Home and School Relationship: Role to Kindergarten Pupils’ Developmental Domains
John Robert C. Agulto
https://orcid.org/0009-0004-2838-4189
johnrobert.agulto@deped.gov.ph
Department of Education, Division of Pampanga, Vizal Sto Cristo Elementary School,
Vizal Sto Cristo, Candaba, Pampanga, 2013
DOI: https://doi.org/10.54476/ioer-imrj/113609
ABSTRACT
This study explores the impact of home and school relationships on the developmental domains of kindergarten pupils in the Municipality of Candaba during the implementation of modular distance learning for School Year 2021 – 2022. Employing an explanatory sequential mixed methods design with 44 teachers and 591 parents as respondents; the findings indicate consistent parental and teacher involvement in kindergarten pupils’ learning. Parents strongly affirmed their children’s mastery across various domains including gross motor, fine motor, self-help, receptive language, expressive language, cognitive, and social-emotional. The study concludes that a significant correlation exists between home and school relationships and kindergarten pupils’ mastery of learning domains. Specifically, an increase in the level of home and school relationships, concerning both teachers’ and parents’ involvement, corresponds to an elevation in the kindergarten pupils’ proficiency across learning domains.
Keywords: Home and School Relationship, Modular Distance Learning, Learning Domains, Teachers’ Involvement, Parents’ Involvement