ABSTRACT
Collaboration and shared responsibility of school, parents, and community are highlighted in the mission of the Department of Education to develop lifelong learners. To achieve this mission, this study was conducted to determine the level of school-parents collaboration and learners’ academic performance in Manticao, Misamis Oriental, SY 2022-2023. Specifically, this study sought to: 1) find the level of school-parents collaboration; 2) find the level of learners’ academic performance in the 1st and 2nd Quarter of SY 2022-2023; and 3) determine the significant relationship between the school-parents collaboration and learners’ academic performance. The respondents of the study were the 150 parents of Grade 3 to 6 learners in the aforesaid division. A descriptive survey method of research was used in this study. A questionnaire was adopted from Epstein et al. (2002) in the book School, Family, and Community Partnership, Second Edition. The data were processed using descriptive statistics such as frequency, percentage, mean and standard deviation to describe the variables in the study. Further, Pearson Product Moment Correlation (r) was utilized to determine the significant relationship between school-parents collaboration and learners’ academic performance.
The result of the study showed that the level of school-parents collaboration was Very High. The learners’ level of academic performance in the 1st and 2nd Quarter was Very Satisfactory. Furthermore, there was a significant relationship between the school-parents collaboration and learners’ academic performance in the 1st and 2nd Quarter of SY 2022-2023. School-parents collaboration in terms of learning at home was practiced by parents. It is recommended that school-parents collaboration, such as collaborating with the community, should be strengthened to maximize its resources to support learning. Moreover, teachers should use varied teaching techniques and learning resources to improve learning in English and Mathematics.
Keywords: School-Parents Collaboration, Academic Performance
INTRODUCTION
One of the most significant and effective collaborations in the field of education is the school-parents collaboration. It helps shape the learners' overall development and academic achievement. However, failure to attain the primary purpose of the said collaboration leads to a crucial point in the learners' academic performance. The School Parent Teacher Association (SPTA) in every school is the starting point of effective school-parents collaboration. The said association is not limited to attending schools’ regular meetings but rather a venue for deliberation and putting into action how to improve the school and create linkages to other stakeholders for the benefit of additional resources to be used by the learners. For these reasons, a problem on the level of school-parents collaboration in Manticao, Misamis Oriental, was chosen.
The importance of creating a collaborative and supportive educational ecosystem where teachers, parents, and the community work together in harmony to actively engage in the implementation of school programs for the benefit of the learners. This collaborative approach is crucial for the holistic development and welfare of students as one of the enclosed Omnibus Guidelines on the Regulation of Operations of Parent-Teacher Associations in DepEd Order No. 013, s. 2022. Moreover, the importance of education as a basic human right and the obligation to ensure that every Filipino has access to a high-quality, equitable, culture-based, and complete basic education. This reflects a commitment to inclusive and meaningful education for all citizens and emphasize that every family, community, and other stakeholders should actively engage and share responsibility for developing life-long learners (DepEd Order No. 36, s. 2013). It is also declared in the policy of the State that protecting and promoting the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children free and compulsory education in the elementary level and free education in the high school level (Republic Act No. 9155). Education Secretary Leonor Magtolis Briones underscored that education is a shared responsibility, calling for the involvement of all sectors during the Fifth Strategic Dialogue for Education Ministers (The Manila Times, 2021).
A child's first teacher is often his or her parents. The beliefs, perceptions, and experiences of the parent; educators and educational institutions to take an active role in their students' education; the parent's socioeconomic status, which influences the parent's skill, knowledge, energy, and time availability; and the parent's self-efficacy and confidence derived from being an active participant are some of the factors of active parental involvement. According to research, parental involvement in their child's education increases their educational achievements from early childhood, causes them to stay in school longer, and promotes overall positive development (Azubuike, 2020).
Furthermore, school-parents collaboration has been associated to better grades, higher test scores, and greater graduation rates. However, in the Philippines, education is frequently confined to financial support. The Asian Development Bank found that, in contrast to the regional average of 38%, just 22% of Filipino parents actively participate in their child's education. Around 42% of low-income Filipino parents surveyed again believed that education was necessary for their child's success in the future. This emphasizes the significance of schools communicating the value of education to parents (Llego, 2022).
Parental participation is a collaborative process in which parents and schools work together to improve children's educational experiences and accomplishments. Parental involvement is defined as the mix of parental involvement and positive engagement with the school and the learners. Parental participation contributes to a collaborative and supportive educational environment. It helps parents stay engaged in their child's education, reinforces the partnership between parents and teachers, and ultimately benefits the child's learning and development. Parent participation involves a wide range of behaviors, but it often relates to the usage and investment of resources at the child's school by parents and family members (Tyagi, 2022).
As such, it is in this context that the researcher attempted to find the level of school-parents collaboration and learners’ academic performance in Manticao, Misamis Oriental.
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