Parental Awareness of the MATATAG Curriculum and Its Relationship with Home-Based Involvement Among Parents of Learners at Balbuena Integrated School, Division of Surigao del Sur: An Explanatory Sequential Mixed-Methods Study
DOI:
https://doi.org/10.5281/zenodo.24085328Keywords:
Parental Awareness, MATATAG Curriculum, Home-Based Involvement, Home–School Partnership, Parental Engagement, Explanatory Sequential Mixed-Methods, Rural Education, Curriculum Implementation, Family–School CollaborationAbstract
This study assessed parental awareness of the MATATAG Curriculum and its relationship with home-based involvement among parents of learners at Balbuena Integrated School, Surigao del Sur, during School Year 2025–2026. Using an explanatory sequential mixed-methods design, the quantitative phase examined 53 valid questionnaires from 56 eligible parents or guardians of learners in Grades 2, 3, 5, and 8. Awareness was measured using 20 objectively scored items, while involvement was assessed through five activities on a six-point frequency scale. Descriptive statistics and Spearman’s rank-order correlation were employed, followed by interviews with 14 teachers to contextualize the findings. Parents obtained a mean awareness score of 14.81 out of 20 (SD = 3.74), equivalent to 74.06%. Awareness was highest regarding parental roles (87.55%) and lowest regarding phased implementation (58.11%). Home-based involvement averaged 4.39 (SD = 0.39), indicating participation a few times weekly. Homework supervision ranked highest (M = 4.89), while shared reading or reading discussions ranked lowest (M = 3.85). Awareness and involvement demonstrated a moderate positive association (Spearman’s ρ = .452, 95% bootstrap CI [.200, .661], p < .001). Teacher interviews highlighted the value of clear communication while identifying livelihood demands, limited academic confidence, connectivity, distance, household arrangements, and scarce reading materials as barriers. Findings informed the proposed Balbuena MATATAG Home–School Partnership Enhancement Plan, incorporating accessible curriculum guides, learning briefs, home activities, flexible communication, and quarterly reviews. Results were school-specific and correlational, and the proposed plan was not evaluated. The findings emphasize practical, context-sensitive strategies for strengthening family participation in rural education.
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