TABLE OF CONTENTS

Pages

TITLE PAGE------------------------------------------------------ i

APPROVAL SHEET------------------------------------------- ii

ACKNOWLEDGEMENT----------------------------------- iii

ABSTRACT----------------------------------------------------- iv

CHAPTER

1. BACKGROUND OF THE STUDY

Background of the Study--------------------------------------------- 1

Significance of the Study-------------------------------------------- 3

Definition of Terms----------------------------------------------- 4
Appendix A Briefing and Debriefing

Appendix B Permission to conduct the survey

Curriculum vitae

Conceptual Framework------------------------------------------- 5

Theoretical Framework ------------------------------------------ 6

Statement of the Problem----------------------------------------------- 7

Scope and Delimitation------------------------------------------------- 8

2. REVIEW OF LITERATURES AND STUDIES

Review of Related Literature and Studies------------------- 9

3. METHODOLOGY

Research Design------------------------------------------------ 13

Research Locale

Research Respondent

Research Instrument--------------------------------------------- 14
Validity of the Instrument

Data Gathering Procedure

Statistical tools and Treatment

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The level of parent involvement of Grade 7 students’ reading comprehension 16

The level of reading comprehension of Grade 7 Students---------------------------- 21

Rationale--------------------------------------------------------------------- 24

Action Plan------------------------------------------------------------------ 25

5. SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

Summary of Findings-------------------------------------------------- 27

Conclusion--------------------------------------------------------------- 29

Recommendations

REFERENCES--------------------------------------------------------- 31

FIGURES

APPENDICIS---------------------------------------------------------- 24

“A” Briefing and Debriefing----------------------------------------- 35

“B” Permission to conduct the survey------------------------------------- 36

CURRICULUM VITAE
Miss Grazie Joy J. Sistoso--------------------------------------------------------------- 43

Miss Lara Jane B. Valdez------------------------------------------------------------- 45

Mr. Bazyl Juntilla-Pagente------------------------------------------------------------ 47

Mr Hash-Baz Juntilla-Pagente-------------------------------------------------------- 48

Mr. Rainnier A. Remocaldo------------------------------------- --------------------- 49

 CHAPTER I

Background of the study

Reading comprehension is a critical skill that is essential for academic

success, particularly in the high school years (Blair, Rupley, & Nichols, 2007). In

today's knowledge-based economy, the ability to read and understand complex texts is

increasingly important for students to be able to compete in the global marketplace. In

a literate society, reading is a prerequisite skill that is required for success. For a job,

literacy abilities are required to help improve your career opportunity. Children need

substantial education and support from both their parents and instructors to become

outstanding readers (Alfallaj, 2011). Many children are encouraged to read to

cultivate themselves in their daily lives. Similarly, any Filipino student who has

adequate reading ability has a higher chance of succeeding academically than a

student who has poor reading ability (Cayubit, 2015) but for a lot of kids, learning to

read can be a challenging task. A wide range of academic courses will be extremely

difficult for people who can't read or have poor reading skills to learn, and they risk

failing out of school (Lynne Kenney, 2015). Children need substantial education and

support from both their instructors and parents to become outstanding readers.

Some parents, particularly those from lower socioeconomic origins or

minority groups, confront impediments to their children's learning participation.

According to Axford et al. (2019) A child's well-being is influenced by his or her

parents' parenting style, and research indicates that when parents fail to set clear

expectations or offer adequate monitoring, children are at risk of developing

behavioral difficulties (Cassel & Bernstein, 2006, P.145). Many features of family

dysfunction have been connected to juvenile delinquency, including conflict within

the family, a lack of supervision and norms, a lack of bonding between parent and
child, instability, poor home life quality, parental expectations, and inconsistent

discipline. Parenting styles may be particularly influential for those children who are

in some way vulnerable, or show early signs of some disability or disadvantage.

Children who have involved or neglectful parents are severely

affected by their lack of attention and love. Neglectful styles of parenting are

characterized by the lack of attention, and the cold and passive behavior towards the

child that affects their schooling. There are students who do not get this help, and as a

result, they do not develop as emerging readers to their fullest potential. Many

students struggle to learn to read, especially those who attend in schools. Parents

should support their children's academics in order to inspire and encourage them to

perform well in school. One important way to do this is by fostering a supportive

environment at home.The Philippine government has put into effect regulation and

programs designed to encourage reading in all children. This policy attempts to

encourage proficient readers and both literacy since kids who struggle with reading

get bad grades, are easily distracted and agitated, act out in class commonly full short

of the potential and finally quit school.

This study aims to investigate the reading comprehension skills of

grade 7 students at Mercy Junior College, the lack of literacy skills among some

students, particularly in the areas of vocabulary, spelling, and comprehension, which

is most likely the cause of their inability to comprehend the explanation of their issue,

is what actually spurred the researchers to perform in this study.

Significance of the Study

This research is conducted to benefit the following:

The Students. To motivate and encourage the students in the learning process

especially in reading teaching and helpful for students will be able to create more

enjoyable and meaningful learning.

The Parents. This study will improve parents comprehension about parent

involvement and they will discover how it's important it is to know their child's

performance.

The Teacher. This method makes the teacher easy in teaching reading and this is

expected to make a useful contribution in teaching reading and give another way for

the teacher to develop student’s reading.

The School. This research is useful to improve the quality of education and develop

English language teaching of the school.

The Future Researcher. The researcher will improve his knowledge in teaching

reading methods and have experience in observation and apply with classroom action

research at school.
 Parent Reading Action
Involvement Comprehension Plan

Figure 1. Conceptual Framework

 The figure 1 shows the conceptual framework of the study. It shows that

parent involvement has a big impact of their children towards in reading

comprehension by improves student achievement, self-esteem, and behavior. Studies

have consistently found that when parents actively engage in their child's reading

activities, such as reading together, discussing books, and providing support, it

enhances the child's reading comprehension skills (Brown & Miller, 2020). It also

helps to build strong relationships between parents and their child's school ( Mark

Anthony Llego, 2014). By this two factors which are parent involvement and reading

comprehension we come up on two action plan for parents and students which are

Parent Involvement to Improve Reading Comprehension Awareness Symposium and

Remedial Reading Camp. Designed to foster parent involvement and improve reading

comprehension skills in students. It recognizes the significant impact of parent

engagement on children's reading abilities and aims to create a collaborative

partnership between the school and parents. To offer focused support and intervention

to students who struggle with reading, aiming to enhance their reading comprehension

skills and cultivate a passion for reading. The event requires effective coordination

with the school administration and thorough preparation to ensure its success.

Overall, the statement highlights the conceptual framework of the study,

emphasizing the significant impact of parent involvement on children's reading

comprehension. It mentions that parent engagement improves student achievement,

self-esteem, and behavior. The citation provided supports the notion that active

parental engagement in reading activities enhances reading comprehension skills.

Additionally, it mentions that parent involvement helps establish strong relationships

between parents and the child's school. Based on these findings, the study proposes

two action plans to foster parent involvement and improve reading comprehension
skills in students. The Parent Involvement to Improve Reading Comprehension

Awareness Symposium aims to raise awareness and encourage parents to actively

engage in supporting their child's reading development. The Remedial Reading Camp

is designed to provide targeted support and intervention for students with reading

difficulties, aiming to enhance their reading comprehension skills and cultivate a love

for reading.

Theoretical Framework

Social Learning Theory

(Bandura, 1977) considers how both environmental and cognitive factors interact to

influence human learning and behavior. The theory focuses on the significance of

observing, modeling, and imitating the behaviors of other individuals (Bandura,

1977). In this sense, people, especially children, observe a variety of people and may

view them as role models, including their parents, older siblings, friends, and

teachers.

Sociocultural Theory

(Vygotsky, 1978) emphasizes the role that social interaction plays in psychological

development. He proposes that learning is largely a social process and that our

cognitive functions are based on our interactions with the "more gifted" people around

us. With the concept of the Zone of Proximal Developmental (ZPD), Vygotsky states

that children can generally expand their developmental areas by observing more

developed individuals (Vygotsky, 1978). The environment in the family is considered

the first and most influential factor for children. This is because parents can monitor

their children’s potential more closely. Parents also provide valuable assistance to
educators on how to develop this potential. Parents form the closest social

environment where schools communicate with students and are primarily responsible

for their activities outside of school. Therefore, it would be a big mistake for parents

not to be involved in the learning process as they are their children's first teachers.

Social Capital Theory

Claims that social relationships are resources that can lead to the development and

accumulation of human capital (Bourdieu, 1986). For example, a stable family

environment can support educational success. Bronfenbrenner's (1977).

Ecological Systems Theory

Views child development as a complex system of relationships influenced by various

levels of the surrounding environment, from family and school settings to broad

cultural values, laws, and customs. Thus, to examine a child's development, one must

look not only at the child and his immediate environment, but also at the interaction of

the wider environment. Bronfenbrenner divided the person's environment into five

different systems: microsystem, mesosystem, exosystem, macrosystem and

chronosystem (Bronfenbrenner, 1977). The microsystem is the most influential level

of the theory. This system includes closest environments such as school and family in

which children are involved.

Epstein Model

On (1995) developed a framework that describes six different types of parent

involvement (See. Figure 1.). The types of family involvement included in his model

constitute the most popular framework researchers use to conceptualize the family-

school partnership. Epstein argues that schools often have better outcomes when
parents are involved because students are influenced by the coherent message that

home and school create about the importance of education (Epstein and Sanders,

2000).

The Role Strain Theory

William J. Goode in (1960), provides a framework to understand the challenges faced

by parents in balancing work and family commitments, particularly in relation to their

involvement in school affairs. It highlights the complex interplay between different

roles and the potential impact on parental engagement. It's important to note that

while the Role Strain Theory helps explain the experiences of parents, other theories

and factors may also contribute to understanding parental involvement in school

affairs.

Schema Theory

This theory was developed by Jean Piaget and Bartlett, it explains how individuals

organize and interpret information in their minds. According to this theory, a schema

is a mental framework or cognitive structure that represents knowledge, beliefs, and

expectations about a particular concept or domain. The central idea of Schema Theory

is that individuals use their existing schemas to interpret and make sense of new

information. Schemas serve as cognitive frameworks that help individuals organize,

categorize, and process incoming information. They influence perception, attention,

memory, and comprehension by guiding the interpretation of new experiences based

on past knowledge, experiences, and enhance their understanding and comprehension

of the text.
Definitions of terms

For the purpose of this study, the researcher will apply the following terms and

conditions.

Reading comprehension. The capacity to analyze written text, comprehend its

meaning and integrate it with prior knowledge is known as reading comprehension.

Parent Involvement. Generally seen as a way to enhance academic success. Yet, as

parents and teachers collaborate to improve social functioning and address problem

behaviors.

Reading motivation. Aims, values, and convictions of an individual with regard to

the subject, activities, and results of reading (Guthrie & Wigfield, 2000).

Attitude towards reading. Described as the attitude toward reading that influences

whether good reading habits are adopted or avoided. Many studies have been

conducted to determine the variables that influence reading attitudes and knowledge

(Martinez, 2008).

Paired Reading. This is a reading activity that has a beginning and skilled reader

reading together. The beginning reader signals the skilled reader that he/she is ready

to read on his/her own.

Think Aloud. Readers think aloud as they are reading text.

Grade 7. It is a grade level that students in many educational systems around the

world enter around the age of 12 or 13, depending on the country and its educational

structure.

Mercy Junior College. The specific educational institution where the study will be

conducted.

Quantitative research. A research approach that involves numerical data and

statistical analysis.

Survey questionnaire. A tool used to collect data by asking questions from a sample

population.

Limitation. The factors that restrict or narrow the scope of the study.
Statement of the Problem

This study aims to determine the primary problem addressing the low level of

reading comprehension among Grade 7 students.

1. What is the effect of parent involvement of Grade 7 students’

reading comprehension?

2. What is the level of reading comprehension of Grade 7

students?

3. Based on the findings, what action plan will the researchers

create in order to maximize the parent involvement in reading

comprehension among Grade 7 students in mercy Junior

College Inc.?
Scope and Delimitation

The study aims to explore the influence of parental involvement, including

support, encouragement, and monitoring, on students' reading comprehension skills.

The study will concentrate exclusively on the English subject and its correlation with

parental involvement. Other subjects will not be included in the study. The study will

involve selected individuals who voluntarily agree to participate, without any age

limitations. The inclusion of participants will be based on their willingness to answer

the research instrument. The study will address the privacy concerns of both parents

and students, ensuring the confidentiality and anonymity of their information. The

study will solely focus on the relationship between learning style and parental

involvement, specifically within the context of reading comprehension. Other factors

that could potentially influence academic performance, such as family background or

personal motivation, will not be examined. The study will employ a research

instrument, such as questionnaires(checklist method), to collect data. It is important

to acknowledge that self-reported data may be subject to response biases or

limitations inherent to self-reporting methods.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This research entitled “ Parent Involvement In Reading Comprehension

Among Grade 7 Students In Mercy Junior College Inc. This section provides a review
of the existing literature on parent involvement in reading comprehension among

Grade 7 students. It explores the significance of parental involvement in fostering

reading comprehension skills and highlights the potential benefits it offers for

students' academic achievements; the impact of parental involvement on children's

reading achievement, the importance of reading comprehension, and effective reading

comprehension strategies. Numerous studies have emphasized the positive impact of

parent involvement on children's reading comprehension skills. According to Adams

(2002), parents' engagement in their child's reading activities at home contributes

significantly to the development of reading comprehension abilities.

Impact of parental involvement on children's reading achievement.

Parental involvement is the active participation of parents in their

children's education, such as reading together, providing educational resources,

monitoring progress, and engaging in discussions about academic topics (Llego,

2022, September 4). The impact of parental involvement on children's reading

achievement is a topic of significant interest in educational research. Firstly, parents

who are actively involved in their children's reading activities demonstrate the

importance they place on education, which in turn influences their children's attitudes

and motivation towards reading. Secondly, parental involvement provides additional

learning opportunities and support for children, such as offering guidance, asking

questions, and engaging in discussions that enhance reading comprehension and the

importance of reading comprehension. By actively participating in reading activities,

parents can help children develop important reading strategies such as decoding,

vocabulary development, and comprehension skills (Sénéchal and LeFevre in

2002) .Additionally, parental involvement can also contribute to the development of a

reading routine and consistent reading habits (Flouri & Buchanan, 2004).

A study authored by (Sénéchal, M., & LeFevre, J. 2002) continuity and change in the

home literacy environment as predictors of growth in vocabulary and reading.They

found that Parental involvement has a significant impact on children's reading

achievement. Here are some ways parental involvement influences children's reading

achievement: Early literacy development: Parents should engage in activities to help

their children develop early literacy skills, positive reading environment, role

modeling: Children observe and emulate their parents' reading habits, perceiving

reading as a valued activity. Support and guidance: Parents encourage reading through

activities such as reading aloud. Monitoring and accountability: Parental involvement

helps children develop discipline and responsibility towards their reading habits.

Collaboration with educators: Parents can strengthen the school-home connection and

support their child's reading development.

Overall, parental involvement plays a vital role in promoting children's reading

achievement. By nurturing a love for reading, providing support and guidance, and

collaborating with educators, parents significantly contribute to their child's literacy

development and academic success. The authors also noted that Impact of parental

involvement on children's reading achievement is showing what successful parental

involvement looks like and how to avoid negative parental involvement on a child's

development.

Effective Reading Comprehension Strategies Possessing the ability to gain meaning

of a written text is an essential skill that all students need to ensure success in
academic life (Mastropieri & Scruggs, 1997; National Reading 41 Panel, 2000;

RAND Reading Study Group, 2002; Taylor, Alber, & Walker, 2002). However,

students are different based on their ability to comprehend a written text (Grünke,

Wilbert, & Stegemann, 2013; Swanson & De La Paz,1998; Taylor, Alber, & Walker,

2002). For example, unlike the unskilled readers, skilled readers usually use one or

more cognitive skills and strategies while reading that they use to construct meaning

of a text. In other words, proficient readers read more strategically than struggling

readers do. Strategic readers are active learners who are able to acquire strategic

reading skills by themselves without being taught. They are able to construct meaning

from a text through identifying and recalling significant information, monitoring their

comprehension, integrating their prior knowledge with the new information, and

summarizing as well as directing their learning (Gajria, Jitendra, Sood, & Sacks,

2007; Swanson & De La Paz, 1998). In contrast, unskilled readers, including students

with learning disabilities, usually fail to acquire strategic reading skills by themselves.

They are not able to read strategically due to their failure to monitor their

comprehension (Bos & Vaughn, 1994; Garner & Reis, 1981; Swanson & De La Paz,

1998), distinguish between various kinds of questions, appropriately utilize a specific

strategy to gain meaning from a text (Raphael & Pearson, 1985), integrate prior

knowledge with new information, or make a connection between the ideas within a

passage to gain meaning (Oakhill & Patel, 1991).

The Importance of Reading Comprehension

Students need reading comprehension skills in order to be successful in both academic

and personal life. In students’ academic lives, reading comprehension is the basis for

understanding all the academic content. The importance of reading comprehension

increases significantly in all academic subjects as students go ahead through grades.

In particular, students need reading comprehension skills to successfully accomplish

the educational expectations at school and in the classroom. For example, students are

expected to understand what they are reading from multiple sources in order to

research topics in different academic areas. Academic success also requires students

to be able to understand, analyze, and apply information they gathered through

reading. Also, students need reading comprehension skills to be able to understand

and perform their academic assignments. However, without having reading

comprehension skills, students cannot accomplish all of that work (Clarke, Truelove,

Hulme, & Snowling, 2013; Wong, 2011). If not being able to successfully read

prevents students from graduating from school, they cannot easily find a job and live

independently (Hoeh, 2015). Even though they might find a job, the pay rate will be

much less when compared to proficient readers (Brault, 2012; National Center for

Education Statistics, 2011). Another possible negative consequence of not being able

to read is being socially exclusive (Bryner, 2008; Hoeh, 2015).

In contrast, individuals who can recognize what they are reading, can safely live their

lives, and continue to gain socially and intellectually (Hoeh 21 et al., 2015; Marshall,

n.d.).

Effective Reading Comprehension Strategies

Possessing the ability to gain meaning of a written text is an essential skill that

all students need to ensure success in academic life (Mastropieri & Scruggs, 1997;

National Reading 41 Panel, 2000; RAND Reading Study Group, 2002; Taylor, Alber,
& Walker, 2002). However, students are different based on their ability to

comprehend a written text (Grünke, Wilbert, & Stegemann, 2013; Swanson & De La

Paz,1998; Taylor, Alber, & Walker, 2002). For example, unlike the unskilled readers,

skilled readers usually use one or more cognitive skills and strategies while reading

that they use to construct meaning of a text. In other words, proficient readers read

more strategically than struggling readers do. Strategic readers are active learners who

are able to acquire strategic reading skills by themselves without being taught. They

are able to construct meaning from a text through identifying and recalling significant

information, monitoring their comprehension, integrating their prior knowledge with

the new information, and summarizing as well as directing their learning (Gajria,

Jitendra, Sood, & Sacks, 2007; Swanson & De La Paz, 1998). In contrast, unskilled

readers, including students with learning disabilities, usually fail to acquire strategic

reading skills by themselves. They are not able to read strategically due to their failure

to monitor their comprehension (Bos & Vaughn, 1994; Garner & Reis, 1981;

Swanson & De La Paz, 1998), distinguish between various kinds of questions,

appropriately utilize a specific strategy to gain meaning from a text (Raphael &

Pearson, 1985), integrate prior knowledge with new information, or make a

connection between the ideas within a passage to gain meaning (Oakhill & Patel,

1991).

Summary of Literature Review

Overall, the literature suggests that previous studies are crucial in building up

the current study by providing a foundation of knowledge, guiding the research

design, and informing the research questions, objectives, and theoretical frameworks.
They help researchers contribute new findings, address research gaps, and offer

practical implications for enhancing parent involvement in reading comprehension

among Grade 7 students. In conclusion, the researcher wished to update the previous

studies on parent involvement in reading comprehension among Grade 7 students.

Researchers should carefully review the existing literature, identify gaps, and consider

current educational trends and needs when designing their study to contribute

meaningful and relevant insights to the field.

 CHAPTER 3

METHODOLOGY

This chapter presents the operational framework of the study. It includes the

following research design, research locale, the respondents, research instrument , data

gathering procedure and statistical treatment data.

Research Design

Descriptive-correlation design method of research will be used in this study. The

descriptive correlation is simply defined as a relationship between two variables

which is the parents and the grade 7 students. This method provides essential

knowledge about the concepts used in the study as well as their relationship with each

other. Hence, this research type is deemed to be the most appropriate for the perceived

since this involved assessment for the given condition.

Research locale

This study will be conducted inside the campus of Mercy Junior College Inc. Located

at Poblacion, Tubod, Lanao del Norte 9209.

 Figure 2. Tubod Map

The Respondents

The participants of this study are Grade 7 students. The number of Mercy

Junior College Inc. The researchers will select students in each grade, starting of 20

students from Grade 7 faith without parent involvement and Grade 7 love with parent

involvement and a total of 40 respondents.

Research Setting

This study will be conducted inside the campus of Mercy Junior College

Inc. located at Poblacion Tubod Lanao Del Norte 9209. The researcher chose this

location because it is convenient for both researchers and respondents . The

respondents of this study will be the Grade 7 students at Mercy Junior College

Inc. because we need to know which students need to be given attention to reading

so that they don't leave behind other students who know how to read.

Research Instrument

In this study, the researchers will utilize a questionnaire (checklist method) to

gather data from the respondents. The questionnaire will be divided into four sections

(always, often, sometimes, and rarely) for the students. Additionally, a separate
questionnaire will be administered to the parents, which will be divided into three

sections (always, often, and never), wherein for each question there is a corresponding

list of options or choices to choose from and put a check mark on their respective

responses. The purpose of these questionnaires is to assess various aspects or

behaviors related to the students and their parents, respectively. The researcher, while

providing the

respondent with a checklist questionnaire adapted by (2023) ZOHO CORPORATION

Pvt. Ltd and Building up Autonomy Through Reading Strategies (Alexander

Izquierdo Castillo & Sonia Jiménez Bonilla.).

Validity of Instrument

Before releasing the survey questionnaire to the respondents, the survey

questionnaire will be vetted, corrected, and approved by the research teacher, research

adviser to ensure the validity of the instrument.

Data Gathering Procedure

This study was conducted within the school year 2022 - 2023 at Mercy

Junior College Inc. The researchers will follow the following technical

procedures. The researchers will formulate questions to determine the Parent

Involvement In Reading Comprehension Among Grade 7 Student's in Mercy Junior

College. After that, the Researchers will be sending a letter of permission to the

school administrators to conduct the study inside the campus of Mercy Junior College

Inc. If approved, the researchers will start to gather responses from Grade 7 students.
After collecting the data, it will be tabulated and statistically analyzed. Then, the

researchers thoroughly analyzed and interpreted the findings and used the results and

the data gathered to come up with the findings of the study.

Statistical Treatment of Data

The responses made by Mercy Junior College Grade 12 students will be

statistically analyzed with the data requirements of the study. In order to interpret

the data effectively, the researchers will make use of the following statistical tr

treatment:

A. Weighted Mean. The weighted mean equation is a statistical approach for

calculating the average by multiplying the weights by their respective means and

summing the results. It is a sort of averaging in which individual values are assigned

weights to determine the relative relevance of each observation.

Weighted Mean was used as a tool in our research to calculate the average value of

the data which provides varying weights to some of the individual data sets.
B. Reverse Scaling. Reverse scoring means that the numerical scoring scale

runs in the opposite direction. So, in the below example strongly disagree would

attract a score of 4, disagree would be 3, agree still equals 2, strongly agree equals 1.

Scale Descriptive Interpretation

1.00-1.75 Strongly Disagree

1.76-2.50 Disagree

2.56-3.25 Agree

3.26-4.00 Strongly Agree

C. Likert Scale. A rating system used in questionnaires to assess people's

attitudes, views, or impressions. Subjects select from a set of possible responses to a

specific question or statement; typical responses include "high effect," "medium

effect," "low effect". Often, the response categories are coded numerically, in which

case the numerical values must be defined for that specific study, such as 1 = low

effect, 2 = medium effect, and 3 = high effect.

The Likert scale was used as a tool by the researchers in gathering respondents' views

and opinions. This is used by researchers to better understand the ideas and opinions

of their subjects.

The following Likert scale serves as the guide for interpreting the data gathered.

Scale Weighted Mean Descriptive Interpretations

3 2.50 - 3.24 Always

2 1.75 - 2.49 Often

 1 1.00 - 1.74 Never

Chapter Four

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the data gathered by the researchers with it’s

corresponding analyses and interpretations. The researchers used Weighted Mean and

it’s Descriptive Interpretation to compute the overall average of response of the

respondents which are presented below.

Table 1. Descriptive Interpretation of weighted mean of the Parent Involvement

Weighted Descriptive Rank

Questions Mean Interpretation
1. I often visit my child at school. 1.35 Never 1
2. I identified a regular time and place in my 1.2 Never 5
home for my child to do homework.
3. I monitor my child’s homework. 1.15 Never 2
4. I ensure that my child has excellent attendance 1.1 Never 6
at school.
5. I discussed with my child the importance of a 1.15 Never 3
good education.
6. I support and reinforce the school’s discipline 1.1 Never 7
plan.
7. I support my child’s learning by providing 1.15 Never 4
nutritious meals and adequate time for sleep.
1.17 Never
 TOTAL MEAN

Table 1 presents data on parent involvement, measured through a set of questions.

Each question is accompanied by a weighted mean, a descriptive interpretation, and a

rank. The total mean for all questions is calculated as 1.17,as the main cause of their

infrequent participation at school events. Many parents expressed a wish to get

engaged, but many claimed that their work obligations, such as long hours, shift work,

or rigid schedules, prevented them from attending school functions or meetings. The

studies also emphasized how parents' availability and energy levels are affected by

work-related stress and exhaustion, which further reduces their involvement in school

matters. Due to their hectic work schedules, some parents felt guilty or frustrated for

being unable to attend school events. indicating a "Never" level of parent

involvement. Item number 1- I often visit my child at school, has the highest weighted

mean of 1.35, with a descriptive interpretation of Never. According to the Role Strain

Theory proposed by William J. Goode in 1960, individuals may experience strain or

stress when they encounter conflicting demands and expectations in the various roles

they hold within society. In the context of parents and their involvement in school

affairs, the parents face a conflict between their roles as parents and their roles as

employees. Work commitments, including long working hours, shift work, or

inflexible schedules, create conflicting demands that hinder their ability to actively

participate in school events or meetings. Many parents expressed a wish to get

engaged, but many claimed that their work obligations, such as long hours, shift work,

or rigid schedules, prevented them from attending school functions or meetings.

Lastly, the item number 4- I ensure that my child has excellent attendance at school,
with a lowest weighted mean of 1.1 and a descriptive interpretation of Never.

According to the Social Learning Theory, children learn from observing and imitating

the behaviors of those around them, including their parents. In the context of

attendance at school, parents who consistently prioritize and reinforce the value of

regular attendance serve as role models for their children. Through observation,

children learn that attending school regularly is an important expectation and a

normative behavior.

Overall, this study the Social Learning Theory highlights how parental involvement

and the behaviors they model and reinforce can positively influence children's

understanding and commitment to maintaining excellent attendance at school. By

being positive role models and engaging in supportive communication, parents can

instill a sense of responsibility and value for regular school attendance in their

children. The study also emphasizes the significant impact of busy work schedules on

parent involvement in school affairs, underscoring the challenges faced by parents in

balancing work and family commitments. The findings suggest the need for flexible

and accessible opportunities for parental involvement to accommodate the diverse

needs and constraints of working parents.

 Table 2. Descriptive Interpretation of weighted mean of the Reading Comprehension

Weighted Descriptive Rank

Questions Mean Interpretation
1. I read English books, like manga, comics, 2.75 Agree 9
and novels.
2. I can identify specific information in a 3.7 Agree 6
text.
3. I can understand the main idea of a text. 3.15 Agree 4
4. I can make predictions about a text by 3.95 Strongly 1
reading through a picture or the title. Agree
5. I much prefer reading English. 3.15 Agree 5
6. I think I am good at reading. 2.95 Agree 8
7. I don't get any opportunities to read in 2.7 Disagree 10
school.
8. I prefer reading in your own time. 3.65 Strongly 2
Agree
9. I look up new vocabulary in texts to 3.65 Strongly 3
improve the reading process. Agree
10. I checked and read the assigned readings 3.6 Agree 7
again.
TOTAL MEAN 3.33 Strongly Agree

Table 2 presents data on reading comprehension, measured through a set of questions.

Each questions is accompanied by a weighted mean, a descriptive interpretation, and a

rank. The total mean for all questions is calculated as ‘3.33’ indicating a "Strongly

Agree" level of reading comprehension. Item number 4-I can make predictions about
a text by reading through a picture or the title, garnered the highest weighted mean of

3.95 with a descriptive interpretation of Strongly Agree. According to the Schema

Theory, individuals use these activated schema to guide their comprehension process.

They integrate their prior knowledge with the new information from the text, allowing

them to make inferences, generate predictions, and create a mental framework for

understanding the text. Additionally, the Schema Theory emphasizes the role of

schema activation in facilitating comprehension and memory. When students are able

to connect the visual cues or titles to their relevant schema, it enhances their

understanding and retention of the text. The activated schema provide a cognitive

framework that helps organize and structure the incoming information, making it

easier for students to make predictions and comprehend the text more effectively.

Last on the rank is item number 7-I don't get any opportunities to read in school.

with a lowest weighted mean of 2.7 and a descriptive interpretation of Disagree. Lev

Vygotsky's sociocultural theory provides insights into the issue of students not getting

opportunities to read in school. According to Vygotsky, learning is a social and

cultural process that occurs through interactions with others and the surrounding

environment. He emphasized the role of social interaction, language, and cultural

tools in cognitive development. That the social and cultural environment within the

classroom plays a significant role in facilitating or hindering students' access to

reading opportunities. If students are not provided with adequate opportunities to

engage in reading activities, it may be due to the absence of a supportive sociocultural

context.

Overall, the Schema Theory explains that students' ability to make predictions about

a text by using pictures or titles is influenced by their prior knowledge and

experiences. By activating relevant schemas, students form expectations and utilize

these predictions to guide their comprehension. On the other hand, Vygotsky's

sociocultural theory suggests that students' limited opportunities to read in school may

stem from a lack of supportive sociocultural contexts, inadequate scaffolding, and

limited language-rich environments. To address this issue, incorporating Vygotskian

principles in the classroom, such as providing appropriate support, fostering social

interaction, and integrating language effectively, can enhance students' reading

opportunities and skills. By combining insights from both theories, educators can

create an environment that facilitates students' comprehension, engagement, and

overall development in reading.

Research Question 3. Based on the findings, what action plan will the researchers

create in order to maximize the parent involvement in reading comprehension among

Grade 7 students in mercy Junior College Inc.?

Rationale

The rationale for the action plan on parent involvement and reading comprehension is

based on research evidence, the importance of a home-school partnership,

individualized support, motivation and engagement, language development,

transferable skills, positive parent-child relationships, and the long-term impact on

academic success. By implementing this plan, schools can harness the power of parent

involvement to enhance reading comprehension skills and set children up for lifelong

learning and achievement.

The programs will not just benefit the students but also the school itself. The success

of the school based action plan programs is dependent on the support given by the

school administration. The promotion of a school based action plan in Mercy junior

college inc. the academic standing of the school.

These are the three suggested school based programs that will help develop the parent
involvement engagement with their students.
School -Based Action Plan for Parents. Program 1

Name of the program Parent Involvement to Improve Reading

Comprehension Awareness Symposium

Objective To promote parent involvement in

improving reading comprehension skills
among Grade 7 students at Mercy Junior
College Inc.

Action To be taken Proper coordination with the school

administration and preparation for the
event.

Time Table To be implemented in the first and

second semester of the academic

Resource Speaker Guest speaker from DepEd, School

Guidance Counselor and Prefect of
Discipline.

Person Responsible Core Group, Guidance Counsellor, and

Prefect of Discipline
School -Based Action Plan for Students. Program 2

Name of the program Remedial Reading Camp

Objective The objective of the Remedial Reading

Camp is to provide targeted support and
intervention for students with reading
difficulties to improve their reading
comprehension skills and foster a love for
reading.
Action To be taken Proper coordination with the school
administration and preparation for the
event.

Time Table To be implemented every recess

Resource Speaker Librarian president and English Club

President
Person Responsible English club
 Chapter Five

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary

The study aimed to examine the impact of parent involvement on reading

comprehension among Grade 7 students in Mercy Junior College Inc. Through the

respondents responses about the Parent Involvement In Reading Comprehension

among Grade 7 students, researchers have come up with the data that is needed in the

study. 40 Grade 7 students participated in this study. This research uses a descriptive

method and adapted modified survey questionnaires by (2023) ZOHO

CORPORATION Pvt. Ltd and Building up Autonomy Through Reading Strategies

(Alexander Izquierdo Castillo & Sonia Jiménez Bonilla.) The statistical tool used, is

the weighted mean,

Reverse Scaling, and Likert Scale in order to come up with the results to identify the

parent involvement in reading comprehension among Grade 7 students.

Findings

Based on the comprehensive data collected through adapted and modified survey

questionnaires, the researchers have drawn the following findings.

1. Table 1, the findings regarding parent involvement are the total mean for all
questions measuring parent involvement is calculated as 1.17, indicating a "Never"
level of parent involvement. Item number 1, "I often visit my child at school," has the
highest weighted mean of 1.35, indicating that parents, on average, reported never or
infrequent visits to their child's school. The item with the lowest weighted mean is
item number 4, "I ensure that my child has excellent attendance at school," with a
weighted mean of 1.1. This suggests that parents, on average, exhibit the least amount
of involvement in ensuring their child's excellent attendance at school. The findings
highlight a lack of parent involvement in various aspects measured by the
questionnaire, including school visits and ensuring excellent attendance. These results
indicate a need for further exploration and potential interventions to enhance parent
involvement in their child's education.

2. The table 2 presents a the findings regarding reading comprehension are the
total mean for all questions measuring reading comprehension is calculated as 3.33,
indicating a "Strongly Agree" level of reading comprehension. Item number 4, "I can
make predictions about a text by reading through a picture or the title," garnered the
highest weighted mean of 3.95, indicating that students strongly agree with their
ability to make predictions using visual cues or titles. The item with the lowest
weighted mean is item number 7, "I don't get any opportunities to read in school,"
with a weighted mean of 2.7. This suggests that students, on average, disagree with
the statement, the ability to make predictions based on visual cues or titles.

Conclusion

Based on these findings, it can be concluded that while students demonstrate

confidence in their reading comprehension skills and ability to make predictions, there

may still be room for improvement in terms of providing ample reading opportunities

within the school environment. This emphasizes the importance of creating a

supportive and enriching reading environment that fosters continuous growth and

development in students' reading comprehension abilities.

Recommendations

Building upon the study's findings, the researchers establish the following

recommendations .

1. The Mercy Junior College Inc. may conduct the suggested school-based action

plan programs.

2. Parent: should take responsibility of their children’s studies. Parents

should attend parent-teacher meetings as it has a positive influence on student

achievement as well as on reading performance

3. Future Researcher: with the increasing integration of technology in education,

future researchers can explore how digital platforms, educational apps, or online

resources impact parent involvement and reading comprehension outcomes.

Investigating the effectiveness of technology-mediated parent involvement strategies

can help identify innovative approaches to support reading comprehension.

These suggestions can help parents assist their kids' reading comprehension at school,

which will improve students' overall academic performance.

Appendix A

Script

Briefing

Good day everyone! We are the Grade Twelve Humanities and Social Sciences

Senior High School students currently conducting a research study in partial

fulfillment of our Practical Research subject. Our study rounds about parenting

involvement and reading comprehension among Grade Seven students. We the

researchers will be providing you a survey questionnaire in which you will be given a

time to answer. The survey questionnaire will The item with the lowest weighted

mean is item number 4, "Do you ensure that your child has excellent attendance at

school?", with a weighted mean of 1.1. This indicates that parents, on average, exhibit

the least amount of involvement in ensuring their child's excellent attendance at

school.compose of a series of questions that aligns to what the study aims to gather.

Rest assured that your participation in this study will not affect your assessment,

grades, and well-being.

Debriefing

Good day once again! We the researchers would like to extend our heartfelt gratitude
for your participation.We will assure that anonymity and the confidentiality of the
results will be in a safe space. In addition, your participation will not affect any of
your academic standing and well-being. The completed research study will be
accessible to the researchers, the instructors involved, panel list and you, the
participants. Thank you so much for your participation in our study.
 Mercy Junior College, Inc.
Rizal Street, Población,
9209 Tubod, Lanao del Norte
Mindanao, Philippines
School ID: 40511

Appendix B

LETTER OF PERMISSION TO CONDUCT THE SURVEY

May 17, 2023

SR. JEAN D. DELGADO, RSM
School Principal
Mercy Junior College Inc.
Tubod, Lanao de Norte

Dear Ma’am/Sr.

Greetings peace and positivity!

In partial fulfillment of our requirements for our subject Practical Research, we the
Grade 12 students from section Compassion, Humanities and Social Sciences Strand
namely Sistoso, Grazie Joy J., Valdez, Lara Jane B., Remocaldo, Rainnier A.,
Pagente, Bazyl, and Pagente, Hash-Baz writing to request permission to conduct a
study at Mercy Junior College Inc. about our title “Parent involvement and Reading
Comprehension among grade 7 students in Mercy Junior College Inc.”

We, the researchers will assure to conduct this study in a very good manner and will
treat the participants with respect and confidentiality. We will comply with all
guidelines and regulations set forth by the school administration.
Thank you for your consideration. We are anticipating for your approval and support
to this academic endeavour.

Respectfully yours,
Grazie Joy J. Sistoso
Lara Jane B. Valdez
Rainnier A. Remocaldo
Bazyl Pagente
Hash-Baz Pagente
Noted by:
Mr. Pacholo Rebosa Jr.
Research Adviser

Ms. Violeta I. Duldulao

Research Teacher

Approved by:
Sr. Jean D. Delgado, RSM
School Principal

Sr. Hilda M. Jimenez, RSM

School Directress
 Appendix C

EXPERTS

Expert 1:
Violeta I. Duldulao

Expert 2:
Pacholo B. Rebosa Jr.
 Appendix E

EXPERTS

Expert 1:
Violeta I. Duldulao

Expert 2:
Pacholo B. Rebosa Jr.
 Appendix D

CURRICULUM VITAE

Personal Background

Name: Lara Jane B. Valdez

Current Address: Purok 5 TCES Poblacion, Tubod Lanao del Norte
Telephone Number: NA
Cellphone Number: 09309881407
PRC License No.: NA
Date of Birth: July 02,2004
Place of Birth: Pasay City, Manila
Sex: Female
Religion: Roman Catholic
Date of Confirmation: NA
Home Address: Purok 5 TCES Poblacion, Tubod Lanao del Norte

Educational Background

Elementary (2011-2016)
Magat Salamat Elementary School
Tondo, Manila
Junior High School (2016-2021)
Rufo dela Cruz Integrated School
Poblacion, Tubod Lanao del Norte
Senior High School (2021-2023)
Mercy Junior College, Inc.
Poblacion, Tubod Lanao del Norte
 CURRICULUM VITAE

Personal Background

Name: Grazie Joy J. Sistoso

Current Address: Purok 6, San Antonio Tubod, Lanao del Norte
Telephone Number: NA
Cellphone Number: 09057988181
PRC License No.: NA
Date of Birth: February 04, 2005
Place of Birth: Purok 6, San Antonio Tubod, Lanao del Norte
Sex: Female
Religion: Roman Catholic
Date of Confirmation: NA
Home Address: Purok 6, San Antonio Tubod Lanao del Norte

Educational Background

Elementary (2011-2016)
San Antonio Elementary School
San Antonio Tubod, Lanao del Norte
Junior High School (2016-2021)
Mercy Junior College, Inc.
Poblacion, Tubod Lanao del Norte
Senior High School (2021-2023)
Mercy Junior College, Inc.
Poblacion, Tubod Lanao del Norte
 CURRICULUM VITAE

Personal Background

Name: Bazyl Juntilla-Pagente

Current Address: 8 Lennard Street Eaton, Wester Australia
Telephone Number: NA
Cellphone Number: 0475 893 865
PRC License No.: NA
Date of Birth: October 14, 2003
Place of Birth: Santo Nino, Tubod Lanao del Norte
Sex: Male
Religion: Seventh Day Adventist
Date of Confirmation: NA
Home Address: 8 Lennard Street Eaton, Wester Australia

Educational Background

Elementary (2011-2016)
1- Mercy Junior College
2- Haynnesville Christian School
3,4- Tubod Central Elementary School
5,6- South Western Career College
Junior High School (2016-2021)
Mercy Junior College, Inc
Poblacion, Tubod Lanao del Norte
Senior High School (2021-2023)
Mercy Junior College, Inc
Poblacion, Tubod Lanao del Norte
 CURRICULUM VITAE

Personal Background

Name: Hash-Baz Juntilla-Pagente

Current Address: 8 Lennard Street Eaton, Wester Australia
Telephone Number: NA
Cellphone Number: 0474 873 285
PRC License No.: NA
Date of Birth: October 14, 2003
Place of Birth: Santo Nino, Tubod Lanao del Norte
Sex: Male
Religion: Seventh Day Adventist
Date of Confirmation: NA
Home Address: 8 Lennard Street Eaton, Wester Australia

Educational Background

Elementary (2011-2016)
1.Mercy Junior College
2.Haynnesville Christian School
3,4.Tubod Central Elementary School
5,6.South Western Career College
Junior High School (2016-2021)
Mercy Junior College, Inc.
Poblacion,Tubod Lanao Del Norte
Senior High School (2021-2023)
Mercy Junior College,Inc.
Poblacion,Tubod Lanao Del Norte
 CURRICULUM VITAE

Personal Background

Name:Rainnier A. Remocaldo
Current Address: Purok 6-RCIS, Poblacion,Tubod Lanao Del Norte
Telephone Number: NA
Cellphone Number: 09972557865
PRC License No.: NA
Date of Birth: August 15,2005
Place of Birth: Poblacion, Tubod Lanao Del Norte
Sex: Male
Religion:Roman Catholic
Date of Confirmation: NA
Home Address: Purok 6-RCIS, Tubod Lanao Del Norte

Educational Background

Elementary (2011-2016)
Juan Ardon Camp-5 Elementary School
Camp-5, Tubod Lanao Del Norte
Junior High School (2016-2021)
Mercy Junior College,Inc.
Poblacion, Tubod Lanao Del Norte
Senior High School (2021-2023)
Mercy Junior College ,Inc.
Poblacion, Tubod Lanao Del Norte
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t