Role of Parental Involvement to Kindergarten Learners’ Developmental Skills
DOI:
https://doi.org/10.54536/jtel.v4i2.7721Keywords:
Developmental Performance, Elementary Education, Inferential Pretest–Posttest Design, Kindergarten, Paired T-Test, Parental InvolvementAbstract
This study aimed to determine the significant difference in kindergarten learners’ developmental performance at San Luis, Agusan del Sur. The research employed an inferential pretest–posttest design, utilizing the validated questionnaire and ECCD checklist as the primary data-gathering tools. The respondents were the 156 pupils and their parents across three responding schools, who were selected using a universal sampling technique. The data collected were analyzed using statistical methods such as mean and paired t-tests. The results showed that the parental involvement in terms of parental expectation, parent-child communication, homework support, asnd school-based involvement was always observed. Moreover, during the pre-test administered to the pupils using the ECCD checklist, it was found out that there was a slight delay in the overall development of the children, particularly in the domains of self-help and expressive language. However, during the posttest, all the domains fall under the description of average development. Considering this, there is a significant difference between the pre-test and post-test results of the developmental performance of the children, implying that they have improved, particularly on the aspects that they are having slight delays. Moreover, relationship was found when parental involvement is correlated with the scaled scores of the domains in the child’s development skills, particularly with fine motor skills. This result highlights that parental involvement play a pivotal role in the holistic development of kindergarten learners particularly with fine motor skills, and parents must continue to reinforce the learning of children at home.
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