Involvement of Home Facilitators and the Learners’ Academic Performance in Science

Abstract

The research intended to gauge the degree of engagement of home facilitators and how it is related to learners’ academic success at Science in Grade 10. Descriptive-correlational research design and used convenience sampling were utilized. Epstein’s model of parental participation, which consists of 30 items, was employed. The questionnaire was administered to 39 home facilitators and students from the designated drop-off point. The study’s findings revealed that in parenting, volunteering, and decision-making, home facilitators showed high involvement. In terms of community collaboration, communication and home learning, home facilitators showed moderate involvement. Findings also suggested that there is no substantial difference in Grade 10 learners’ educational results in Science when arranged in accordance to sex, monthly family income, and home facilitators’ highest educational attainment; there is also no significant difference in the level of involvement of home facilitators when arranged in accordance by sex and educational level. Moreover, the findings suggested show there is no correlation between Grade 10 learners’ academic success in Science and the extent of home facilitator participation. Based on these results, recommendations were made. School programs geared toward involvement and support of home facilitators may be enhanced and developed in order to strengthen the interaction of school, home, and community in pursuit of the betterment of the academic performance of the learners. Keywords: level of involvement, academic performance, home facilitators