Exploring the Parental Involvement

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GRADUATE SCHOOL

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www.perpetual.edu.ph
EXPLORING THE TYPES OF PARENTAL
INVOLVEMENT IN THE LEARNERS’ EDUCATION:
A PHENOMENOLOGICAL STUDY
Research Title
ROSITA T. GERONA
PhD- Educational Management

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With the emergence of COVID-19,
governments have developed
emergency plans to slow down and
prevent the spread of the virus.
 school closure, either at national,
regional or targeted levels for
face-to-face educational activities.
 The mental health and well-being of
pupils, teachers and families in this
pandemic period must be
addressed by home education.

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Considering the pandemic COVID-19 and the changes in the learning of
children, parental care was particularly vital. Parental home engagement is
critical piece of what K-12 education looks like during and after this
pandemic. Parents were strengthened in overseeing the learning of their
children, mainly through supporting the study of their children and
establishing skills of self-regulation linked to online learning.
Introduction

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As a consequence, the demand for digital technology have
increased substantially through out the epidemic,
notwithstanding the obstacles facing teachers, families and
children in ensuring that their home learning continues.

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Parental Involvement is
defined as a regular,
collaborative, and
meaningful interaction
that effects the student's
social, mental, and
physical results, as well
as decision-making.
Parents have key roles in
ensuring that their
children are well-rounded
in their learning
environment. (Schneider
& Coleman, 2018)

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Historically and culturally, parental
involvement (PI) involved developing
views about family life, education, and
community service.
When parents are involved in their
children's academic learning and other
activities that affect their child's
development, they are considered
participants at school and at home.
(Schneider & Coleman, 2018).

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A conventional view of parental
engagement centered on how
parents assist their children's
education and meet school needs.
Parents, for example, attended
parent–teacher conferences,
assisted their children with
homework, and volunteered in
their children's classroom or
school events a few times a
month. (Reinke et al., 2019; Smith
& Sheridan, 2019).

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Background of the Study
Parents today are frequently
preoccupied with the distractions
and responsibilities of daily life.
Some parents are unable to attend
school activities or engage in their
children's schooling on a regular
basis due to low income, rigid work
hours, and language issues, as
well as limited financial resources
and lack of educational attainment.

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Many parents have low self-esteem, and
others were unsuccessful in school and
hence lack the knowledge and confidence
to assist their children. Parents who did
not have a good school experience may
have a bad attitude toward it. The
language, curriculum, and staff may
frighten parents, causing them to avoid
communicating with the school.

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Parental involvement is hampered
by a number of factors, the most
common of which are a lack of time,
parents' lack of knowledge about
how to contribute to their children's
education, parents' lack of
comprehension of the educational
system's needs, parents' low literacy
level, and child care challenges.
Hornby and Blackwell(2018).

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THEORETICAL FRAMEWORK
Epstein’s Overlapping Spheres of Influence
Model External Structure
The overlapping spheres of influence
theory demonstrates stakeholders'
shared contribution to a student's
academic success (Epstein &
Shapiro, 2019).
 Epstein developed her theory of overlapping
spheres of influence, positing that students learn
more when parents, educators, and others in the
community work together to guide and support
student learning and development.
 In this model, three contexts – home, school,
and community – overlap with unique and
combined influences on children through the
interactions of parents, educators, community
partners, and students across contexts.

CONCEPTUAL PARADIGM
PARENTING AT HOME
PARENTING
LEARNING AT HOME
COMMUNICATING
PARENTING IN THE COMMUNITY
VOLUNTEERING
COLLABORATING WITH THE
COMMUNITY
DECISION MAKING
Students
Academic
Achievements
Parental Involvement and Student Academic
Achievement

EPSTEIN’S SIX TYPES OF INVOLVEMENT

PARENTING
Help all families establish
home environments to
support children as
students.
COMMUNICATING
Design effective forms of
school –to- home and home –
to-school communications
about school programs and
children’s progress.
VOLUNTEERING
Recruit and organize parent help and
support

LEARNING AT HOME
Provide information and ideas to
families about how to help students at
home with homework and other
curriculum-related activities,
decisions and planning
DECISION MAKING
Include parents in school
decisions, developing parent
leaders and representatives.
COLLABORATING WITH COMMUNITY
Identify and integrate resources and services from the community to
strengthen school programs, family practices, and student learning
and development.

PURPOSE OF THE STUDY
This dissertation aimed to examine how important parent
involvement
 boosting a student's academic achievement and what aspects
of involvement have been demonstrated to be effective in
raising accomplishment.
 It would determine what procedures are in place to encourage
parental involvement, as well as how this research might
uncover parent perspectives and experiences with current best
practices.

STATEMENT OF THE PROBLEM
This study analyzed how parents feel about the implementation of Epstein types of
involvement as a basis to examine the questions,
“What was your experience as a parent with your high school student's academic
achievement?” With this as the basis, the following subsets of questions were explored:
1.How may a reflective
analysis be the basis
on lived experiences
with parental parental
involvement?
2.What impact does
parental involvement
have on their child’s
education?
3.Why is it important for
a child’s education to
have a real experiences
of parental involvement?

RESEARCH METHODOLOGY
 The study used a phenomenological
research design.
 Data Generation and Selection of
Participants there are 10 grade 8 parents
as participants of this study from General
Emilio Aguinaldo National High School.
 Research Instrument
The instrumentation was developed using the
concept that emerged from the literature
review.
 Data Analysis
A thematic analysis and modified Van Kaam
approach was used to help the researcher
gather the data.

RESEARCH METHODOLOGY
 Credibility and Dependability, the researcher used
phenomenological research methodology endeavour
to discern the essence of participants’ lived
experiences and to lay aside their prevailing
understandings of a phenomenon to authentically
explore the participants’ experiences.
 Literature Comparison, the final resulting
framework of description of the study was compared
to the existing and related literature and studies.
This was done to determine the difference and
therefore the novel contribution of the work, or its
similarity, and thus the continuity of the study toward
the works of other author.
 Ethical Considerations, the identity of the
participants remained confidential. The researcher
observed courtesy protocols in the conduct of the
study.

REFERENCES

REFERENCES
Anthony, C. J. & Ogg, J. (2019). Parent involvement, approaches to learning,
and student achievement: Examining longitudinal mediation. American Psychological
Association, 34(4), 376-385. doi: 10.1037/spq0000282
Alcalay, L., Milicic, N., and Toretti, A. (2005). Alianza efectiva familia-
escuela: un programa audiovisual para padres. Psychke 14, 149–161. doi: 10.4067/S0718-
22282005000200012
Anderson, K. J., & Minke, K. M. (2007). Parent involvement in
education: Toward an understanding of parents’ decision making. Journal of Educational
Research, 100(5), 311-323.
Anthony, C. M. (2008). Parental involvement: An examination of
barriers, perceptions, and strategies that effect the relationship between parent and school
(Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (UMI No.3320684)
.

REFERENCES
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-
Asencio, E., and Gaviria, J. J. (2015). Parental involvement on student
academic achievement: a meta-analysis. Educ. Res. Rev. 14, 33–46. doi:
10.1016/j.edurev. 2015.01.002
Catalano, H., and Catalano, C. (2014). The importance of the school-family
relationship in the child’s intellectual and social development. Proc. Soc.
Behav. Sci. 128, 406–414. doi: 10.1016/j.sbspro.2014.03.179
Christenson, S. L., and Reschly, A. L. (2010). Handbook of School-Family
Partnerships. New York, NY: Routledge.
Christenson, S. L. (2004). The family-school partnership: An opportunity to
promote the learning competence of all students. School Psychology Review,
33(2004), 83-104.

REFERENCES
E., and Gaviria, J. J. (2015). Parental involvement on student academic
achievement: a meta-analysis. Educ. Res. Rev. 14, 33–46. doi: 10.1016/j.edurev. 2015.01.002
Epstein, J. L. (2002). School, family, and community partnerships: Preparing
educators and improving schools. Boulder, CO: Westview. Retrieved from
https://www.govinfo.gov/content/pkg/ERIC-ED467082/pdf/ERIC-ED467082.pdf
Epstein, J. L., & Becker, H. J. (1982). Teacher Reported Practices of
Parent Involvement: Problems and Possibilities. Elementary School Journal, 83, 103-113.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement:
A metaanalysis. Educational Psychology Review, 13(1), 1-22.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’
academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1),
53-74.

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Exploring the Parental Involvement

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