Journal of Positive School Psychology http://journalppw.

com
2022, Vol. 6, No. 8, 9724-9737

Kindergarten Parents’ Capabilities, Roles, And Challenges

In Home Supported Learning In The Philippines
Nederysiad L. Manuel , Danilo S. Vargas2

Department Education, San Jose City1, Central Luzon state University2

nederysiad.manuel@deped.gov.ph1, dsvargas@clsu.edu.ph2

Abstract
The primary objective of this action research was to determine the parents’ capabilities, roles, and
challenges in home supported learning. A descriptive -correlation type of research was used in this study.
The respondents of this study were the 441 parents of kindergarten from forty-five (45) elementary schools
in the Division of San Jose City for the school year 2020-2021.Random sampling method was used in
choosing the respondents. The data of the study were gathered from the questionnaires utilized by the
researcher.
Majority of the parent-respondents were housewives, at the middle age, have small size family,
have enough knowledge in home-support learning and living above poverty. Capable in engaging home-
support learning.
They perceived that they have roles in home-support learning and have positive perceptions
towards home-support learning .
The study revealed that the lesser the number of children the respondents tended to have higher
level of support towards their capabilities and roles in engaging home-supported learning and the higher
the educational attainment, the respondents tend to have higher support in engaging home-supported
learning
Based on the present study, the higher the monthly income, the respondents tend to have higher level of
support and in engaging home-supported learning

Keywords : kindergarten , capabilities, roles, challenges, home supported learning.

Introduction stage from informal to formal learning,

The Republic Act 10157 or Kindergarten considering that the crucial years are within
Education Act mandated Kindergarten the which positive experiences must be nurtured to
compulsory entry stage to basic education. develop school readiness. Research has shown
Section 2 of this Act emphasized that all five (5)- that this is the period of greatest growth and
year old children shall be given equal development, during which the brain
opportunities for Kindergarten Education to continuously develops and mature most rapidly
effectively improve and promote their holistic and almost at its fullest. It is also the stage
development, including values formation, so they wherein self-esteem, the vision of the world,
will be prepared for school. moral foundations are being set, and their mind is
The Department of Education (DepEd) at its sharpest absorptive capacity for learning.
believes that Kindergarten is a vital transition
 9725 Journal of Positive School Psychology

Teachers/parents/caregivers/adults supported learning. Specifically, it would answer

should therefore be guided to facilitate the following questions:
explorations of our young learners in an 1. How are the Parents’ Profile be
engaging, creative, and child-centered curriculum described in terms of sex, age, number of
that is developmentally appropriate and which children, civil status, highest educational
involves them in meaningful experiences. To attainment, occupation, number of children and
equip and supply these learners with varied play- monthly income?
based activities that lead them to become 2. How are the parents be described in
emergent literates and helps them to naturally terms of their capabilities, roles and challenges in
acquire the competencies to develop in all home supported learning?
aspects. They can understand the world through 3. Is there a significant correlation
exploring and discovering their environment, between the parents’ profile and their roles and
which will then lead them to become willing risk- capabilities in home supported learning?
takers and ready to face formal school work.
(Department of Education, 2016; Department of Materials and Method
Education, 2016) A descriptive -correlation type of research was
However, the rapid shift to distance used in this study. The respondents of this study
learning forced by the COVID-19 pandemic were the 441 parents of kindergarten from forty-
brought the delivery of education many five (45) elementary schools in the Division of
challenges. Although the Department of San Jose City for the school year 2020-
Education tasked the schools to ensure the 2021.Random sampling method was used in
continuity of learning despite the situation, face- choosing the respondents.
to-face teaching and learning are not allowed to The data of the study were gathered from
take place in the school but rather in the comfort the questionnaires utilized by the researcher.
of each learner’s home to avoid the spread of the Primary data were collected from the survey
said virus. using google forms. Primary data is a type of data
One of the difficulties in this trying times that is collected by researchers directly from main
is involving parents in their children’s academic sources through interviews, surveys,
success is a huge and imperative duty that has experiments, etc. Primary data are usually
been carried by them in the absence of the collected from the source—where the data
teachers. Parents take the place and originally originates from and are regarded as the
responsibilities of the teachers in guiding and best kind of data in research.
teaching their children.
With these, this action research was Ethical Considerations
conducted to know the parents’ capabilities, In order to address ethical considerations aspect
roles, and challenges in a home supported in an effective manner, the following principles
learning to cater what is best not just for the were observed: sought the full consent from the
parents but to the main clienteles of the schools participants prior to the study, the protection of
which are the learners. the privacy of research participants was ensured,
adequate level of confidentiality of the research
Research Questions data, respect for property; and social
The primary objective of this action responsibility were all ensured. Facilitation of
research was to determine the parents’ request letter to the participating institution was
capabilities, roles, and challenges in home done to guarantee proper information
Nederysiad L. Manue 9726

dissemination regarding the procedures of the 64.40% while 141 or 31.97% have 3-4 children.
research project. On the other hand, 12 (2.72%) have 5-6 children
The descriptive-correlation type of and only 4 or 0.91% have 7-8 number of children.
research was used in this study. The data obtained Women in the Philippines have an
from the respondents were gathered, tabulated, average of 3 children. The average number of
analyzed and interpreted. This method was children per woman is 2 in urban areas and 3 in
considered the most appropriate since it was used rural areas .
in providing facts on which professional
judgment may be based. Pearson r was used in Civil Status
correlating the independent and dependent The table shows that 10 majority of the
variables. respondents (336 or 76.19 %) of respondents
were married while 97 of them or 22.00 % were
Results and Discussions single, while only 8 or 1.81%.

Socio-Demographic Characteristics Highest Educational Attainment

Sex It was shown on Table 1 that almost, 44.00% or
Table 1 shows the distribution of the respondents 194 of the respondents in the study were
according to their sex. As shown in the table, 388 secondary graduate followed by BS Degree
or 88.0% of the respondents are female while 53 holders with 102 (23.12%). Meanwhile, 92 0r
or 12.0 % of them were male indicating that the 20.86% were MA/MS Graduate. On the other
parent-respondents were dominated by female. hand, 27 or 6.12% were elementary graduate and
This might have attributed to the fact that mothers only 26 or 5.86 % of them graduated Doctorate
are the ones who teach their children. (Brophy, JE Degree. This showed that the parents of the
2015) kindergarten have the knowledge and capability
to guide and assists their children in their studies
Age since they were graduated from high school.
Table 3 shows that the computed mean for Based on the report of the Philippine
respondent’s age was 32.64 with a standard Statistics Authority (2009), 19.1 percent had
deviation of 7.28 which depicted that the age of finished at highest school, 11.7 percent
the respondents was widely dispersed. One completed at most elementary education, 10.1
hundred twenty-seven (28.80%) of the percent were academic degree holders, and 2.7
respondents were 31-35, followed by 26-30 years percent were post-secondary graduates in terms
old with 22.67 %. On the other hand, 87 or of the total population of educational attainment
19.73% were 36-40 years’ old and 69 or (15.64%) of mother (Educational Attainment of the
of them were 21-25 years old. Meanwhile, 41 or Household Population Census, 2010).
9.30% were 41-45 years old. Furthermore, 10 or Parents are considered as second teachers
2.27% were when students are at home. They are expected to
46-50 years old and only 7 or 1.59% were 51 guide their children to accomplish the tasks,
years old and above. The data for the age of the which are done at home. However, if parents have
respondents were young adults and at the middle limited knowledge of the school tasks, they will
age (Table 1). not be able to guide their children in doing the
Number of Children task. Parental education had a significant
In terms of number of children, majority of the relationship with the students’ performance
respondents have only one to two children or (Spera, Wentzel and Matto, 2009). Those
 9727 Journal of Positive School Psychology

students whose parents are educated performed 25,000 monthly while 5 or 26.3% were earning
better than those whose parents were less 26,000-30,000 monthly. Only one or 5.3% from
educated. Furthermore, they stressed that the the respondents earned 31,000-35,000 monthly
educational attainment of the mother has a and no one was earning more than that. It shows
significant influence on the student’s that most of the respondents were new in teaching
performance were in those students whose position.
mothers were highly educated had higher It was clearly shown on Table 1, that
academic performance. 42.86% of the parent-respondents were earning
below 9,000 below Php monthly, followed by
Occupation 26.54% which were earning 10,000-15,000.
Based on the result, 42.86% don’t have their job, Meanwhile, 19.51% have 20,000 to 25,000 as
while 36.28% were professionals (Table 1). On monthly family income. On the other hand,
the other hand, 20.86% were skilled workers. 4.30% earned 31,000-35,000 monthly. Three
Since majority of the parent- point eighty-five percent of the respondent’s
respondents were female and married and monthly incomes were 26,000 to 30,000 while
secondary graduates shown also in Table 3, they 2.49% of the respondents were earning 36,000 to
were assumed to stay at home and take good care 40,000 every month and only 0.45% earned as
of their children and guide them in their home high as 41,000 and above.
based learning. The result shows that most of the parents
According to. Grancic, Radovan (2006) were living within the poverty line level based on
maternal functions regarding the child’s the declared poverty line of the National
development such as physical development, Statistical Coordination Board 2018 Official
intellectual development as well as the emotional Poverty Statistics (NSCB, 2018) which is P 7,337
development during home based learning is very monthly or 245 pesos daily for a family of five.
important. On the other hand, no less than P 7,943.25, on
average, was needed to meet both basic food and
Monthly Income non-food needs of a family of five in a month.
Based on the table the mean monthly income of This amount is the poverty threshold. These are
the parent-respondent was Php 9, 659.50 with a 10.9 percent higher than the food and poverty
standard deviation of 1.29. Most (13 or 68.42 %) thresholds from the first semester of 2015.
of the teacher-respondents were earning 20,000-

Table 1. Socio-Demographic Characteristics of Teachers

SOCIO-DEMOGRAPHIC FREQUENCY
CHARACTERISTICS (n=441) PERCENTAGE

Sex
Male 53 12.0
Female 388 88.0

Age
21-25 years’ old 69 15.64 %
26-30 years’ old 100 22.67 %
31-35 years’ old 127 28.80 %
Nederysiad L. Manue 9728

36-40 years’ old 87 19.73 %

41-45 years’ old 41 9.30 %
46-50 years’ old 10 2.27 %
51 years old and above 7 1.59 %
Mean= 32.64 SD-7.28
Number of children
1-2 284 64.40 %
3-4 141 31.97 %
5-6 12 2.72 %
7-8 4 0.91 %
Mean= 2.93 SD-1.14
Civil Status
Single 97 22.00%
Married 336 76.19%
Widow/er 8 1.81%
Highest Educational Attainment
Elementary 27 6.12%
Secondary 194 44.00%
Bachelor’s Degree 102 23.12%
Master’s Degree 92 20.86%
PhD Graduate 26 5.86%
Occupation
Blue collar job 92 20.86%
White collar job 160 36.28%
No job 189 42.86%
Monthly Income
9,000 and below 189 42.86%
10,000-15,000 117 26.54%
20,000-25,000 86 19.51%
26,000-30,000 17 3.85%
31,000-35,000 19 4.30%
36,000-40,000 11 2.49%
41,000 and above 2 0.45%
Mean= 9,500 SD 1.29

Capabilities in Engaging for The Home- home-supported learning to in the new normal
Supported Learning situation.
Table 2, shows that the parents in a home In terms of Materials and Technology for
supported learning in terms of their perceived Teaching and Learning Available at Home which
capabilities in engaging for the home-supported got a mean of 3.08 and described as Agree which
learning. It can be seen in the total weighted mean mean that parents were capable in providing
was 3.20 and described as Strongly Agree. This materials and technology. The highest mean was
means that parents were capable in engaging for the item “I can support my children on shared
reading books/materials, oral language activities
 9729 Journal of Positive School Psychology

and promoting self-regulation” with a mean of children, parents can support reading activities
3.25 and described as Strongly Agree. This is (Sénéchal & Young, 2008) and general academic
probably because parents were able to guide their activity (Nye et al., 2006).
children during home-based learning as seen in Moreover, parents can encourage
Table 3 that most of the respondents were preschool children's oral language development
secondary graduate and most of them prioritized by creating spaces for their talk and keeping
their children and focused as housewives. conversations going; using intentional pausing
According to Houen et al. (2020) parents creates time for children to think and construct a
of preschool children can encourage their child's response (Evidence for Learning in collaboration
oral language development through conversation with the University of Queensland, 2019).
and read to their children for primary-aged

Table 2. Capabilities in Engaging for The Home-Supported Learning,

Capabilities in Engaging for The Home-Supported Weighted
Verbal Interpretation
Learning Mean
Materials and Technology for Teaching and Learning
3.08 Agree
Available at Home
1. I have devices that support the home-schooling of my
3.11 Agree
children (computer desktop, laptop, tablet, smart phone)
2. I have the internet access that supports my children’s
2.93 Agree
learning at home
3. I provide the right amount of support at the right time 3.13 Agree
4. I can support my children on shared reading
books/materials, oral language activities and promoting 3.25 Strongly Agree
self-regulation
5. I can provide printed learning materials for my children 3.00 Agree
Learner Support System 3.31 Strongly Agree
1.Learners have parents that guide and support them while 3.36 Strongly Agree
studying at home
2.Parents/guardians help children develop independent 3.29 Strongly Agree
learning skills and manage their own learning at home
3.Teachers provide practical strategies for parents to 3.32 Strongly Agree
support learning at home
4. Family-School partnership ensure the continuous 3.40 Strongly Agree
learning of the learners while at home
Total Weighted Mean 3.20 Strongly Agree
Legend: 3.25-4.00= Strongly Agree
2.50-3.24= Agree
1.75-2.49= Disagree
1.00-1.74= Strongly Disagree

Parents can create space for children's wonder what happens outside when it's autumn?'
talk by using ‘I wonder' questions such as ‘I (Houen et al., 2019).
Nederysiad L. Manue 9730

Meanwhile, in terms of Learner Support of parents in the efficient implementation of such

System which obtained 3.31 and interpreted as program.
Strongly Agree, the highest mean was the item The need for a strong partnership
“Family-School partnership ensure the between schools and families to educate children
continuous learning of the learners while at may seem like common sense. In simpler times,
home” with a mean of 3.40 and interpreted as this relationship was natural and easy to maintain.
Strongly Agree. It means that even if there’s no Teachers and parents were often neighbors and
face to face as declared by DepEd Order 029, found many occasions to discuss a child's
series of 2021, which issued guidelines for SY progress. Children heard the same messages from
2021-2022 and face-to-face classes are still teachers and parents and understood that they
prohibited on September 13, 2021, as previously were expected to uphold the same standards at
approved by President Rodrigo Roa Duterte, still home and at school (Comer & Haynes, 2007).
parents involved themselves in parents in family-
school partnership. Roles of Parents in Engaging for the
As DepEd Order No. 54, s. 2009 or Home-Supported Learning
Revised Guidelines Governing Parents-Teachers
Associations (PTAs) at the School Level Every Findings in Table 3, shows the perceived roles of
elementary and secondary school shall organize a the respondents in engaging home-supported
Parents-Teachers Association (PTA) for the learning with a total weighted mean of 3.33 and
purpose of providing a forum for the discussion described as Strongly Agree. It means that
of issues and their solutions related to the total respondents believed that they have roles in
school program and to ensure the full cooperation home-based learning of their children.
In terms of Parents’ Relationship with Furthermore, it can be seen in the table
Their Children which got a mean of 3.33 and that item “I support and help my child whenever
described as Strongly Agree and means that he/she needs me” obtained the highest weighted
parents and their children have positive mean of 3.58 interpreted as Strongly Agree.
relationship during home-based learning of their
children.

Table 3. Roles of Parents in Engaging for the Home-Supported Learning

Roles of Parents in Engaging for the Home-Supported Weighted
Verbal Interpretation
Learning Mean
Parents’ Relationship with Their Children 3.33 Strongly Agree
1. Spending time with my child 3.49 Strongly Agree
2. We have meals together with our children all the time 3.50 Strongly Agree
3. We go for outing with our children every week 2.67 Agree
4. I am aware of my child’s academic and extracurricular
3.35 Strongly Agree
achievements
5. I respect my child’s privacy 3.31 Strongly Agree
6. I support my child’s decision-making 3.19 Agree
7.We bond like a sister/brother all the time 3.35 Strongly Agree
8.I asked about his/her problems 3.41 Strongly Agree
9.I listened to my child’s desire and wants 3.44 Strongly Agree
 9731 Journal of Positive School Psychology

10.I support and help my child whenever he/she needs me 3.58 Strongly Agree
Parents’ Role in Engaging for the Home-Supported 3.40 Strongly Agree
Learning
1. Parents become partners of teachers in encouraging 3.51 Strongly Agree
children with their schoolwork
2. Parents will act as an academic teacher, teaching 3.28 Strongly Agree
children a range of different topics
3. Parents serve also as guidance counselor 3.43 Strongly Agree
4. Parents should interact with their children at home to 3.42 Strongly Agree
support school goals and programs
5. Supporting children to create regular routines and 3.38 Strongly Agree
study habits in engaging for the home-supported learning
Total Weighted Mean 3.35 Strongly Agree
Legend: 3.25-4.00= Strongly Agree
2.50-3.24= Agree
1.75-2.49= Disagree
1.00-1.74= Strongly Disagree

This is probably because parents have which obtained 3.40 and interpreted as Strongly
been known to be a child’s first teacher from the Agree, the highest mean was the item “Parents
moment a child is born and as they mature into become partners of teachers in encouraging
adults, the traditional role of parents involvement children with their schoolwork” with a mean of
in teaching, guiding, and raising children to 3.51 and interpreted as Strongly Agree.
become strong standing members of their According to Epstein (2001) involving parents in
communities. home learning activities vastly improves students'
According to children Ceka and Murati productivity. Programs and activities that may be
(2016) as children begin formal schooling, most called "home learning" take many forms, but
parents allow the school to take on a major part of most commonly include homework, leisure
their formal education. Where formal education reading, family discussions, educational games,
is concerned, parents are more of providers. and enrichment activities (Moles, 2001).
Ensuring that children have the needed provision In addition, Dauber and Epstein (2001)
and support to access education and learning, asserted that "regardless of parent education,
except in cases where parents have taken the full family size, student ability, or school level
responsibility of home-schooling their children (elementary or middle school), parents are more
and since the pandemic started, parents are now likely to become partners in their children's
taking on a more support-oriented role by education if they perceive that the schools have
supporting their children as they take on strong practices to involve parents at school, at
assignments and home projects. home on homework, and at home on reading
Meanwhile, in terms of Parents’ Role in activities."
Engaging for the Home-Supported Learning
Perception in Home Supported Learning total weighted mean of 3.27 and described as
Figures in Table 4 indicated the perceptions of Strongly Agree. It means that respondents
respondents in home-supported learning with a
Nederysiad L. Manue 9732

believed that Home-supported learning benefited

their child.

Table 4. Perception in Home Supported Learning

Perception in Home Supported Learning Weighted
Verbal Interpretation
Mean
Perception in Home Supported Learning 3.27 Strongly Agree
1. Home-supported learning benefits a child by providing
3.34 Strongly Agree
a comfortable, quiet and safe learning environment
2.I believe that home-supported learning is safer than
3.46 Strongly Agree
going to school during the pandemic crisis
3.My child feels safe and happy to learn at home 3.24 Agree
4.I am capable in support my child’s learning at home 3.27 Strongly Agree
5.I am capable of dealing with my child’s emotions
3.26 Strongly Agree
appropriately during home-supported learning
6.I am satisfied engaging in the home-supported learning
3.19 Agree
of my children
7.My children will be able to learn and retain information
with no distractions or interruptions when they are 3.06 Agree
studying at home
8.I am willing to teach my children at home 3.26 Strongly Agree
9.My child and I will have a better relationship through
3.30 Strongly Agree
home-supported learning
10.I could help my child more if the teacher gave me
3.43 Strongly Agree
learning materials to support their home-learning
11. I could strengthen family bond among my children 3.41 Strongly Agree
12.I can educate my children in a safe environment away 3.39 Strongly Agree
from the pressures, and increasing possibility of the virus
exposure
13.I feel that my child can focus entirely on academic 3.03 Agree
work when they are doing it at home
14.I can help the progress of my child’s learning at home 3.10 Strongly Agree
15.I can inculcate good discipline, behavior and a quality 3.30 Strongly Agree
education in my child
Legend: 3.25-4.00= Strongly Agree
2.50-3.24= Agree
1.75-2.49= Disagree
1.00-1.74= Strongly Disagree

It can be seen in the table that item 2“I Strongly Agree while the lowest mean was the
believe that home-supported learning is safer than item 13 “I feel that my child can focus entirely on
going to school during the pandemic crisis” academic work when they are doing it at home”
obtained a mean of 3.46 and described as with a mean of 3.03 and described as Agree. This
 9733 Journal of Positive School Psychology

is probably because of children are one of the thought that children are not getting infected with
most vulnerable in virus and the fact that they the coronavirus, but now it is clear that the
don’t even know how to protect themselves from amount of infection in children is the same as in
COVID-19. adults. It’s just that when they do get the
Just as with adults, children exposed to infection they get much milder symptoms. This is
the coronavirus can be infected with it and display why children should stay at home while school is
signs of Covid-19. According to Dr. Pollard still not safe for them to learn.
(2021) at the beginning of the pandemic, it was

Relationship of Socio-Demographic others show that sibling size has no impact (De
Characteristics with Parent’s Capabilities Haan, 2010) or a positive impact (Qian, 2009).
and Roles in Home Supported learning
Highest educational attainment
Number of Children On the other hand, highest educational attainment
Table 5 shows the correlational analysis between of the respondents was positively significant their
the socio-demographic characteristics of the capabilities (r=0.251, p < 0.01) and roles in home
respondents and their capabilities and roles in supported learning (r=0.126, p < 0.01) towards
home supported learning. As shown in the table, engaging Home-supported Learning (Table 5).
number of children is correlated to capabilities This can be attributed to the idea that the higher
(r= -0.124, p < 0.05) and roles (r= -0.121, p < the educational attainment, they tend to have
0.05). It implies that the lesser the number of higher support on their capabilities and roles in
children, the respondents tended to have higher engaging home-supported learning
level of support towards their capabilities and . Parent’s level of education can be an
roles in engaging home-supported learning. This important factor affecting student’s academic
is because the respondents with small number of achievement. Musgrave (2000) states that a child
children can possibly concentrate with their that comes from an educated home would like to
children in guiding them during their home-based follow the steps of his/her family and by this,
learning. work actively in his/her studies.
As mentioned by Wu (2015), number of The result may be related to the study of
children is recognized as one of the most Meinardus (2003) entitled “Our Students: The
important predictors of determining a child’s Family Level Factors mentioned that the family
educational attainment and intellectual educational climate is defined by the amount and
development. Various studies have examined the style that children receive from the family;
how number of children affects children’s this is determined by elements of the family
educational outcomes. The larger the number of context, like the dynamics of communication and
children lowers a child’s educational attainment affective relationships, attitudes towards values
through the resources dilution mechanism and if and expectations.
the family size is lower it would increase
socioeconomic development (Angrist et al., Monthly Income
2005). The study also revealed a significant correlation
In contrary, many studies indicate that between the respondent’s monthly income with
number of children has significantly negative their perceived capabilities (r=0.251, p < 0.01)
impact on children’s education (Lee, 2008), and roles in home supported learning (r=0.126, p
< 0.01) towards engaging Home-supported
Nederysiad L. Manue 9734

Learning. This means that the higher the monthly the learner’s needs, is also high. The parents can
income they tend to have higher level of support provide gadgets and technologies that can
on their capabilities and roles in engaging home- improve the performance of their children (Table
supported learning. The support of the family to 5).

Table 5. Relationship between the Respondents’ Socio-Demographic Characteristics with their

Capabilities and Roles in Home Supported Learning
PARENTS IN HOME SUPPORT LEARNING
SOCIO-DEMOGRAPHIC
Capabilities in Home Roles in Home Support
CHARACTERISTICS
Support Learning Learning
Pearson Correlation -.089 -.080
Sex Significance/p-value .061 .095
N 441 441
Pearson Correlation -.040 -.051
Age Significance/p-value .402 .290
N 441 441
Pearson Correlation -.124* -.121*
Number of children Significance/p-value .0009 .011
N 441 441
Pearson Correlation .004 -.067
Civil Status Significance/p-value .930 .161
N 441 441
Highest educational Pearson Correlation .251** .126**
attainment Significance/p-value .009 .008
N 441 441
Occupation Pearson Correlation -.045 -.229
Significance/p-value .351 .376
N 441 441
Monthly Income Pearson Correlation .275** .178**
Significance/p-value .699 .376
N 441 441
Legend: * - Correlation is significant at 0.05 level (2-tailed)
** - Correlation is significant at 0.01 level (2-tailed)
pointed out those students who mostly come from
In relation to this factor Villaflor (2000) deprived socio-economic and educational
studied that the determinants of academic background performed relatively better than
achievement, he concluded that the higher the others coming from higher socio-economic and
income and the better is the family relationship at educational area. They named
home, the higher is the scholastic performance of
the pupils. Rapisura (2005) also stated that as the this phenomena educational elasticity.
pupil’s family values turned out high, their “The total income of families, monthly or
corresponding academic success was also high. annually and their expenditures also put a great
Contrary, Pedrosa et.al (2006) in their effect on the learning and academic opportunities
study on social and educational background
 9735 Journal of Positive School Psychology

accessible to youngsters and their chances of socio-demographic characteristics with their

educational success. capabilities and roles in home supported learning
Meanwhile, sex, age, civil status and is rejected. It implies that the socio-demographic
occupation has nothing to do with the characteristics of the respondents have something
respondent’s capabilities and roles in engaging to do with their capabilities and roles in home
home-supported learning. supported learning.
Thus, the null hypothesis “there is no
significant relationship between the respondents’

Conclusion related videos on youtube such as

Based on the result of this study, the following strategies and more innovative ways in
conclusions were given: guiding children at home during their
Majority of the parent-respondents were studies at home.
housewives, at the middle age, have small size 2. Since respondents were capable in
family, have enough knowledge in home-support engaging home-support learning, it is
learning and living above poverty. Capable in suggested that they should sustain their
engaging home-support learning. capabilities and roles as a parent-teacher
They perceived that they have roles in to their children and strengthen the
home-support learning and have positive support between parents and school
perceptions towards home-support learning . involvement.
The study revealed that the lesser the 3. Since respondents have positive
number of children the respondents tended to perceptions towards it is suggested that
have higher level of support towards their the schools should provide webinars and
capabilities and roles in engaging home- programs on how parents sustained their
supported learning and the higher the educational positivity and motivations in engaging
attainment, the respondents tend to have higher home-support learning. Schools can also
support in engaging home-supported learning provide incentives to the parents who
Based on the present study, the higher the shows exemplary involvement in school
monthly income, the respondents tend to have 4. Since the respondents have lesser the
higher level of support and in engaging home- number of children, and can provide
supported learning more time during home-based learning, it
is suggested that they can innovate
Recommendations instructional materials that they can used
In the light of the results and conclusions of this while teaching their children aside from
study, the following measures are strongly the modules and learning materials
recommended: provided by the school.
1. Since most of the respondents were 5. Since parents with the higher the
housewives, at the middle age, have educational attainment tended to have
small size family, and have enough higher support in engaging home-
knowledge in home-support learning, it supported learning, it is recommended
is recommended that they should sustain that they attend webinars that can support
their guidance and support on their their time management skills.
children in home-based learning. It is 6. Since respondents with higher monthly
also suggested that they can watch income tended to have higher level of
Nederysiad L. Manue 9736

support and in engaging home-supported projects that can be done at home not
learning, it is suggested that parents at compromising the education of their
home can also look for livelihood children.

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