Abstract
Using a descriptive research method, the study examined parental involvement in the Mother Tongue-Based Multilingual Education (MTB-MLE) Reading Intervention Program for Grade One learners in the Division of Quezon. Data were collected through a questionnaire from 370 participants, treated and analyzed using statistical tools including percentage, mean, Kruskal Wallis H-Test, and Dunn Test. Results showed that most of the respondents were aged 31-40, predominantly female, held regular job positions, were college graduates, earned 15,000 pesos or less, had 3 to 4 family members, and were active members of the Parent-Teacher Association (PTA). Moreover, findings revealed that parents actively participated in the reading intervention program, focusing on teaching their children letter sounds and words for Oral Language Development. It was also evident that the parents participated during the program’s implementation and post-implementation stages. Challenges faced by parents included limited instructional materials both at schools and at home. While there were no significant differences in parental involvement assessments based on most demographic profiles, occupation, and educational attainment showed notable distinctions. Recommendations include fostering collaboration with parents for reading skill development, continuous monitoring and evaluation of program implementation, providing training and lectures to enhance parental involvement in home-based reading activities, and enhancing intervention programs, and consultation with parents to ensure their participation. Lastly, further research is recommended using upgraded intervention programs coming from the monitoring and evaluation of the existing program while utilizing different population and location.
