CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction
Home visits are a vehicle for engaging in a process of collaborative
partnership building between staff and families. The goal of this partnership is
to established mutual trust and to identify family strengths, capacities, needs,
goals, and necessary services to support progress. The home visit is the
time, to review the progress of the childs development and education
services, health screening and result, connect families with health resources
within their community, and provide resources and referrals during time of
crisis and emergency situations. The partnership that develops between staff
and families should include other agencies that also provide services and
support to the family in an effort to avoid any duplication.
Mathematics is one of the most challenging subject in all grade level
where pupils are trained how to analyze and solve problem of their own but at
the same time it is the most boring subject when its not handled well by the
teacher in charge and is therefore needs close supervision by the teacher
and as much as possible the parents of the pupils in connection with this,

home visits can do a lot to improve the performance of the pupils in the said
learning area.
The schools strongly believe that as teacher her role is not only limited in
the four - corners of the classroom, she needsto extend it to the family of her
pupils which whom are one of the foundations of their learning especially in
guiding them in basic mathematics calculation. Schools should have been
including parents long ago in nurturing this sacred bond. Thats not exactly
the way how they handled it. If possible, anytime a school can reach out to
parents to support that bond, encourage them to do their own job, would be
beneficial to student and the public schools.
There is disconnect between parents and the school and its been growing
over the years. The school has been taken on the parental role in areas such
as sex education and that has only further divided the child from the parents.
Further, it is impossible that she could argue the benefits of home visits
that might provide good result to the pupils. However as commented by
another researcher, this seems to be the shift of the role of the teacher. To
this, she finds that teaching in urban schools does require a more of social
workers set of skills.

With those statement presented, the researcher is motivated to conduct a

study which point out how important is home visitation in teaching
mathematics in order to win the interest of the pupils in mathematics as
relevant subject in elementary, and as challenge in molding young mind more
smarter and wise. Particularly, this study investigated the pupils perception
on the knowledge, skills and attitude of their children in mathematics. Pupils
performances were taken before and after home visitation were made.
Theoretical Framework
This study will be supported by different theories and concept dealing with
the significant effect and uses of home visitation in teaching mathematics to
elementary pupils in different approaches and hopefully effective and of the
big help to this present research such as,
The Theory of Change by McCallum and Yates (2003) as cited in by
Mcwilliam & Clinginpeel (2007), the Theory of

Direct-Physical Modelling

byMcLeroy(2003), The theory of Home Visitation: Its Evolution and

Programs, by Daro (2003), The theory of Learning Mathematics, by Begle
(2002) and the theory of Mathematical Education, By Sriraman & English
(2010)

Theory of Change, by McCallum and Yatesinvolves the participation of

parents and the interventionist. It is critical that the expectation of both the
interventionist and the parents are clearly articulated at the beginning of the
intervention relationship. Providing a visual depiction of how intervention is
expected to work, along with an open and honest discussion about the role of
each person, can influence intervention effort positively. Parents, who do not
have a clear understanding of their role in intervention may view home visits
as an opportunity to complete other tasks while their child is occupied with
the service provider.
The theory of Direct physical modeling by McLeroy should be used sparingly,
with the discretion, and with the parents consent or at the parents
suggestion. This way there is an explicit communication about what the
interventionist is trying to show with the parent. In addition after direct
modeling, having the parent demonstrate the strategy with appropriate
coaching support is important.This will help ensure the parent understand
how to implement the specific strategy and feels confident using it in a daily
routines.
The Hybrid Model combines theoretical analysis with empirical observation.
The first phase includes theoretical analysis, continuing second phase,
consisting of field work. In the final analytical phase, Theoretical findings are

compared to fieldwork findings. The findings of the fieldwork and the final
analytic phase are presented here.
The Theory of Home visitation: Its evolution and programs by Daro,
(2003) states that before considering outcomes data, it is important to reflect
on the full body of research that initially supported on the newborn and their
parents. Contrary to the assumptions outlined on the several policy reviews,
the rapid expansion of home visitation over the past 20 years has been
fueled by the broad body of research that highlights the first three years of life
as an important intervention period for influencing the child trajectory and the
nature of the parent- child relationship rather than on the positive findings
regarding the specific service model. The empirical base of this conclusion
grew out on the early brain research, translated for popular consumption by
the Carnegie Corporation.
Theory of Learning Mathematics by Begle (2002) describe the nature of
theories and theories development in mathematics education, it is useful to
keep in mind the preceding four function and to focused on the books that
has been produced as the key point during the development mathematics
education. Begles powerfully influential School Mathematics Study Group
(SMSG) provide clear instances of a curriculum development project that

attempted to make research and theory development important parts of their

collective agenda. For example, the National Longitudinal Study of
Mathematics Abilities (NLSMA) was important part of NMSG initiatives. In
other words, Begle believed that a large share of what paraded as theory in
mathematics education was (and continues to be) dogma. Begle Identify
many Examples of dubious opinions which Continue to go unquestioned.
Concerning Teacher- Level knowledge: Despite all our effort, we will
have no way in deciding in advance, which teachers will be effective and
which will not. Concerning Problem Solving: A substantial amount of effort
has gone into attempts to find out what strategies students use in attempting
to solve mathematical problem, but no clear- cut directions for Mathematics
education are provided by the finding of these studies.
Theory of Mathematics Education Sriraman & English (2010) clearly
documented a shift beyond theory- borrowing toward theory building in
mathematics education; the relevant theories draw on far more than
psychology; and, the mathematics education research community has
become far more international and far more multi-disciplinary in its
membership. Furthermore, the field changed significantly after the National
council of Teachers of Mathematics (NCTM) published it nationally endorsed
Curriculum and Evaluation Standards for School Mathematics, commonly

referred to as the standard in the U.S.A. since then similar documents were
produced in many other countries throughout the world.
The mathematics education community still trying to know how to
operationally define measurable conceptions of almost any of the higher level
of understanding or abilities that the Common Core States Curriculum
Standards refers to as mathematical practices So, the only goals that are
stated in ways that can be documented and assessed tend to be the CCSCs
long list of things student should know and able to do.
Modeling continues to be characterized as the application of concept
(traditionally) taught on school. Yet, research in the learning sciences clearly
is showing that, in modern societies, in students everyday lives outsides of
school and departments of mathematics, many of the situations that students
need to mathematize involve: (a) integrating ideas and procedures drawn
from more than a single textbook topic area, and (b) using more than a single
, solvable, and differentiable function. For example, in problem solving
situations that involve data analysis and statistics, Bayesian and fisherian
computational models tend to be far more accessible and powerful than
traditional methods that depends on calculus and the use of traditional
analytic methods.

Perhaps the most important theme that cut across many of the chapters
in Sriraman & Englishs theory is that, from early number concepts through
proportional reasoning and calculus, the mathematics education community
in general has been quiet nave about: (a) what it means to understand
nearly every big idea in the K-12 curriculum, (b) how these understanding
develops

along

dimensions

such

as

concrete-

abstract,

intuition-

formalization, or situated- decontextualize, (c) what it means for one concept

or ability to prerequisite to one another, and (d) how understanding of both
big ideas and basic fact and skills evolve as interconnection and
distinction develop.
Of all the theories presented above, it is vivid that all of those mark as a
significant bases of the present study. Moreover, all of those theories became
related to each other in determining the performance of the grade six pupils
in Balo-I West Central School, Balo-I District Lanao del Norte.

Conceptual Framework
The outcomes of this study can provide significant information on how home
visitation can help the learning development of the child through the
cooperation of the parents and its relevant contribution in teaching
mathematics to elementary grade pupils. This

proved and showed that

education process will be more successful through the exchange of

communication between the parents and the teacher thus doing learning
enjoyable and fun not inside the four- corner of the classroom but even
outside the school.
Government is very much concern of the promotion of the wholesome
and the very friendly approach in winning child interest in their learning and is
therefore we need the cooperation of the parents in achieving our goal. It is
clearly emphasize that child learning process does not lies in the four corner
of our classroom, a home is also one of the good place for learning, where
first lesson was thought by the parents.
It is clearly states the importance of parents in the child
development that the learning of the child does not depend on the hand of
the teacher but there should be a strong cooperation of the parents during
the learning process. Home visitation is truly tied to, a family- centered,

naturalistic practices. Helping parents to realize the various learning

opportunities available, for their children each day, and the importance of
their roles in supporting their childrens development in the essence of the
transfer of intervention. The point is, not to have parents to become an
interventionist, parents most important role will always be parenting their
children. When successfully carried out, however, the transfer of intervention
provides parents the knowledge and skills needed to capitalize on the
multitude of the opportunities inherent in the daily routines of children and
families (Kashinath & Goldstein 2004).
In this study, the independent variable is the home visitation process. On the
other hand, the intervening variables are presented which the, researcher
believes as the factors that can affect home visitation process
The dependent variables, includes the mathematics achievement of the
elementary pupils and the expected output is the process that need to be
interested to improve pupils performance. Figure 1 shows the schematized
diagram of the conceptual framework of the study.

Statement of the Problem

The main thrust of this study was to determine the contribution of home
visitation to teaching and learning process in Mathematics. It also aimed to let
the parents knows the important role in the learning process of their children
especially in mathematics.
Specifically, this study also will aim to answer the following question:
1. What are the parents perception on mathematics as a subject in the
elementary in terms of:
1.1 knowledge;
1.2 skills; and
1.3 attitudes?
2. What are the academic performances of the pupil-respondents before
and after the home visits?
3. What policies can be formulated based from the result of the study.
Significance
This study will benefit the following:
Curriculum Planners .This study will open their minds to support educational
goals of the basic education in the country when planning seminars or
conferences towards the improvement of mathematics teaching and then
making recommendation on the roles of teachers, parents, and pupils in
relation to strategies in acquiring knowledge in mathematics.

School Administrators.they will play a significant role in the home visitation

process. They must provide support to teachers pedagogical, technical,
financial etc. As it is essential for teachers to meet and plan, some release
time for teachers would be ideal. It is also their responsibility to communicate
with parents so that these parents are not uninformed. Lastly, as the leader,
they have the authority to involved and encourage the whole school.
Guidance Counselors.They certainly can offer suggestions and ideas based
their own background on how they can conduct home visitation in their own
lives and jobs and how they relate it to teaching mathematics. They are the
persons who can give pieces of advice and serve as allies and in the home
visitation process.
Community.This study will to create a culture of healing with the capacity to
help its members to gradually, but effectively, recover from the damages of
protracted conflict among themselves as

there is open communication

between parents child and teachers as member of the community.

Mathematics Teachers. This study will serve as the basis in informing the
learners their task inside the classroom and at home in doing their
assignment and other assigned task during school break. This is also to

impart the learners responsibility in their study to be a wholesome citizen in

the community.
Parents.As they are the vital source of information about the child anecdotal
records and study habits. They surely can offer brilliant suggestion on how to
facilitate quality learning to their child for they are the best persons who
knows the attitude of their child towards their study.
Pupils. The outcomes of this study will help them understand significant role
of pupils teachers and parents in acquiring learning in mathematics as fun
and enjoyable subject not a boring one.
Future Researchers. This study will serve as basis for further research work
in the near future especially in the field of mathematics.
Scope and Limitations
The study focused on the effect of home visitation of teacher to the
performance of grade VI- pupils in mathematics at Balo-i West Central
Elementary School, Balo-i Lanao del Norte, during the school year 20132014.
The respondents in this study, the parents of Grade VI pupils of Balo-i West
Central School Balo-i District Division of Lanao del Norte, and under the
researcher class, performances of grade VI pupils in mathematics were

limited only the first grading period before home visitations were made, and
to the third grading period ratings.

Appendix A
LETTER FOR THE SCHOOL S DIVISION SUPERINTENDENT
Republic of the Philippines
St. Peters College

Sabayle, Iligan city

January 4, 2014
EMMALINDA E. DUHAYLUNGSOD, CESO VI
Schools Division Superintendent
DepEd Division of Lanao Del Norte
Madame:
Mabuhay!
The undersigned is currently taking a study entitled; HOME VISITS: ITS
CONTRIBUTION TO TEACHING MATHEMATICS in partial fulfillment of the
requirements for the degree, Master of Arts in Education, major in Educational
Management.
In view of this, she is asking your approval for the distribution of questionnaires to
the select grade six pupils in Balo-i Central School, Balo-i District, Lanao Del Norte.
Rest assured that all their answer would be kept confidential in accordance with the
ethics of research.
Hoping for your approval, Thank you and more power!
Respectfully yours,
(SGD) OMIRAH S. USMAN
Researcher
Noted by:
(SGD) GAUDENCIO M. ALAYA-AY,JR.,RL,PhD
(SGD) ERLINDA R. BALI-OG, PH D
Dean, Graduate Studies
Approved by (SGD) EMMALINDA E. DUHAYLUNGSOD, CESO VI
Appendix C

LETTER FOR THE PRINCIPALS

Republic of the Philippines
St. Peters College

Sabayle St. Iligan City

June 18,2013
THE PRINCIPAL
CALIMA S. MAGNATE
Sir/Madame:
Mabuhay!
The undersigned is currently taking a study entitled;HOME VISITS: ITS
CONTRIBUTION TO LEARNING MATHEMATICS in partial fulfillment of the
requirements for the degree, Master of Arts in Education major in Educational
Management.
In view of this, she is asking your approval for the distribution of the
questionnaires to select grade six pupils in Balo-i Central School Balo-i
district, Lanao del norte. Rest assured that all their answer would be kept
confidential in accordance with the Ethics of Research.
Hoping for your approval, Thank you and more power!
Respectfully yours,
(SGD) OMIRAH S. USMAN
Researcher
Noted by:
(SGD) GAUDENCIO M. ALAYA-AY, JR., Ph.D
Adviser
Approved by: (SGD) EMMALINDA E. DUHAYLUNGSOD, CESO VI
Appendix D

LETTER FOR THE RESPONDENTS

Republic of the Philippines
St. Peters college
Sabayle St. Iligan City

August 20, 2013

Dear Respondents,
Mabuhay!
The undersigned is currently undertaking a study entitled; HOME VISITS:
ITS CONTRIBUTION TO TEACHING MATHEMATICS in partial fulfillments
in the degree, Master of Arts in Education major in Educational Management.
Please answer each item by checking the column as required with honesty
and sincerity. Your response would be the basis for the validity and success
of this research. Rest assured that all your answer would be kept confidential
in accordance with the Ethics of Research.
Hoping for your approval, Thank you and more power!
Respectfully yours,

(SGD) OMIRAH S. USMAN

Noted by:
(SGD) GAUDENCIO M. ALAYA-AY JR., RL. Ph.D.
(SGD) ADELFA C. SILOR, Ed.D
Acting Dean
Approved By: (SGD) EMMALINDA E. DUHAYLUNGSOD, CESO VI
Schools Division Superintendent
DepEd Division of Lanao Del Norte

Definition of Terms

Academic Performance. The term refers to the achievement of knowledge

and learning in conventional and or traditional process.

Anecdotal Notes. This term refers to a record of the child involved, its
responses and behavior occurring between visits.
Home Visitation. This terms refer to dropping by in the home of the
respondent and observing it is conduct while doing some interaction between
the respondent and the interventionist. It is also means as interaction
between parent and the teacher in the home of the child.
Information Exchange. This terms defines as the giving and receiving of
information about intervention activities occurring between visits.
Intervention Activities. This terms defines as the process of giving an action
or movement between visits
Mathematical Learning. This refers to the abilities to perform mathematical
operations and problem solving as perceived by parents which is among the
topics teachers discussed during her home visitations

Chapter 2
REVIEW OF RELATED LITERATURE

This chapter will present the different readings that will support the
significant uses in the study that the researcher has been conducting at
present.
Related Literatures
This will connect the readers and the present study and the study that is
already done. It discussed also some aspect of different studies that has
been done and concluded by different authors. It also gives chances to
appreciate the different ideas and evidences that have been already collected
by previous researchers and the project the current work in the proper
prospective. The purpose of this section is to provide a review of the literature
regarding home visitation programs in relation to the impact on the teaching
of mathematics to the grade six pupils.
The following are the select related literatures:
The Impact of the Parent Involvement
(Jeynes, 2005) The positive impact of parent involvement was most
pronounced for African American and Latino children. On the other hand,
there is a growing gap between the sociocultural backgrounds of teachers
and students. The majority of teachers (90%) are white, and they grow up in
white, primarily middle class neighborhoods (Howard, 2007). At the same

time, the public school student population is increasingly diverse. Teacher

education programs failure to prepare students for communicating and
collaborating with parents has led to misconception by prospective teachers
about what to expect. New teachers cite communicating and working with
parents as the biggest challenge they face (Markow & Martin 2005) across
ethnicity, parents have educational for their children, according to them ,
elementary schools are obligated to support parents in promoting their
childrens learning at home, engage in regular home-school communication
about childrens academic progress, and offer parents opportunities to
participate in activities, including leadership at school (Caspe, Lopez, &
Wolos, 2007).
Child Development, Achievement, and Behavior
Most home visiting programs seek to promote childrens development by
changing parents behavior. The mixed effects of home visiting in producing
changes in parenting and the home environment suggest that results
concerning childrens development and behavior will be mixed as well, and
they are. Key explanatory factors appear to be the risk status of the children
and whether or not services provide significant direct attention to the children.
(Parents as Teacher Programs HIPPY 2005,)

Childrens Cognitive Development, Language Development,

and

Academic Achievement
Home visiting studies have typically assessed childrens development using
standardized tests, and few had examined childrens achievement. Results
are very mixed. Center-based early childhood education services or centerbased early childhood education combined with home visiting yield larger and
more long-lasting benefits in cognitive development than do home visiting
service alone.(Parent-Child Home Program2007)
Social and Emotional Development and Childrens Behavior
Home visiting programs can produce small but positive benefits in
parenting attitudes and perhaps behavior, it is reasonable to expect that
stronger parent-child attachments may emerge among home- visited families.
Children with such strong attachment o their parents are better able to take
advantage of the didactic child focus (i.e., home visitor work directly with the
child a high percentage of the time) probably do not result in as much time
spent directly with the child as does a center- based early childhood program.
The abt associates meta-analysis-compares the effect of home visiting and
center-based early childhood education on cognitive development, and

concludes that home visiting program generates an effect size for cognitive
development. (Nelson et.al 2003)
Parenting Knowledge, Attitudes, and Behavior
Home visiting towards program seek to change parents knowledge of childs
development, their attitude parenting, or their view of themselves as parent
as the necessary first step towards enhancing the parent- child relationship,
reducing rates of child abuse and neglect, and promoting childrens health
and development. Parents who have and accurate understanding of
childrens development will react with understanding and good humor rather
than frustration and abuse when their young child cannot accomplish what an
older child might. Parents who feel confident on their ability to be parents and
who know a variety of ways to discipline their children will be warmer and
more responsive to their children and less like to resort harsh discipline or
physical violence. Children will develop better when there are more books
and developmentally stimulating toys in the home and when parents talk with
their children more and respond more quickly to them. Programs assume a
cascading set of reaction; once parents begins to respond with warmth and
nurturance to their children, the children should begin to respond differently to
their parents. They may become more attached, and that new close bond can
become so rewarding to parents that they will spend more time nurturing their

children, which should continue to make the interaction between parent and
child more beneficial for both. That closed bond, and the hoped- for
decreases in abuse and greater success in school, might all lead children
later in life to avoid delinquent or other maladaptive behavior. (Karoly et.al. 4 th
coming2008)
Delivering Home Visits in Combination with Other Services
This section reviews studies of programs in which home visiting was
combined with other services. Results suggest that benefits in childrens
development and, in particular, in cognitive outcomes would be magnified if
home visiting were combined with center- based early childhood education
programs. Home visiting and center- based early childhood education when
combines produced the most substantial long- term outcomes for children
with significant parent involvement through home visiting, joint parent child
activities, parents group, or some other means. In these programs, children
demonstrated benefits in academic achievement throughout the school
years, and were more productive citizens (less crime, and delinquency, for
example) as young adults.(D.L.,Robinsons,J.,Pettitt,L.,et.al.2004)

The Skills and Abilities of the Home Visitors

The success of home visiting programs rides on the shoulders of its

home visitors. Form the point of view of families, home visitors are the
program. They draw families to the program, and they deliver the curriculum.
Home visitors must have the personal skills to establish rapport with families,
the organizational skills to deliver the home visiting curriculum will still
responding to family crisis that may arise, the problem- solving skills to be
able to address issues that families present in the moment when they are
presented, and the cognitive skills to do the paper works that is
required(Roberts et.al.2006:Home Visiting only; International) These will
ensure the success of the home visiting program if those skills mentioned are
present in the home visitor.
Early Head Start Home Visits
In early head start home visits, the more child- focused the home visit
were in content, the higher level of children cognitive and language
development, the greater the parents support for language and literacy, and
the greater the quality of the home environment. Unfortunately, parents at
greater risk tended to receive home visit that concentrated more on parent
needs than on child needs. (Pennucci,A.2004)

BENEFITS OF HOME VISITATION PROGRAMS FOR PARENTS AND

CHILDREN
The popularity of home visiting has been propelled by findings of large
and long term benefits in a few studies. But, in practice results vary widely
across program goals, program models, different sites implementing the
same models, and different families within the single site. When benefits are
achieved, they are open small in magnitude. Across evaluation of many
different home visiting models, the most rigorous studies shows that
programs maybe, somewhat more likely to produce benefits in outcomes
related to families in aspect of parenting, than in outcomes related to children
health or development. Less rigorous research suggest that schooladministered home visiting programs may help parents become more
involved with their childrens school in later years (Drazen,S.M., & Haust, M.
2005).
COMMONALITIES

AND

DIFFERENCES

ACROSS

HOME

VISITING

PROGRAMS
Healthy Families America (HFA), Home Instruction for Parents of
Preschool Youngster (HIPPY), Nurse-Family Partnership (NFP), Parent As
Teachers (PAT), and the Parent- Child Home Program (PCHP). Together

these programs have thousands of sites across the nation. Many other home
visiting programs, not affiliated with these large national models exist
nationally, but these programs are among the best known most carefully
researched, and probably also the most influential. They are the prototypes of
most home visiting programs in nation.
Specific goals vary, but these programs generally seek to:
Promote enhanced parents knowledge, attitudes, and/or behavior related to
childrearing.
Promote childrens health;
Promote childrens early learning and development;
Prevent child abuse and neglect; and/or
Enhance mother lives (Daro, D.A. & Harding, K.A. 2003)
FAMILY ENGAGEMENT
Family engagement encompasses four primary elements: The ability of
the program to (1) enroll families, (2) deliver services at the intended level of
intensity, (3) retain families in the program, and (4) maintain enthusiastic and
active family involvement during home visiting, and in recommended
activities between visits. For an intervention such as home visiting, in which

the total scheduled amount of contact between a family and home visitor
might be as few as twelve hours per year, decreasing any aspect of
engagement

can

have

substantial

effect

on

overall

program

outcomes(Chalk,R., & King,P.A, 2003).

THE THEORY OF CHANGE
It is always important to have a clear understanding in the role in both the
interventionist and the parents in providing wholesome action in child
developmental activities. Giving and Receiving information about intervention
activities occurring between visits, is the so called Information exchange in
order to determine if the transfer of intervention is actually happening,
information must be share between the parent and the interventionist about
strategies being used between visits and the child response between those
strategies. ( Therapist as collaborative Team Members for Infant/Toddler
Community Services, 2008) A clear and precise agenda could be given to the
parent about when where and how and very important why particular
strategies could be used during the time between visits. A simple straight
forward method for the parent to collect information about the frequency and
the quality of

the strategies used could be established to facilitate the

discussion.(Mc Callum 2006).

The Information Exchange

In the information Exchange theres a need to of a collaborative effort of
the interventionist and the parent to make the home visits successful in
teaching to the child in a particular learning area. For example one could use
a simple notepad, prompting the parents to tally each time the strategy was
used and a + or -to circle indicating how well the parents felt when the
strategy worked. In some instances, it might easiest for the parent to this in a
prominently displayed calendar. It is important for the parent to be involved in
determining how information will be gathered. Some parents will be very
interested in writing about the experience; others may only want to gather
very basic information. Some parents may not be able to record information
systematically, and the early interventionist may need to engage parent in a
conversation to acquire anecdotal notes regarding use strategy.
Triadic Interaction
Triadic interaction occurs when the parent , child, and early
interventionist are all actively participating around the common goal of
facilitating dyadic interaction between the parents and the child. Identify
elements to building successful triadic interaction including a supportive
context that promotes playful interaction, acknowledge the caregivers

competence, focusing on competencies or action to be strengthened,

modeling action to be learned, and suggesting specific strategies the parent
should use for the child. In triadic interaction the interventionist takes the role
of collaborative consultant, coach, and observer rather than teaching directly.
The strategies listed above are on continuum from low (supporting playful
interaction) to high (Suggesting specific strategies) level of directiveness, the
interventionist uses is tied to the skills and confidence of the parent with
whom he or she is working with. Providing a relaxed environment and
selecting routines identified by parents can enhances the meaningfulness of
the activity for the parent set the stage for interaction. Avoiding direct physical
contact with the child and instead watching and talking with the parent
strength and making suggestions for the interaction is an effective way in
communicating the importance of parents role during intervention process.
(Jung I.A. 2007).
Routines Based Interview
To identify daily routine that can use some support and also routines and
activities that are particularly enjoyable for the child. The routines based
Interview leads the parents through a series of question

INSIGHTS LEARNED FROM THE REVIEWED RELATED LITERATURES

Basing the different related readings about home visit, it is vivid, that
home visitation contributed a great impact on child cognitive development.
Upon hearing the term cognitive development what comes in our mind is the
mental ability of a certain individual to grasp new learning either visual or
oral.
In home visitation, it is clearly emphasized the role of parents in the
developmental process of the child. Any home visiting program is not
successful without the cooperation of the parents themselves. There must be
a collaborative effort between the parents and the home visitor. In this study,
the teacher serve as the home visitor who will provide the right activities to
the beneficiary, the teacher should see to it that the child will participate
during home visiting as well as the parents. This is to ensure the positive
result of the home visitation program therefore the teacher should be
equipped with particular knowledge and skill in home visiting.
Since the purpose of home visitation is for the child to develop in his or
her cognitive aspect the teacher during the home visit session must prepare
activities that has much things to do as the home visiting purpose suggest. It
is discuss in the presented related literature that the home visiting program

must be family centered therefore the teacher as the facilitator of the program
must have prior knowledge on how to approach the family in order to join
and cooperate the home visiting program. When we say family-centered it is
understood that the respondent must include the child and the childs parent.
The activity should be based on what the family need to develop their child
learning process in different learning areas especially on the field of
mathematics which is the focus of this study, and to do this the teacher whom
at the same time is the facilitator must establish rapport to their respondent.
Home visiting program must also be a childs focused program, and if it
is childs focused, the activity to be given should be based on what are the
needs of that particular child to be visited in order to reach the possible
positive result which is the enhancement of the childs learning process which
of course has something to do in the mathematical ability of the child that has
been restored long time ago in the cognitive aspect of the child and it only
needs proper motivation, and in order to do this home visitation must be
conducted to help the child cope up his or her needs in developing his or her
cognitive aspect in life. Home visitation is not merely for teaching the basic
lesson of the child in every learning area rather its a tool to help them have
proper study habits and responsibility in their respective school and families.
If the home visitor were able to perform her or his duty during home visitation

by winning the cooperation of the respondent, both the parent and the child,
and that said respondent interact and react positively then home visitation will
be successful.
Related Studies
When we do home visiting, sometime we need to understand what we
are doing, they event dont accept our idea to help their child in developing
their skill. Some parent would react by saying, we are the parent, and we are
the one who knows best for our child.
This scenario is all too frequent when we, as home visitor, dont have a
clear focus for what we are doing, how we are doing it, and most important,
why we are doing what we do. Rather than a particular model of intervention,
home visiting is a method of service delivery. Home visiting programs have a
long history, provide families with so many types of support for many different
reasons, and are used widely (Gomby,Culross, & Berhman, 2003).
(Bailey, Scarborough, & Hebbeler, 2003) Programs provide early
intervention services for families of children with special needs; more than
80% of early intervention services are provided via home visiting. This is to
make sure that the proper developmental stage of the child in all aspect such
as cognitive, social and emotional, will be enhanced and be followed.

Since teaching mathematics is not an easy task, a teacher may ask

the cooperation of the parent in order to make the mathematics class more
interesting and fun while learning different concept of the said learning area.
To be able to do this a home visitation will be conducted to collaborate with
parent in gaining assistance in introducing the new lesson in math to the
child.
The following are some studies that provide support on how useful is
home

visitation

in

teaching

different

learning

areas

in

school.

(Sandham,2004.) Considering the possible outcomes and enthusiastic

support for home and school partnerships, there is a marked deficiency of
research on home visitation. In the ambitious home- school visitation program
by the Sacramento City Unified School District, building relationships by
strengthening the ties between parents and teachers was driving force at
the programs inception. Preliminary result of the Sacramento schools in the
district serving a diverse population of 51,000 students demonstrated that
there was a greater communication and understanding between parents and
teachers and evidence of high scores on the state examinations.(DarlingHammond, 2004.) This is especially critical in California, which has declined
drastically from one of the highest achieving states in elementary
mathematics and reading performance.

(Sandham,2004) Program evaluation showed that the schools involved in the

home visit program had greater gains in standardized test scores from 1998
to 1999 compared to other district schools.
An in- depth Analysis of the home visiting program in the system of our
present education in the Philippines, towards the development of
mathematics teaching in any grade level another study was conducted by
(Caspe et.al.,2007;) According to scores of the elementary version of SAT-9,
the gains for fourth grade students averaged 6.5% points in reading and
9.8% points in Mathematics. This surpassed the district averages of 5% and
7% in reading and Mathematics respectively. While the gains cannot be
directly attributed to the home visit program, there are various ways the
program could impact student achievement. One mechanism cited by the
program evaluator is that the teachers frequently capitalized on the
opportunity of the home visits to teach strategies they could use to promote
childrens academic progress. This is a key component of effective parent
and school collaboration.
The result shows, that collaborating with parents through home visiting
help pupils gain a high score in achievement test especially in Mathematics
and reading. This is because, when the children is in school to learn new
lesson when they go home they experience proper follow up of their lesson

from their parents since the parents themselves knows their parenting role
when it comes to the success of their childrens study.
(Fantuzzoet al., 2004) A meta-analysis of parent involvement has a
positive impact on academic achievement regardless of the nature of the
involvement or the childs cultural heritage. According to mandates of the
NCLB, elementary schools are obligated to (a) support parents in promoting
their childrens academic achievement, (b) engage in regular home-school
communication about childrens academic progress, and (c) offer parents
opportunities to participate in activities, including leadership at the school.
(Gutelius et.al. studies) The program being evaluated in these longitudinal
studies grew out of tradition in the 1960s and 1970s that led to head star:
they sought to intervene early to promote childrens development, including
IQ, and to help children performed well in school. Of the program still in
operation today, all but PAT focus primarily on children of low- income or
otherwise at risk-families,the studies of these program reflects this focus on
erasing the school achievement gaps created through social disadvantage.
While wide range of measure have been used to detect changes on
parental caregiving, abuse and neglect rates, maternal life course, childrens
cognitive development or school achievement, childrens behavior and/ or

physical development, or childrens physical health and the use of health

service, the area most commonly assessed across the 13 studies are
childrens cognitive development or school achievement.
Home visiting is one of the most commonly approaches in serving families
with young children especially school-aged children. This is one way of
reaching out the childrens educational needs especially those who are living
in some remote barangays in the country. (Sweet & Applebaum, 2003) said
that home visiting is an attractive strategy because it can bring services to
socially or geographically isolated families, because services can be tailored
to meet the needs of individual families, and because, if services can result in
parent improving their parenting skills, the programs can conceivably benefits
siblings as well as target children. In addition, home visiting programs may
also be more palatable to families who want to keep their children at home
rather than place them in a center-based early childhood education program.
(National Academy Sciences, 2001) Conducted a one randomized trial
explicitly tested the added valued of combining center-based early childhood
education with home visiting. Launched in North Carolina in the 1980s project
care randomly assigned children to (1) home visiting (2) home visiting plus
center-based early childhood education; (3) a control group. Only the children

receiving the center-based group care plus home visiting services

outperformed the control group.
(Aikins & Barbarin 2008) Stated that home literacy environment, number of
books parent distress can affect children learning. However, parents from low
socio-economic status communities may be unable to afford resources such
as books. Computer or tutor to create positive literacy environment.
The National Academy of Sciences concluded, Programs that combine
child-focused educational activities with explicit attention to parent-child
interaction patterns and relationship building appear to have the greatest
impacts. In contrast, services that are based on generic family support, often
without clear delineation of intervention strategies matched directly to
measurable objectives, and that are funded by more modest budgets, appear
to be less effective. In other words, while parent involvement confers a
unique advantage in early childhood programs, it is parent involvement that
has been coupled with child-focused programs like good quality child care or
preschool program that has helped produce the longest lasting, broadest
range, and largest magnitude changes of children.
(Jeynes, 2005) The positive impact of parent involvement was most
pronounced for African and Latino children. On the other hand there is a

growing gap between the sociocultural backgrounds of teachers and

students. (Lapkoff & Li, 2007) Teacher education programs failure to prepare
students for communicating and collaborating with parents has led to
misconceptions by prospective teachers about what to expect.
In those above presentation of different study as it is clearly stated that
absent of communication with parents may led to the failure of teaching
strategy in any learning area in school. Teacher should see to it that she or
he is always connected not only the learner but to the learners parent as
well.
INSIGHTS LEARNED FROM THE RELATED STUDIES
Some teachers are just contented by teaching their lesson in the four corner
of the classroom without even thinking it might be boring already to the part
of their learners. Other teachers also are so bookish that they always rely
their teaching of what is written in the books or teachers manual without
knowing that they have pupils who have special needs and attention just to
cope up the corresponding learning they intend to learn.
There are tendencies that the teachers forgot to evaluate the specific needs
of their learners that needed to be address to the parents of their learners. At
the same time there are needs of the learners that only parents can give an

answer and to do this a teacher must link a communication to the parents of

their learners. In order to establish a proper communication with the parents
of the learners, a home visiting programs is the right answer. By doing a
home visiting program the teacher will know the right action in what should be
done to improve the pupils learning behavior and style, through home visiting
also the teacher can encourage parents to participate in different school
activities of the child, or even any school program that has something to do
with the improvement of the child developmental process.
Any attempt of the teacher to help the learners academic achievement will
not be successful without the cooperation of the parents, moreover the
parents participation to the learning process of the learners is a gateway to a
more relevant factor in reaching the goal of the learners in achieving the
dreams which is to have a prosperous future in a days to come. On the other
hand the teacher must bridge the gap between the learners and the learners
parent in order to have a harmonious relationship thus achieving the goal of
the home visitation which is developing the learners learning achievement in
any aspect both in academic and non- academic.
In all the ideas cited by the researchers, its vivid that, parents involvement
is always a must to make home visitation a real tool in teaching not only in
mathematics but to any learning areas where it is needed. We should always

bare in our mind that to win a productive teaching, lets parent get involved in
any way they can so that home visitation become more valuable to the
learners and the learners parents because its not only their right, to be
parent of their child but its also their responsibility.

Chapter 3
RESEARCH METHODS
This chapter presents the research methods to be used in the study. It
also discusses the research design, research environment, respondent,
sampling procedures, research instrument, data gathering procedures and
the statistical treatment of the data.
Research Design
This study will also employ descriptive survey method of research.
Descriptive design will allow systematic description which will be based on
fact about the important variables in the lives of the respondents. To this, it is
relative to apply this design to the recent study for it will delve on the
performance of Grade VI-pupils in mathematics before and after home
visitations were done.

Research Environment
This study will be conducted in Balo-i West Central School, Balo-i
District, Balo-i, Lanao Del Norte. The school is manned by teachers and has
pupil population of 1033 from kindergarten to Grade VI. It implements the K

to 12 curriculum and the school based Management Program, which calls for
involvement of parents or internal stakeholders to the education of their
children.
Lanao Del Norte has a total land area of 3,092 square kilometers. Tubod
is currently the capital of the province. It is situated in Northern Mindanao
area along the northwestern coast. It has three known fishing grounds,
namely the Iligan Bay, Panguil Bay, and Illana Bay. Panguil Bay boarders at
the west and Zamboanga del Sur in the southwest. Farther south, the tip of
the province reaches Illana Bay along the Celebes Sea lanes. It has an
irregular topography and all their southern extremeties are mountainous. The
province is outside the typhoon belt, has a non-seasonal climate, and is
located within the region 10 area. It is a rugged province that ranges from the
coastal shorelines in the north to the high plateaus and mountains in the
south. It has also diverse Flora and Fauna.
The next pages present the map of Baloi, Lanao Del Norte showing the
select school as the locale of the study.

Respondents and Sampling Procedures

The respondents of the study 40 parents of Grade six pupils under the
researchers class in Balo-i West Central School, District of Balo-i, Lanao Del
Norte, in the School year 2013 2014.
This study used proposes sampling procedure, so all the parents were
made respondents of the study. They answered the questionnaire for data
gathering process.
Data Gathering Procedures
The researcher will be the one who conducted home visits to the
respondents of the study. she requested somebody to accompany her during
the home visit and in the distribution and retrieval of the questionnaires. To
facilitate of the gathering of data, permission to conduct study will be
obtained from the schools division superintendent, principals, teachers, and
respondents especially the parents as respondents. All the communication
will be signed and approved by the concerned personalities including the
administrative personnel of St. Peters College.

During the distribution of the questionnaires to the respondents, the

researcher will further explain the relevance and the mechanic of on how to
answer some parts of it, rest assured that all answer are confidential.
The Research Instrument and Their Validity
This study will utilize the researchers- made questionnaires.The
instrument and other date will be very significant to determine the possible
contribution of home visits to teaching mathematics and of course to the
mathematical development of the learners.
Before the questionnaires will be finalized, these will be submitted to
the adviser for the suggestions and comments. Since the other sets of
questionnaires are standardized, Validation will not be necessary. After the
approval of the instruments, the researcher will reproduced the final copies
for the parents of grade six pupils of Baloi West Central School, Baloi District,
Lanao Del Norte.

Statistical Treatment
The data will be tabulated and interpreted to acquire the actual
information needed.
The following statistical techniques will be employed to answer the
different problem presented:
1. Weighted Mean and Standard Deviation. These were used to describe
the typical; value and the variation of the parents perception in
mathematics relative to knowledge, skills and attitudes.
2. Frequency and percentages. This were used in determining the
performance of Grade VI- Pupils in mathematics before and after the
home visits.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will discuss the data that will be shown in the tables. Data will
be analyzed, interpreted, and supported by related literatures or studies.

Chapter 5

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This

chapter

will

present

recommendation of the study.

the

summary,

findings,

conclusion

and