PRIORITY AREA
# 2. Basic Education (Home and School Environment)
ISSUE
Improved mechanisms for partnerships and shared accountability between
families, schools, and communities.
RESEARCH TITLE
Enhancing Learning Outcomes Through Increased Parental and Community
Engagement in Basic Education in the Philippines
PROPONENT
Angelica B. Catan
Instructor I, Eastern Visayas State University – Tanauan Campus
+639955796853
angelica.catan@evsu.edu.ph
Engr. Serkin Toni A. Baleros
Graphic Artist, Department of Agrarian Reform, RO VIII
+639761118406
serkintoni.baleros@evsu.edu.ph
RESEARCH
QUESTIONS
BACKGROUND OF
THE STUDY
1. How can we quantify shared accountability and engagement to
enhance learning outcomes, and what models can be developed for
implementation?
2. What is the context of the Filipino family? (e.g. are there parents or
guardians available to support the learner at home?)
3. What are the current policies and strategies regarding parental and
community engagement in the Philippines, and how are they
practiced?
4. Is there evidence which suggests a close relationship between greater
parental and community engagement and improved learning
outcomes locally? If so, for what grades/levels and areas is it most
important?
5. What interventions or support mechanisms could facilitate increased
parental and community engagement in educational processes?
Enhancing learning outcomes through increased parental and community
engagement is vital for the improvement of basic education in the
Philippines. Parents' involvement is recognized as a significant factor in
students' academic success (Tus, 2021). Historically, the Education for All
Handicapped Children Act (EAHC) of 1975 was pivotal in fostering
collaboration between schools and parents of children with disabilities.
Subsequently, the No Child Left Behind Act of 2001 (NCLB) further
emphasized the importance of family involvement by outlining policies for
schools to enhance parental engagement. These regulations underscore the
necessity of regular communication with parents, particularly regarding
academic programs and student progress.
Research has consistently shown that effective family interventions benefit
both education and health (UNICEF Office of Research - Innocenti, 2018).
Moreover, a cohesive effort among principals, teachers, and parents is
essential for student and community progress (Evangelista, 2008).
Regardless of socioeconomic status, race, or ethnicity, students excel
academically when their parents are involved. This involvement leads to
higher aspirations, motivation for education, self-esteem, and self-discipline
(Maimad, M. T., et al., 2023).
In addition, schools can link families to essential services and community
organizations, thereby strengthening home environments and enhancing
student learning. Communication with businesses, cultural organizations,
and community groups fosters shared responsibility for the welfare of
children, families, and schools (Antunez, 2000). Effective communication
between home and school is fundamental to forming strong partnerships,
solving problems, and promoting student progress (Comer & Haynes, 1991).
Therefore, this study aims to address the gaps in current knowledge
regarding parental and community engagement in the Philippines and
explore its correlation with improved learning outcomes. By understanding
and enhancing the role of family and community in education, this research
seeks to contribute to better academic performance and the overall
development of Filipino students.
METHODOLOGY
Approach
To address the research questions, a mixed-methods approach will be
employed. This methodology combines both quantitative and qualitative
data to provide a comprehensive understanding of the research topic.
Data Collection
Data collection will involve the following methods:
1. Surveys: Structured questionnaires will be distributed to a diverse
sample of Filipino families, educators, and community members.
The surveys will collect quantitative data on participants’
perceptions of parental and community engagement in education,
including specific aspects of engagement and its perceived
effectiveness.
2. Interviews: Semi-structured interviews will be conducted with
selected participants to gain in-depth qualitative insights. These
interviews will explore individual experiences, attitudes, and
challenges related to parental and community engagement.
Interview questions will be designed to uncover the nuanced factors
influencing engagement and to gather personal narratives that
complement survey findings.
3. Document Analysis: Relevant documents, such as school records,
policy papers, and engagement program reports, will be analyzed.
This analysis will provide contextual background and help identify
trends or patterns in engagement practices and their impact on
educational outcomes.
Sample
The study will target a diverse sample that includes Filipino families,
educators, and community members. This diversity will ensure that the
perspectives gathered are representative of different viewpoints and
experiences.
Data Analysis
1. Quantitative Analysis: Academic performance and attendance
records will be analyzed to understand the correlation between
engagement levels and learning outcomes. Statistical methods, such
as correlation analysis and regression modeling, will be used to
determine the strength and significance of these relationships.
2. Qualitative Analysis: Data from interviews and open-ended survey
responses will be analyzed using thematic analysis. This approach
will involve coding the data to identify common themes and
patterns related to factors influencing engagement. Qualitative data
will be triangulated with quantitative findings to provide a richer
understanding of the engagement dynamics.
Triangulation and Integration
The findings from quantitative and qualitative data will be triangulated to
ensure the validity and reliability of the conclusions. By integrating
insights from different data sources, the study aims to develop a
comprehensive understanding of parental and community engagement in
education.
Recommendations
Based on the integrated findings, practical recommendations will be
developed to enhance parental and community engagement in the
educational process. These recommendations will be aimed at improving
engagement strategies and policies to better support student learning and
development.
EXPECTED
OUTCOMES
This research plan seeks to highlight the importance of shared accountability
and engagement in Basic Education within the Filipino context, aiming to
uncover how these factors influence learning outcomes. By providing
insights into the roles of parental and community involvement, the study will
inform the creation of effective policies and strategies to enhance
educational practices. The ultimate goal is to offer actionable
recommendations that foster a collaborative educational environment,
thereby improving student achievements and supporting their overall
development.
PROPOSED POLICY
INTERVENTION
To address the problems identified in the EDCOM II report regarding the
Philippine educational system, particularly focusing on Basic Education
(Home and School Environment), several interventions can be considered
for policy formulation:
1. Parental and Community Involvement Programs: Implement policies
that encourage active participation of parents and communities in the
education process. This can include workshops for parents on how to
support their children's learning at home, community outreach
programs to engage local residents in supporting schools, and
partnerships between schools and community organizations.
2. Enhanced Teacher Training and Support: Develop policies to
improve teacher training and professional development
opportunities. This can include programs to enhance teaching
methods, curriculum delivery, and classroom management skills.
Support mechanisms such as mentoring programs and peer
collaboration can also be beneficial.
3. Infrastructure and Resource Allocation: Ensure equitable
distribution of resources and infrastructure improvements across
schools. This might involve policies to allocate funding for school
facilities, learning materials, and technology integration to bridge the
gap between urban and rural schools.
4. Curriculum Review and Adaptation: Regularly review and update
the curriculum to ensure relevance and alignment with global
standards and local needs. This could involve integrating new
subjects such as financial literacy, digital skills, and critical thinking
into the curriculum.
5. Early Childhood Education Programs: Expand access to quality early
childhood education (ECE) programs. Policies can include subsidies
for ECE providers, training for ECE teachers, and awareness
campaigns to emphasize the importance of early learning.
6. Special Education and Inclusive Practices: Develop inclusive
education policies that support learners with disabilities and special
needs. This might involve training teachers in inclusive teaching
methods, providing accessible learning materials, and creating
supportive environments for all learners.
7. Monitoring and Evaluation Framework: Establish a robust
monitoring and evaluation framework to track the effectiveness of
educational policies and interventions. This can include standardized
testing, school inspections, and feedback mechanisms from students,
parents, and teachers.
8. Digital Literacy and Connectivity: Address digital divide issues by
implementing policies that promote digital literacy and ensure access
to technology in schools. This could involve partnerships with
technology companies, government subsidies for internet
connectivity, and training programs for teachers and students.
9. Nutrition and Health Programs: Implement health and nutrition
policies that support the overall well-being of students. This might
include school feeding programs, health education initiatives, and
partnerships with healthcare providers to address medical needs.
10. Career Guidance and Skills Development: Introduce policies that
enhance career guidance services and skills development programs.
This can include partnerships with industries, internships, and
vocational training opportunities to prepare students for future
employment.
These interventions should be designed with careful consideration of local
contexts and challenges, and they should be supported by adequate funding,
infrastructure, and capacity-building measures to ensure their effectiveness
in mitigating the education crisis and improving the performance of Filipino
learners.
REFERENCES
Antunez, B. (2000). When everyone is involved: Parents and communities
in school reform. In B. Antunez, P. A. DiCerbo, & K. Menken (Eds.),
Framing effective practice: Topics and issues in educating English
language learners (pp. 53–59). Washington, DC: National Clearinghouse
for Bilingual Education. Retrieved from
http://www.ncela.gwu.edu/pubs/tasynthesis/framing/6parents.htm
Comer, J. P., & Haynes, N. M. (1991). Parent involvement in schools: An
ecological approach. The Elementary School Journal, 91(3), 271–277.
Evangelista, A. D. (2008). Academic involvement of parents and their
children’s scholastic performance (Master's thesis). Trinity University of
Asia.
Maimad, M., Dupa, H., & Villegas, J. (2023). Parental involvement and
academic achievement: Keys to translating No Poverty and Quality
Education SDGs in Philippine peripheral communities. Journal of Teacher
Education for Sustainability, 25(2), 76-88. https://doi.org/10.2478/jtes2023-0017
Santillan, V., Callaman, R., & Englis, T. (2023). Development and
validation of the Parental Involvement Scale (PIS). Journal of Community
Development Research (Humanities and Social Sciences), 16(4), 45-57.
https://doi.org/10.14456/jcdr-hs.2023.34
Tus, J. (2021). Amidst the online learning in the Philippines: The parental
involvement and its relationship to the student’s academic performance.
International Engineering Journal for Research & Development, 6(3), 115. https://doi.org/10.6084/m9.figshare.14776347.v1