Beberlie R. Lugtu-Falcon (Author)
Abstract
The aim of this study is to define the relationship between parental involvement and learners’ basic reading and writing competencies in mother tongue in a modular learning modality among Butuan Central Elementary School grade one students. A total of two sets of data were examined. In the modular learning modality, one set was the parents’ participation in reading and writing, and the second set was the students’ involvement in reading and writing. The participants in this study are grade one students from Butuan Central Elementary School and their parents. Parents should assist their children in finding time to research their lessons in the learning module, which will help them gain knowledge and skills in reading and writing. The findings revealed that parents’ involvement in teaching their children to read and write showed a high degree of involvement in the growth of basic literacy and writing skills in Mother Tongue. Parents encouraged their children to review their lessons in the learning modules that they were given. These findings are to be anticipated, given that almost all parents have a high level of parental involvement. It’s more than common courtesy to encourage parental participation. It’s one of the most effective ways to foster a healthy learning atmosphere for all students.
Keywords: mother tongue, parental involvement, developing basic competencies
DOI: http://doi.org/10.69651/PIJHSS0403359
Recommended citation:
Lugtu-Falcon, B.R. (2025). Parental involvement in developing basic competencies in mother tongue. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 3889-3898. http://doi.org/10.69651/PIJHSS0403359
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