Facilitating Learning Through Parent-Teacher Partnership Activities

Abstract

The study explored the effectiveness of combined interventions in facilitating the students' lacklustre academic performance in Science. Twenty Grade 6 students at risk during the first semester of the school year 2015-2016 at F. Guerrero Elementary school were the participants of the study. Remedial classes in Science and a series of home visitations
were done to assist the participants and their engagement in class–assigned activities. Pre-test and post-test were administered to gauge the contribution of the combined interventions to the improvement of the academic performance of the participants. Results revealed that providing remedial classes to students at risk is still one of the most effective means of facilitating learning, complementing this with follow up efforts through home visitations confirmed the
importance of parental involvement in students' education. The narrative analysis of the conversations between the teacher and the parents showed the need for teachers to continuously reach out to parents to promote a more open communication between the school and the home. The study has indeed reinforced existing literature on the relevance of home visitseven in this age of advanced technology.