Family Characteristics Influencing Reading Readiness Among Kindergarten And Grade I Pupils As Perceived By Their Parents: The Case Of Campakirit Elementary School
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Abstract
Family Characteristics Influincing Reading Readiness Among Kindergarten And Grade I Pupils As Percieved By Their Parents: The Case Of Campakirit Elementary School, Maydolong Eastern Samar By Zosima Ana A. Fabula Eastern Samar State University – Maydolong Campus, Maydolong Eastern Samar Philippines.
This study was conducted, first and foremost, to determine the demographic profile of the respondents in terms of age, sex, civil status, class work, highest educational attainment, the extent of the respondents’ agreement on the family characteristics influencing reading readiness in terms of parents’ occupation, parents level of education parental involvement, and the respondents’ agreement on the developmentally appropriate intervention to improve reading readiness among primary learners.
This study utilized a descriptive – survey method. It was conducted outside the premise of Eastern Samar State University – Maydolong Campus particularly at Campakirit Elementary School, Maydolong Eastern Samar
The respondents of the study were the parents of eleven (11) pupils of the school, particularly the parents of five (5) Kindergarten pupils and six (6) Grade I pupils correspondingly. It is significantly noted that for this research, the researcher did not use any sampling techniques because according to Calmorin & Calmorin (2014), “ The use of sampling is advisable only if the number of population is equal to or more than 100”.
Furthermore, the researcher used a close–ended survey questionnaire. The instrument was generally adapted from Obilloh, Williams Otieno. Nevertheless, it was revised by the researcher since the study was bound to certain aspects only. The survey questionnaire was divided into three (3), namely: Part I incorporates the demographic profile of the respondents in terms of age, sex, civil status, class work, and highest educational attainment. Part II, on the other hand, deals with the extent of the respondents’ agreement on the statements involving family characteristics influencing reading readiness in terms of parent’s occupation, parent’s level of education, and parental involvement. Lastly, Part III deals with the respondents’ agreement on the developmentally appropriate intervention to improve reading readiness among primary learners specifically Kindergarten and Grade I pupils.
The data obtained were tailed, tabulated, summarized, and analyzed using the following statistical tools, namely: (1) frequency counts, and (2) weighted arithmetic mean respectively.
Based on the results of the study, it was found that out of the eleven (11) respondents, nine (9) or 81.82 percent were aged 21-30, nine (9) or 81.82 percent were female, four (4) or 36.37 percent were self-employed, and three (3) were college undergraduate.
Subsequently, the research transparently shows that the respondents had a neutral decision on the family characteristics influencing reading readiness in terms of parents’ occupation with an average weighted mean of 2.64. Consequently, the respondents disagreed on the family characteristics influencing reading readiness in terms of parents’ level of education with an average weighted mean of 2.23. Lastly, the respondents agreed on the family characteristics influencing reading readiness in terms of parental involvement with an average weighted mean of 4.05. This generally implies that the respondents had a neutral decision with regards to the statements on the family characteristics influencing reading readiness particularly on the parent’s occupation, parent’s level of education, and parental involvement correspondingly. Hence, the null hypothesis is rejected.
Above all the respondents strongly agreed on the developmentally appropriate interventions to improve reading readiness among primary learners with an average weighted mean of 4.31.