that their sincere
involvements are really proving worthwhile for their children.
48
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.2 Attainability of Objectives;
2.2.1 What do you think is the social relevance of the Nanay-Teacher Parenting Camp?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“It is socially relevant because the project is
unique and our city is the only one that
implements this.”
“Valenzuela City is the only city involved in
helping the families create a good home.”
“It is making the family bond stronger. It
makes the parents more adept about social
responsibilities in their children. It will serve
as a guide in teaching them.”
“It made the parents and teachers more
attached to the students and it made their bond
stronger.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
Based on the responses of interviewees, the researcher came up with the following
themes: The city of Valenzuela has been a unique city especially in terms of community
development as exemplified by this kind of project, the Nanay-Teacher Parenting Camp. The
Parenting Camp engages strong bond in the family that allows the parents to be more attached
and to be more aware with regards to the social responsibilities for their children. The social
relevance of the Nanay-Teacher Parenting Camp is linked in the article of Alex Martin (2007),
that the answer lies in the attitude of the children. There is a direct relationship between
academic achievements and attitude towards school. Schunk (2009) had the following idea of
aspiration and academic desires. “Level of aspiration is defined as one’s subjective probability
that he or she will reach on a certain level of education”. (Abu, H. & Maher M.: 2010) also say
that children who received adequate parental concern were found to be much more confident in
49
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
academic desires and achievement than those who could not get right amount of parental
concern.
2.2.2 How does the project help the parents in the best way of parenting?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“The project is helping us to re-echo the things
we have learned from the seminars and
training we attended as well as helping and
training the parents in the best way of
parenting.”
“Especially in terms of encountering busy
parents and parents who have no time for their
child, this program helps them in being able to
communicate and help their child in terms of
academics.”
“By means of knowing their kids better. It has
made their parents realize their shortcomings
on how to improve themselves in terms of
relating with their kids.”
“The project helps the parents to know more
about their children, and it enables them to
know more on how to take care of them
physically, mentally and spiritually.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
Referring to the responses of interviewees in this question, the researcher came up with
the following themes: The project help them realize the importance of having quality time with
their kids as well as being able to be guided in terms of good parenting. To admit their
shortcomings and to be able to relate to their children deeply and to value taking care of them in
the best way physically, mentally and spiritually. This opens the opportunities for them to know
their child in the deeper way, discovering their interests, likes, dislikes and what bothers them so
50
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
in that way, by knowing these petty details about their child, it makes the bond stronger and
family relationships better. (Abu, H. & Maher M.: 2010) say that children who received adequate
parental concern were found to be much more confident in academic desires and achievement
than those who could not get right amount of parental concern.
2.2.3 How did the project achieve its goals in nurturing a family?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“The parents are involved in educating their
child.”
“The parents can also help the teacher to raise
a good child at home and to be able to help
them in homework as well as monitoring their
progress in school.”
“It is usually based on the GPTA officers, the
rewards of the school has made the parents
more motivated to attend.”
“It makes the family closer to each other; the
program is very helpful to the parents.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
According to the responses of the interviewees, the researcher came up with the
following themes: The project achieved its goal in nurturing the family by being involved in the
school and community wherein their child is involved that remains to be one of the factors in the
development of their child. It also makes them involve in educating their child in the best ways.
It also helps the parents to raise a good child at home as well as building good family
relationships at home. According to Vanderwoerd (2003), Diana Baumrind seemed to touch on
the idea of respect in her investigation into different parenting styles. Her parenting styles were
based on two aspects of parenting that are found to be extremely important. The first was
"Parental responsiveness", which refers to the degree the parent responds to the child's needs.
51
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
The second was "Parental demandingness" which is the extent to which the parent expects more
mature and responsible behavior from a child.
2.3 Effectiveness of Mechanisms;
2.3.1 What kind of impact does this project do in terms of enhancing the academic
performance of students?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“The child feels important especially when the
parents are involved in the school.”
“It enables us to allot more time with our child
especially in terms of helping them develop
their self-confidence and self-esteem.”
“Academic Performance parse means that
parents learn to realize the value of their kids
and to contribute in their kids’ learning.”
With the different activities that was done in
each program, the parents have their chances
to know more about their students’
performance.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
According to the responses of the interviewees, the researcher gave the following themes:
In terms of enhancing the academic performance of the students, the parenting camp help
contribute by means of involving their parents in school. By this project, their academic
performance were enhanced because they are more motivated to focus in the school because their
self-confidence and self-esteem were elevated due to appreciation that they receive from their
parents because they are involved in the school activities such as parenting camp. Vanderwoerd
(2003) also quoted that Eleanor Maccoby found that children of authoritarian parents tended to
52
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
have low self-esteem, lacked empathy, were unable to internalize moral standards, lacked
independence, and were weak in establishing positive peer relationships. According to Chan ang
Koo’s research, there is indeed evidence to suggest that parenting practice matters, especially for
educational outcome.
2.3.2 Why is this project affecting the strengths and weaknesses of every child at home or in
the school?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“The child became more active in the school
especially when they feel that they are being
supported.”
“My children feel happier when they see me in
school involved in the schools’ activities.”
“Somehow, the activities especially specific
topics in the module, parents are able to
identify their shortcomings, strengths and
weaknesses.”
“The project enlightens the children or parents
to know how to raise their child in a right
way.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
This project affects the strength and weaknesses of every child at home and in the school
as presented by the responses of the interviewees, the researcher came up with the following
themes: The parenting camp has affected the students in boosting their self-confidence especially
in every school activities wherein their parents have been involved because they feel that they
are being supported. The activities has also identified the strengths and weaknesses of their child
and made them more aware on what approach they are going to undertake in enhancing their
53
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
strengths and conquering their weaknesses. The authoritarian parents are dominating, strict and
punishing. They teach adolescents to be submissive to obey and to be dependent on them.
Adolescents in such home environments are usually more hostile, rebellious and model
aggressive behaviour of the parent and show emotional disturbances. Adolescents of
authoritative parents scored highest on the measure of psychological competence and lowest on
measure of psychological and behavioural dysfunction and this is reverse with the adolescents of
neglectful parents. (Lamborn & Wood, 1999).
54
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.3.3 How did the project affect the personality of their child?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“The Nanay-Teacher Parenting Camp is also
incorporated with Gender and Development
orientation for them to be more sensitive in the
needs of their children.”
“It helps the school resolve issues before it
gets worse by involving the parents and to be
able to create a child-friendly school
environment.”
“It is one way of waking the parents to loosen
up because it helps them realize their
shortcomings. In my experience, there was one
parent who shared that her child is about to
commit suicide. The project helped them
resolved an issue in an open forum.”
“It helps the students to be more open with
their parents. Last year, one of the parents
shared her personal experience about her child
who attempted to commit suicide and the
project helped resolved the problem.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
The parenting camp activities have affected the personality of their child based on the
responses the researcher came up with the following themes: The project had also been a good
intervention for students who are going through depression and challenges in a sense that it can
pave ways for opening-up to solve problems and issues at home where some other parents could
help in sharing tips and advices. It made the parents realize to be more sensitive to the needs of
their children and to be involved in a child-friendly school environment in terms gender and
development of the students. In a third paper that is based on the National Educational
55
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
Longitudinal Study, McNeal, Jr.(1999) shows that students’ truancy and drop-out rates are lower
if parents are involved in parent–teacher associations (PTAs), discuss educational matters with
their child, or monitor their child’s behavior. However, the result is less consistent when it comes
to science achievement scores: while parent–child discussion is associated with higher
achievement scores, parental monitoring and parental involvement in PTAs are associated with
lower scores. This leads McNeal to conclude that parental involvement is more salient for
behavioral than for cognitive outcomes. He also argues that parental involvement has stronger
effects for white and more affluent students. The results regarding non-educational outcomes are
less consistent across studies. Chan and Koo (2009) also mention in their study Barnes and
Farrell and they report that, net of various controls, including family history of alcohol abuse,
higher levels of parental support, and monitoring are associated with lower levels of alcohol use,
drug use, and delinquent behavior among adolescents.
56
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.3.4 Do you think the parents are truly happy in the implementation of the Nanay-Teacher
Parenting Camp? Why or Why not?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“They are happy and contented because they
have been learning the best ways of
parenting.”
“Some parents who are not contented in the
project seem to be closed-minded in terms of
being able to discover ways of smartparenting.”
“Good attendance of parents helps the
implementation of the program in the best way.
I rated their satisfaction as 8 on a scale of 110.”
“Yes, because they were given time to reflect
and many things that they shared for each
other have helped resolve problems.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
Based on the responses of the interviewees on their satisfaction in the implementation of
Nanay-Teacher Parenting Camp, the researcher came up with the following themes: They are
happy in the implementation of the project in the city that on a scale of 1-10, it has a satisfaction
rating score of 8 because they were given time to reflect and learn the best ways of parenting.
They were given time to reflect to help them solve family issues and problems at home. Those
parents who are not contented in the project seem to have closed-minded perceptions on what
was it all about and how it actually works. Maccoby & Martin (1983) stated that the combination
57
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
of warm, nurturing parenting with good behavioral standards results in the formation of
competent, responsible, independent and confident children.Hence children whose parents are
warm, supportive and emotionally invested in child growing are more academically and socially
competent and less inclined to show behavioural problems compared with age mates whose
parents are less nurturing and less involved in their lives conversely the absence of parental
nurturing has been found to impair child’s emotional competence.
58
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
2.3.5. Are the trainings enough to sustain the needs of the project? What can be the
possible recommendations for conducting training that could help the project achieve the
goal in providing proper orientation and training among the parents under Nanay-Teacher
Parenting Camp?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“Attendance of the parents is still the struggle
of the project that is currently facing. The local
government should allot more budgets in terms
of conducting seminars that could enhance the
convincing power of every facilitator.”
“Parenting Camp activities such as these help
improve the implementation of the program.”
“Trainings were provided in the program and
from there, every year there were different
modules and seminars.”
“It sustains the needs of the program. The
parents are given training and activities so that
they will know the right ways of parenting.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
Based on the results of the interview, sufficiency of trainings and seminars being
conducted in the program were reflected on the responses of the interviewees, the researcher
came up with the following themes: Trainings and seminars were provided in the program for the
betterment of their parenting skills. Parenting camp such as these help improve the extent of
implementation of the project. There should still be more trainings and seminars to be conducted
for a better implementation of the Nanay-Teacher Parenting Camp. There should also be ways on
59
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
how to convince or persuade more parents to join the project since one of the struggles of this
project is the attendance of the parents in each parenting camp activities. Parenting camp
trainings such as these can impove families provide young children with specific skills and
characteristics that serve them well with their peer relations (Lewis & Saarni 1985; Denham
1986). Several aspects of emotions such as encoding, decoding, emotional regulation, emotional
expressiveness has been suggested as antecedents of peer competence (Cassidy, Parke,
Butkovsky and Braungest: 1992) Children with more expressive parents have better peer
relations.
2.3.6. What are the opportunities and challenges this project is currently facing?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“Bonding time for the family is the best
solution that this project can give. Convincing
parents is still one of the challenges.”
“The challenges faced by this were seen in
terms of attendance of the parents in every
parenting camp activity.”
“Building strong relationship and linkages is
one of its opportunities. While it is hard for the
parents to convince attending parenting camp
activities as the main challenge.”
“Most of the time, some parents do not give
time to attend.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
Based on their responses, the researcher came up with the following themes: Creating
strong relationships, linkages and bond to their children had been one of the opportunities that
60
PAMANTASAN NG LUNGSOD NG VALENZUELA
Tongco Street, Maysan, Valenzuela City
had been developed through this kind of project. Challenges faced by this project are the
struggles in busy parents’ attendance during parenting camps that hinders them to be more
involved in the students’ lives especially in the school. They should allot time and effort with
this kind of pro-active project of the local government. According to Bornstein (2013), children do
not, and cannot, grow up as solitary individuals; parenting constitutes an all-encompassing ecology
for development. From the start, parenting is a "24/7" job. Parenting formally begins during or before
pregnancy and can continue throughout the life span: Practically speaking for most, once a parent,
always a parent.
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2.4 Efficiency of Monitoring and Supervision;
2.4.1 Has there been any method of assessment or evaluation of the project? If none, how
do you think can we assess this?
Interviewee
NT- Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
LEGEND:
NT-Facilitator *A
NT- Facilitator *AA
T- Facilitator *B
T- Facilitator *BB
Responses
“There have been various monitoring of
attendance, documentation of activities to be
submitted to the local government. There was
also surprise monitoring and inspection of the
school’s parenting camp activities from the
local government.”
“Prizes are being presented to the school such
as smart televisions and gadgets as reward for
a good attendance in the parenting camp
activities.”
“There are parents and other facilitators from
other schools who are visiting. But there were
no structured way of monitoring the program.
Assessment of the program is just based on the
parents’ attendance.”
“Yes, by assessing the learning of the parents
if they learned something new. There was still
accomplishment reports submitted annually.”
: Nanay-Teacher Facilitator 1
: Nanay-Teacher Facilitator 2
: Teacher Facilitator 1
: Teacher Facilitator 1
Monitoring and supervision of the project is reflected on this research by their responses
and the researcher came up with the following themes: There had been various monitoring from
the local government in every school’s parenting camp activities but there is yet still no
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structured way for monitoring and evaluation of the project. The assessment of the project is
based on the attendance of the parents. After successful events of parenting camps in each
school, schools with perfect attendance and are considered to have achieved many parents who
attended the said activities, in return, the school wins the prize such as smart televisions and
gadgets that could be used by the students. There were still accomplishment reports every after
parenting camp activities that needs to be submitted as proof, it is also supported with proper
documentation of pictures as a proof. In an article entitled “The Parents’ Role: Learning
Differences at College”, it is pointed out that it is very important that in the academic years of
students, parents should be supportive of their choices, but any more than this is too much. Matt, a
recent anthropology graduate, stated that parents should let their children know that they are there for
them and that they can help, but they should not try to do more than this, like they might have back in
high school. College students have many obstacles to overcome in order to achieve their optimal
academic performance. It takes a lot more than just studying to achieve a successful college career.
Factors such as parental involvement in the light of parental expectations, can pose a significant
effect on a student’s academic performance. Parental expectations have a notable influence on
academic results, even when controlling for initial knowledge and socio-economic context. The more
subtle aspects of parental involvement, such as parental styles, had a greater impact on student
educational outcomes.
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Problem 3. Challenges encountered by the two groups of respondents in the
implementation of Nanay-Teacher Parenting Camp
The introduction of Nanay-Teacher Parenting Camp connotes a positive impact on the
minds of some people. It aims to support the bond and the linkages of child in their parents and
teachers at home or in the school. There were some issues and concerns relating to some
challenges faced by this project.
With regards to the lack of time, the respondents said,
CHALLENGES
SUPPORTING STATEMENT
A. Poor attendance of parents in every “The challenges faced by this were seen in
parenting camp activity.
terms of attendance of the parents in every
parenting camp activity.”
B. Difficulties
in
building
strong “Building strong relationship and linkages is
relationships and linkages.
one of its opportunities. While it is hard for the
parents to convince attending parenting camp
activities as the main challenge.”
C. Lack of time in attending with every “Most of the time, some parents do not give
parenting camp activity.
time to attend.”
Implementing the Nanay-Teacher Parenting Camp entails a lot of money, effort and
dedication. First and foremost, there should always readiness for the project in terms of seminars,
training and perseverance to implement this. Through this, the aim of the Education 360 degrees
program of the local government through the Nanay-Teacher Parenting Camp is achieved so that
there will be no one left behind in all facets of learning.
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Table 7
Matrix of the Old Framework in the Extent of the Status of Implementation and the
Proposed Enhanced Framework for the Homeschool Partnership of Nanay-Teacher
Parenting Camp in Selected Schools in the Division of Valenzuela City
OLD FRAMEWORK
PROPOSED ENHANCED FRAMEWORK
The old framework of the NanayTeacher Parenting Camp is crafted along the
formulation of the Education 360 degrees
program of the local government of the city
which aims to uplift the quality of education in
all aspects. It is implemented with the help of
the Synergeia Foundation, a Non-Government
Organization which develops and improves the
curriculum. The Nanay-Teacher Parenting
Camp as part of the program aims to
harmonize the relationship between the
schools, parents and the teachers in molding
and developing the personality, academic
achievements and building the character of the
The proposed enhanced framework of
the Nanay-Teacher Parenting Camp or the
Homeschool Support Partnership Framework
by the researcher aims to strengthen the
linkages and support of the three aspects of the
child’s environment such as the home, school
and the community. The teachers, parents and
the school as the primary aspects influencing
their personality, academic achievements and
character are the main factors close to the child
before such secondary factors like the schoolbased support; community partnership and
homeschool partnership intervene for the
betterment of their education and society as a
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children in all aspects. Still, based on the
results of the study conducted by the
researcher, the project implementation is
assessed to be moderately implemented as to
the adequacy of funds and resources,
attainability of objectives, effectiveness of
mechanisms, and efficiency of monitoring and
supervision.
whole.
Key Areas:
Key Areas:
A. Adequacy of Funds and Resources:
The school facilities and resources
needed for the program were
implemented and that the school is
accessible for parents and is conducive
for every meeting. Learning materials
and modules are always adequate and
always available. Based on the
quantitative results of the study, the
overall mean is 3.86, interpreted as
implemented. There was enough
funding for the program coming from
the support of the local government.
B. Attainability of Objectives:
The project is considered to be
socially relevant because of its unique
implementation. The teacher facilitators
help and collaborate in attainment of
goals for every competency indicated in
the module. The learning materials and
modules answers all queries/concerns
about the problems encountered in
parenting. There were also training and
seminars for the project. The
attainability of the objectives for the
project is considered to be moderately
implemented with an overall mean of
“Each child is considered as a blank
sheet”, as what Aristotle said, therefore these
primary and secondary factors greatly affects
the upbringing and character build-up of the
today’s generation.
A. Adequacy of Funds and
Resources:
Adequate or sufficient funding
must then be supported by the local
government and the Barangay
officials, as part of the red circle
that
signifies
community
partnership between the school and
home of the child.
Support
from
the
NonGovernment
Organizations
(NGOs), and other stakeholders
such as private companies must also
support the project as they are
considered to be part of the
community. Funds and resources
must also be maximized by the
school in order for them to develop
and
effective
and
efficient
implementation of the NanayTeacher Parenting Camp.
B. Attainability of Objectives:
In the proposed enhanced
framework, attending the parenting
camp for the benefit of their child,
as well as being active in the
involvement of parents with every
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3.25. Despite this, the attainability of
objectives is still hindered by the poor
attendance in every conferences or
activities organized by the school for
the parenting camp.
C. Effectiveness of Mechanisms:
Strategies were employed by the
Parenting Camp during seminars and
trainings that completely address
parenting needs and difficulties.
Strategies in the seminars and trainings
were anchored on the discovery
approach. Also, enables them to
perform and master entire guide for
parenting.
The
learning
materials/modules answer all the
queries and concerns about problems
encountered in parenting. With this,
tracks and records of the parent’s in
knowing the needs and guiding their
child.
Based on the study, the status of
this key area in the extent of
implementation of the project is
considered
to
be
moderately
implemented with an overall weighted
mean of 3.10.
parenting camp activities inside the
school as conducted by the
facilitators and implementers of the
project is still one of the best ways
in improving their relationship with
the children.
Moreover, it makes their family
bond stronger and makes them
more adept about their social
responsibilities for their children.
The parenting camp serves
nothing more than just being a
guide in teaching them about the
best ways and practices in
parenting.
C. Effectiveness of Mechanisms:
The enhanced framework of the
researcher suggests more seminars,
conferences and training with
regards to the effectiveness of
mechanisms employed in the
project. With all the different
activities that was done, the parents
have the chances to strengthen
family bond in knowing more about
the students’ performance in school
and also about in terms of helping
them develop not just their
character but also their personality
in terms of enhancing their selfesteem and self-confidence
whenever they feel especially
important when their parents chose
to get involved in school activities
during family day filled with
exciting games and activities as
organized by the facilitators and
coordinated by the school to the
Barangay officials and other
stakeholders.
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D. Efficiency of Monitoring and
Supervision:
Supervision and monitoring are
conducted all throughout the phase of
implementation. The progress is then
reported during the monitoring period.
Timely and helpful feedbacks for better
program implementation. Supervision
and monitoring are done with
sensitivity to both needs of parents and
their child. This key area as reflected on
the result of the study is interpreted to
be moderately implemented with an
overall weighted mean of 2.99.
D. Efficiency of Monitoring and
Supervision:
As to the efficiency of
monitoring and supervision the
Nanay-Teacher Parenting Camp
Supervisor should then provide
timely and helpful feedbacks for
every parenting camp activities in
each school in the Division.
They should also encourage the
facilitators to develop community
based instructional materials for
every Nanay-Teacher Parenting
Camp.
Encourage both Nanay-Teacher
and Teacher Facilitators to enhance
knowledge and skills through
sharing of activity materials.
Problem 4. Development of Homeschool Partnership Framework to enhance the
Implementation of Nanay-Teacher Parenting Camp
The Nanay-Teacher Parenting Camp believed that the participation of every parent in the
development and learning of their children are one of the important aspects in creating a
favorable environment for their child. Creating strong bond, linkages and relationship of the
parent, the child, school and the community is a huge factor towards the movement of our
society.
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Figure 2
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Figure 1 shows that there were three overlapping circles that represent the three environments
that best influences the child’s development. These are the homeschool partnership in blue circle,
community partnership in red and school-based support in yellow. Together with these three
circles, there are school in green, teachers in orange and parents in violet that work together in
these environments that best supports the growth and development of the child shown in rainbow
color. A child is like a blank sheet or a ‘tabula rasa’, said by Aristotle, that whatever factors this
kind of child influences its growth and development then most likely, this kind of child is a
representation and reflection of the mixtures of these three environment such as the home, the
school and the community.
In this Homeschool Partnership Framework, these three environments must take action
and collaborate with each other for the betterment and growth of the child since there is really no
exact recipe for parenting and guidance of a child’s development. The parents as the primary
people who can directly influence the child must create strong bond, relationship and linkages
with the relevance of the community and the school’s goal in educating the minds of their
children. Through this Nanay-Teacher Parenting Camp as a great tool in the development of a
child, the goals of smart-parenting, guidance and support for the students are enhanced and
implemented. Surely, everyone must participate and be pro-active towards raising and
upbringing a responsible hope of the future and movers of society which is their children.
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Figure 3
Additionally, the Nanay-Teacher Parenting Camp is implemented using this flowchart:
A. Organizing. Before the actual implementation of the project, collective efforts from
them management must then be carefully organized.
B. Planning and Directing. There should be a comprehensive draft of the project plan
that directs management functions through effective and efficient implementation.
C. Implementation. With the effective and efficient plans organized and directed comes
smooth implementation of the parenting camp activities also termed as family day.
D. Assessment and Evaluation. There should also timely and helpful feebacks for
assessment and evaluation.
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E. Directing and Remodelling. After all of the successful measures towards effective
and efficient implementation, there should still joint collective efforts in directing and
remodeling for the project as it should adapt to the changing needs of the community,
parents, teachers and most especially the children as the main focus of the
implementetation of the Nanay-Teacher Parenting Camp.
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Chapter 5
SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the highlight of the conclusions, findings and recommendations for
the study.
Summary
This study which is entitled “Status of Implementation of the Nanay Teacher Parenting
Camp in Selected Schools in the Division of Valenzuela City Towards a Homeschool
Partnership Framework” is a study developed to provide enhancement, recommendation of
possible solutions and management plans that could be used by the said project in the future.
The study was conducted to point out the extent of the status of implementation of the
Nanay-Teacher Parenting Camp as a project of the 360 Degrees Education Investment Program
in the city of Valenzuela which is uniquely organized, carefully planned and implemented in the
city and to be benchmarked in other cities as well.
Based on the specific problems stated previously, the researcher came up with the
following objectives: 1. Ensure the adequacy of funds and resources needed for the project, 2.
Assess the attainability of objectives each parenting camp activities, 3. Analyze the effectiveness
of mechanisms in the project being implemented, 4. Evaluate the monitoring and supervision of
the project.
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This study was conducted during the first and second semester of the present school year
2019-2020. Mixed method was applied by the researcher and designed survey questionnaire for
the quantitative aspect and interview guide questions for the qualitative side of the research.
Surveys and interviews were conducted to further increase understanding about the
implementation of the Nanay-Teacher Parenting Camp. To ensure impartiality on the
presentation, interpretation and analysis of data, the researcher used statistical tools such as:
Weighted Mean and Z-test. The researcher also used transcoding and creating themes for each
interview guide questions conducted.
I.
Respondents’ Assessment on the Extent of Implementation of Nanay-Teacher
Parenting Camp
Data below summarizes the extent of implementation of the Nanay-Teacher Parenting
Camp as assessed by the Nanay-Teacher Facilitators and Teacher Facilitators.
1.1 Adequacy of Funds and Resources. Based from the results of the study, the NanayTeacher Facilitators assessed the adequacy of facilities and resources needed based on the mean
score of 4.07: Implemented, and that the school is accessible for parents and is conducive for
every meeting as indicated from the mean score of 4.10: Implemented. The Nanay-Teacher
Facilitator’s lowest assessment with the mean score of 3.34: Moderately Implemented, is that the
school is solely used to conduct or implement the program, followed by the mean score of 3.70:
Implemented, which indicates that learning materials and modules are always available and
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adequate, and assessed that the school is safe and free from any hazards with the mean score of
3.90: Implemented. Adequacy of funds and resources of the project as assessed by the NanayTeacher Facilitators had an overall weighted mean of 3.82: Implemented.
Moreover, the Teacher Facilitators assessed that the Nanay-Teacher Parenting Camp is
being implemented with the mean score of 4.02: Implemented, for the adequacy of school
facilities and resources needed. Learning materials/modules are adequate and always available
with the highest weighted mean of 4.15: Implemented. Meanwhile, the school is solely used to
conduct or implement the program with the lowest weighted mean among the variables which is
3.62: Implemented, followed by the second variable which states that the school is accessible for
parents and is conducive for every meeting with the weighted mean of 3.63: Implemented. The
school is safe and free from any hazards with the weighted mean of 4.00: Implemented.
Moreover, the adequacy of funds and resources has an overall weighted mean of 3.88:
Implemented as assessed by Teacher Facilitators.
The average of the assessment of the Nanay-Teacher Facilitators and Teacher Facilitators
as to the adequacy of funds and resources is considered to be implemented with an overall
average weighted mean of 3.85.
1.2 Attainability of Objectives. Based from the assessment of Nanay-Teacher
Facilitators, Seminars and Trainings sessions that address the needs of every parents has the
lowest weighted mean of 3.01: Moderately Implemented, followed by, Seminars and Trainings
engages happy and collaborative environment, with a weighted mean of 3.14: Moderately
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Implemented. The learning materials/modules answers all the queries/concerns with the
problems encountered in parenting had the highest weighted mean of 3.66: Moderately
Implemented, followed by Seminars and Trainings enable the parents to achieve their goals in
developing good relationship with their child with the weighted mean of 3.56: Moderately
Implemented. The teacher facilitators help and collaborate in the attainment of goals for every
competency indicated in the module with the weighted mean of 3.35: Moderately Implemented.
The parents apply their acquired competencies through the completion of every activity
incorporated in the modules with the weighted mean of 3.66: Moderately Implemented.
Moreover, Seminars and trainings enable the parents to get motivated and determined to
accomplish each tasks with the weighted mean of 3.30: Moderately Implemented.
According to the assessment of Teacher Facilitators, Seminars and trainings enable the
parents to achieve their goals in developing good relationship with their child, has the lowest
weighted mean of 2.80: Moderately Implemented, followed by, The parents apply their acquired
competencies through the completion of every activities incorporated in the modules, with the
weighted mean of 3.00: Moderately Implemented. Meanwhile, Seminars and training sessions
address the needs of every parent, has the highest weighted mean of 3.48: Moderately
Implemented, followed by, Seminars and trainings engages happy and collaborative environment
in every training with the weighted mean of 3.28: Moderately Implemented. The learning
materials/modules answers all the queries/concerns about the problems encountered in parenting
has a weighted mean of 3.22: Moderately Implemented. The materials/modules used are
interactive and always self-directed or self-paced, also, The teacher facilitators help and
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collaborate in the attainment of goals for every competency indicated in the module, both have a
weighted mean of 3.15: Moderately Implemented. Then, Seminars and trainings enable the
parents to get motivated and determined to accomplish each tasks has a weighted mean of 3.17:
Moderately Implemented.
It was reflected that the Nanay-Teacher Facilitators assessed the implementation of the
Nanay-Teacher Parenting Camp as to the attainability of objectives with an overall weighted
mean of 3.33: Moderately Implemented. Meanwhile, the Teacher Facilitators assessed it with an
overall weighted mean of 3.16: Moderately Implemented. The average of the assessement of the
Nanay-Teacher Facilitators and Teacher Facilitators is considered to be moderately implemented
with an overall average weighted mean of 3.25.
1.3 Effectiveness of Mechanisms. Based from the assessment of Nanay-Teacher
Facilitators, the Parenting Camp is done to assess the parental needs at the end of every activities
and sessions with the highest weighted mean of 3.52: Implemented, followed by, Assessment is
conducted on a regular basis through follow-up and conferences with a weighted mean of 3.47:
Implemented. Meanwhile, the Parenting Camp enables the parents to perform and master the
entire guide for smart parenting with the lowest weighted mean of 2.70: Moderately
Implemented, followed by, strategies employed by the program during seminars and trainings
completely addresses parenting needs and difficulties with a weighted mean of 2.89: Moderately
Implemented. Conducting home visit and follow-up activities to better know and understand
parental needs, with a weighted mean of 2.93: Moderately Implemented. Strategies in the
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seminars and trainings are anchored on the discovery approach towards achieving success, and,
Keeps accurate records of proofs of progress, with a weighted mean of 2.95: Moderately
Implemented. The learning materials/modules answers all the queries/concerns about the
problems encountered in parenting, and, Keep tracks and records of the parent's progress in
knowing the needs and guiding their child, with a weighted mean of 3.00: Moderately
Implemented.
The Teacher Facilitators assessed the Parenting Camp as to the effectiveness of
mechanisms with; Assessment is conducted on a regular basis through follow-up and
conferences had the highest weighted mean of 3.60: Moderately Implemented, followed by,
Conducts home visit and follow-up activities to better know and understand parental needs, and,
Keeps accurate records of proofs of progress, with the weighted mean of 3.35: Moderately
Implemented. The learning materials/modules answers all the queries/concerns about the
problems encountered in parenting, with a weighted mean of 3.29: Moderately Implemented. It is
done to assess the parental needs at the end of every activities and sessions, with a weighted
mean of 3.08: Moderately Implemented. Strategies employed by the program during seminars
and trainings completely addresses parenting needs and difficulties, with a weighted mean of
3.06: Moderately Implemented. Strategies in the seminars and trainings are anchored on the
discovery approach towards achieving success, with a weighted mean of 3.03: Moderately
Implemented. Parenting Camp enables the parents to perform and master the entire guide for
smart parenting, has the lowest weighted mean of 2.69: Moderately Implemented, followed by,
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keeping tracks and records of the parent's progress in knowing the needs and guiding their child
with the weighted mean of 2.92: Moderately Implemented.
It was then reflected that the Nanay-Teacher Facilitators assessed the implementation of
the Nanay-Teacher Parenting Camp as to the effectiveness of mechanisms with an overall
weighted mean of 3.05: Moderately Implemented. Meanwhile, the Teacher Facilitators assessed
it with an overall weighted mean of 3.15: Moderately Implemented. The average of the
assessement of the Nanay-Teacher Facilitators and Teacher Facilitators is considered to be
moderately implemented with an overall average weighted mean of 3.10.
1.4 Efficiency of Monitoring and Supervision. Based on the assessment of NanayTeacher Facilitators as to the efficiency of monitoring and supervision of Nanay-Teacher
Parenting Camp, The supervisor provides timely and helpful feedbacks for better program
implementation, has the lowest weighted mean of 2.93: Moderately Implemented, followed by,
The progress and achievements are then regularly reported during monitoring period, with the
weighted mean of 2.94: Moderately Implemented. Supervision and monitoring are done with
sensitivity both to the needs of parents and their child, with the weighted mean of 2.96:
Moderately Implemented. The supervisor regularly conducts spot monitoring visits, has the
highest weighted mean of 3.07: Moderately Implemented, followed by, Supervision and
monitoring are conducted all throughout the phase of implementation has the weighted mean of
3.05: Moderately Implemented.
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Teacher Facilitators assessed the Parenting Camp as to the efficiency of monitoring and
supervision with Supervision and monitoring are conducted all throughout the phase of
implementation, that has the highest weighted mean of 3.15: Moderately Implemented, followed
by, The progress and achievements are then regularly reported during monitoring period, with
the weighted mean of 3.02: Moderately Implemented. Then, Supervision and monitoring are
done with sensitivity both to the needs of parents and their child with a weighted mean of 3.00:
Moderately Implemented. The supervisor provides timely and helpful feedbacks for better
program implementation has the lowest weighted mean of 2.83: Moderately Implemented
followed by, The supervisor regularly conducts spot monitoring visits with the weighted mean of
2.88: Moderately Implemented.
It was reflected that the Nanay-Teacher Facilitators assessed the implementation of the
Nanay-Teacher Parenting Camp as to the efficiency of monitoring and supervision with an
overall weighted mean of 2.99: Moderately Implemented. Meanwhile, the Teacher Facilitators
assessed it with an overall weighted mean of 2.98: Moderately Implemented. The average of the
assessement of the Nanay-Teacher Facilitators and Teacher Facilitators is considered to be
moderately implemented with an overall average weighted mean of 2.98.
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2. Significant Difference in the Extent of Implementation of the Nanay-Teacher Parenting
Camp between the assessment of Nanay-Teacher Facilitators and Teacher Facilitators
Data below summarizes the significant difference in the extent of implementation of NanayTeacher Parenting Camp between the assessment of Nanay-Teacher Facilitators and Teacher
Facilitators.
Adequacy of Funds and Resources. The hypothesis was accepted and concludes that there is no
significant difference between Nanay-Teacher Facilitators and Teacher Facilitators’ assessment
in the extent of implementation of Nanay-Teacher Parenting Camp in terms of adequacy of funds
and resources since the computed z-value is 0.80 which is less than the tabulated z-value of 1.96.
Data revealed that Nanay-Teacher Facilitators and Teacher Facilitators do not differ in their
assessment in the status of implementation of Nanay-Teacher Parenting Camp as to the adequacy
of funds and resources.
Attainability of Objectives. The hypothesis was rejected and concludes that there is a
significant difference between Nanay-Teacher Facilitators and Teacher Facilitators’ assessment
in the extent of implementation of Nanay-Teacher Parenting Camp in terms of attainability of
objectives since the computed z-value is 2.54 which is greater than the tabulated z-value of 1.96.
Data revealed that Nanay-Teacher Facilitators and Teacher Facilitators differ in their assessment
in the status of implementation of Nanay-Teacher Parenting Camp as to the attainability of
objectives.
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Effectiveness of Mechanisms. The hypothesis was accepted and concludes that there is no
significant difference between Nanay-Teacher Facilitators and Teacher Facilitators’ assessment
in the extent of implementation of Nanay-Teacher Parenting Camp in terms of adequacy of funds
and resources since the computed z-value is 1.28 which is less than the tabulated z-value of 1.96.
Data revealed that Nanay-Teacher Facilitators and Teacher Facilitators do not differ in their
assessment in the status of implementation of Nanay-Teacher Parenting Camp as to the
effectiveness of mechanisms.
Efficiency of Monitoring and Supervision. The hypothesis was accepted and concludes that
there is no significant difference between Nanay-Teacher Facilitators and Teacher Facilitators’
assessment in the extent of implementation of Nanay-Teacher Parenting Camp in terms of the
efficiency of monitoring and supervision since the computed z-value is 0.21 which is less than
the tabulated z-value of 1.96. Data revealed that Nanay-Teacher Facilitators and Teacher
Facilitators do not differ in their assessment in the status of implementation of Nanay-Teacher
Parenting Camp as to the efficiency of monitoring and supervision.
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Tongco Street, Maysan, Valenzuela City
3. Challenges encountered by the two groups of respondents in the implementation of
Nanay-Teacher Parenting Camp. Findings showed that Nanay-Teacher Parenting Camp
connotes a positive impact on the minds of some people. It aims to support the bond and the
linkages of child in their parents and teachers at home or in the school. There were some issues
and concerns relating to some challenges faced by this project.
Implementing the Nanay-Teacher Parenting Camp entails a lot of money, effort and
dedication. First and foremost, there should always readiness for the project in terms of seminars,
training and perseverance to implement this. Through this, the aim of the Education 360 degrees
program of the local government through the Nanay-Teacher Parenting Camp is achieved so that
there will be no one left behind in all facets of learning.
4. Development of Homeschool Partnership Framework to enhance the Implementation of
Nanay-Teacher Parenting Camp
Based on the findings of the study, a proposed homeschool partnership framework was
developed to enhance the implementation of Nanay-Teacher Parenting Camp in Valenzuela City.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. The Nanay-Teacher Facilitators and Teacher Facilitators assessed the areas in the extent
of implementation of Nanay-Teacher Parenting Camp in terms of adequacy of funds and
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Tongco Street, Maysan, Valenzuela City
resources, attainability of objectives, effectiveness of mechanisms and efficiency of
monitoring and supervision.
2. Significant difference exists between the assessment of respondents in the extent of
implementation of Nanay-Teacher Parenting Camp in terms of adequacy of funds and
resources, attainability of objectives, effectiveness of mechanisms and efficiency of
monitoring and supervision.
3. There are challenges encountered by Nanay-Teacher Facilitators and Teacher Facilitators
in the implementation of Nanay-Teacher Parenting Camp.
4. A proposed Homeschool Partnership Framework was developed based on the results of
the study.
Recommendations
Based on the findings and conclusions of the study, the following recommendations are
forwarded:
1. Identify areas that were assessed weak in the implementation of Nanay-Teacher
Parenting Camp in terms of adequacy of funds and resources, attainability of objectives,
effectiveness of mechanisms and efficiency of monitoring and supervision.
2. Identify areas that were found to have significant difference to strengthen areas that need
enhancement in the implementation of Nanay-Teacher Parenting Camp in terms of
adequacy of funds and resources, attainability of objectives, effectiveness of mechanisms
and efficiency of monitoring and supervision.
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Tongco Street, Maysan, Valenzuela City
3. Develop measure to address the challenges encountered by the Nanay-Teacher
Facilitators and Teacher Facilitators in the implementation of Nanay-Teacher Parenting
Camp.
4. Seminar-workshop may be conducted about the construction and use of modules to
enhance strategies of the parenting camp activities.
5. For the supervisor of Nanay-Teacher Parenting Camp to implement on motivation and
incentives, mentoring scheme and intra-visitation.
6. For the service providers, it may be recommended to intensify linkage with the local
government for parents and students.
7. Consider the proposed framework developed by the researcher to enhance the
implementation of Nanay-Teacher Parenting Camp.
8. For future researchers, it is recommended that they conduct tracer studies on the
implementation of Nanay-Teacher Parenting Camp to recognize the effectiveness and
uniqueness of the project so that it may be benchmarked to other cities.
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
https://www.dap.edu.ph/coe-psp/innov_initiatives/education-360-degrees-investmentprogram/

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
https://www.dap.edu.ph/coe-psp/innov_initiatives/education-360-degrees-investmentprogram/