Parental Support on Key Stage 2 Learners

Abstract

This study aimed to determine parental support for Key Stage 2 learners as a basis for an intervention plan in one of the districts in the Northern part of Negros.  The study employed the quantitative, descriptive correlational design where a researcher-made questionnaires were distributed to 101 parents who are the respondents of the study. This was to capture the influence of parental support under the three (3) areas: academic skills reinforcement, socio-emotional support, and school home collaboration. Data were collected and analyzed using statistical tools, including frequency counts, percentages, means, the Mann–Whitney U test, and Spearman's rank-order correlation, to determine differences and relationships among variables. Findings showed that learners demonstrated a high level of reading performance under the mentioned areas.  Furthermore, considering the learner’s profile relative to their reading performance showed that in the area of academic skill reinforcement, educational attainment is significant while the rest is not significant. Age appears as significant in area of socio-emotional support while in school-home collaboration, age, sex, educational attainment and family monthly income are not significant. From this context, and to strengthen the school-home partnership and collaboration. It is recommended that nurturing process of learners specifically in their reading performance should be continued focusing on the cognitive and emotional domain. That an intervention plan on parental support should be introduced to strengthen the teacher parent partnership and collaboration in nurturing the reading performance of the learners.