ABSTRACT
As a Senior High School English teacher, the researcher conducted this study to delve into the language skills of the learners, particularly reading and writing. Reading and writing are essential skills which are developed through constant practice. One of the factors which were believed to affect these skills is the intervention of the learners’ parents. This study focused on determining the effects of parental intervention on the reading and writing skills of senior high school students.
This study aimed to determine if there is a significant relationship between parental intervention and developing students’ reading and writing skills based on their grades in midterm and finals in the subject, Reading and Writing Skills.
The study addressed the following issues: the relationship between students’ demographic profile and their reading and writing skills; the assistance provided by their parents; the quantity and quality of time parents spent with the students at home; the parents’ educational attainment; and the proposed approach to develop the students’ reading and writing skills.
A survey questionnaire was constructed and validated to gather data for this research. This survey was administered to 100 randomly selected senior high school students at Pres. Sergio Osmena, Sr. High School. The students’ responses to the survey items were correlated with their midterm and final grades in the above-mentioned subject through various statistical tools.
Data gathered were treated using different statistical tools, such as Relative Frequency Percentage, Mean, Standard Deviation, Variation Coefficient, Regression Coefficient, and Chi-square.
The average age of senior high school students is seventeen years old; parents assist moderately in developing the reading and writing skills of senior high school students; students reading and writing skills in English had slight development; there is a significant relationship between parental intervention and developing students’ reading and writing skills, in terms of assistance provided and time spent together at home; collaborative learning activities for students and their parents are suitable in developing reading and writing skills.
Typical senior high students are aged 16 to 17 and are being taken care of by their parents or a guardian at home.
Parents who have children in senior high schools can assist in developing their reading and writing skills; however, most of them could not afford to provide expensive learning resources. These students have sufficient time at home, which may be allotted for reading and writing activities with the intervention of their parents. Regardless of educational attainment and work background, parents, especially mothers may still assist students in developing these skills.
The reading and writing skills of senior high school students were satisfactory but could be developed gradually over time.
The use of computer equipment helps develop students’ reading and writing skills, because it can check and correct vocabulary and grammar structures. Moreover, creating learning environment at home is important. Parents’ communication with their children, as well as teachers, plays a significant role in developing their language skills. The socio-economic status of parents cannot be attributed to their children’s development of reading and writing skills.
Collaborative learning activities, when done by students and their parents, are effective skill-developers. They focus on enriching vocabulary through context clues, word formation; filling information gaps by locating topic sentences and supporting details; drawing conclusions or making inferences. These micro skills may develop, given the active intervention of parents and teachers who also facilitate the process. With consistent execution, learners will certainly improve their language skills.:
Parents are encouraged to be actively involved in developing their children’s reading and writing skills, regardless of the latter’s age; gender-orientation; and high school level.
The Department of Education’s curriculum planners are encouraged to develop programs that will cater to the need for parental involvement in students’ learning activities. School administrators may ask support from the government and the community to provide students with more learning resources, especially computer facilities. Textbook writers are encouraged to include collaborative learning activities in books and other supplementary materials for learners and their parents.
Teachers should ensure that students are developing their reading and writing skills, and much intervention should be extended to those who need improvement. Computer-assisted tasks are encouraged.
Parents are advised to communicate openly with their children regarding school matters and intervene proactively while they are at home. They should assign a conducive studying area at home for their children, and schedule consistent time for reading and writing activities. There is no substitute for a quality time among family members; initiating relevant conversations is encouraged. Parents are the people most responsible for their child’s well-being, the foundation of his/her learning. If students’ positive perception on their mothers was found to have significant relationship with developing reading and writing skills, then how better it would be if their fathers were perceived likewise. These skills may develop drastically if students have a healthy relationship with both parents.
Teachers are advised to give homework to ensure that students’ reading and writing skills are reinforced. Collaborative learning activities are highly recommended to promote parental intervention at home, to facilitate learning even when schools are closed.
Future researchers are encouraged to conduct more studies, preferably longitudinal ones, that focus on parental intervention, child development, and language skills as variables, since learning styles tend to change rapidly in this 21st century education.