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Parenting Thesis Guidelines
Parents have a major influence upon children's development and learning.
Influence can be manifested in many ways, in a way that they stimulate, teach and guide
their children. Of course, for the parents, there should be love and commitment, which is
very important factor in caring for their children. There are, however, a number of
common caring behaviors, which many parents adopt. Moreover, since those behaviors
also change from time to time, parents are unaware of the behaviors they make (Ramirez,
1999).
Meanwhile, the law also states the parent's responsibility in caring for their
children's welfare. The P.D. 603 of December, 1974 or THE CHILD AND YOUTH
WELFARE CODE, it states that child is one of the most important assets of the nation.
Every effort should be exerted to promote his welfare and enhance his opportunities for a
useful and happy life. His individual traits and aptitudes should be cultivated to the
utmost in so far as they do not conflict with the general welfare. The molding of the
character of the child starts at the home. Consequently, members of the family,
particularly the parents, should strive to make the home a wholesome and harmonious
place as its atmosphere and conditions will greatly influence the child's development.
Attachment to the home and strong family ties should be encouraged. The father and
mother shall exercise jointly just and reasonable parental authority and responsibility
over their legitimate or adopted children.
Parenting behavior should be consistent; however, not everyone can be patient
and understanding all the time. Still, parenting is an important piece of the puzzle.
Parents have a great deal of responsibility of molding the whole character of their
offspring. But because of the dynamic family structure, parents may lag on an aspect or
two of parenting. And this is where the task of educators begins. Teachers can be
positive role models for children and teenagers. Their position aids in the future
aspirations of many students that come into the classroom. This is not to say that all
teachers are good role models. Unfortunately, there are some teachers who do not set a
good example for their students. When schools hire good teachers, all of the students who
come in contact with him or her will benefit from it.
Parent’s involvement in the education of their children is very crucial. Epstein
(2005) has developed a theory on parenting behaviors which involves the parents in the
educational process of their children. The needs and interests of different groups of
parents are usually a better starting point than the school's agenda when beginning parent
involvement projects. When the school offers many different sorts of activities, parents
can enter the school world in a way that is most comfortable or more interesting to them.
The question, "how do parent clinical instructors care for their children and how
do they deliver education to students?” raised curiosity to the researcher and wanted to
seek answer to it. Being a mother, as well as a clinical instructor, different factors
attributing to the parent's way of caring their children were experienced firsthand by the
researcher and some other parents. It was also the principle of “Loco Parentis” that
teachers play a vital role as second parents of students. Therefore, the researcher would
like to know as well if such belief is carried on up to these modern days. All of these
instances were taken into consideration in this study.
It is in this regard that this study finds meaning and significance.
The study aimed to present a correlation of parenting behaviors of clinical
instructors to their children and their teaching approaches towards their students in three
universities of Cabanatuan City.
Particularly, it sought to answer the following questions:
1. How may the socio-demographic profile of the respondents be described in terms
of:
1.1 Age;
1.2 Educational attainment;
1.3 Number of children;
1.4 Number of years married;
1.5 Type of family;
1.6 Religion; and
1.7 Number of years teaching as a clinical instructor?
2. How may the respondents demonstrate their parenting behavior in terms of the
following major types of caring behaviors:
2.1 Child rearing;
2.2 Communicating;
2.3 Volunteering;
2.4 Decision making;
2.5 Learning at home; and
2.6 Collaborating with the community?
3. What are the teaching approaches used by the respondents in terms of:
3.1 Motivation;
3.2 Reinforcement; and
3.3 Retention?
There is no significant relationship between the parenting behaviors and teaching
approaches among the clinical instructors.
The framework of this study was anchored on two theories which are from Joyce
Epstein(1980) and Alfred Bandura(1997).
Based on the theory of Parent Involvement of Joyce Epstein, there are six types of
parenting behavior that synthesizes family and community involvement in education. The
six types of behaviors are: Child rearing, wherein the school helps in establishing home
environments that support children as students; Communicating, which is an effective
two-way communication between parents and children; Volunteering, defined as the
parents’ way of helping and supporting children especially in school activities; Learning
at home, wherein parents assist and guide their children while learning at home;
Decision-making, where parents and children participates in making decisions throughout
the course of learning; and Collaborating with the community, wherein resources in the
community are integrated to strengthen school programs, family practices and learning.
According to the theory, parents and schools should have a concerted effort in
implementing these six frameworks of parenting.
In addition to the parenting behavior variables, the teaching approaches of parent
clinical instructors were also included as one of the factors that are very important in the
teaching and learning process. Among the teaching approaches involved in this study
were: motivation, reinforcement and retention as postulated by Alfred Bandura. These
two concepts play a big role in the analysis of the correlation of the clinical instructors’
parenting behavior and their teaching approach to their students. This involves the
specific caring behaviors of parents, where in they encounter such caring behaviors in
their everyday life with their children which they may be able to carry on whenever they
are dealing already with their students. Bandura believed in “reciprocal determinism”,
that is, the world and a person’s behavior cause each other, while behaviorism essentially
states that one’s environment causes one’s behavior. Bandura, who was studying
adolescent aggression, found this too simplistic, and so in addition he suggested that
behavior causes environment as well. In this manner he also suggested that the behavior
of the educator affects greatly that of the learners.
In relation to these concepts, Bandura, (1997), stated the importance of observing
and modeling the behaviors, attitudes, and emotional reactions of others. He states:
"Learning would be exceedingly laborious, not to mention hazardous, if people had to
rely solely on the effects of their own actions to inform them what to do". Fortunately,
most human behavior is learned observationally through modeling: from observing
others, one forms an idea of how new behaviors are performed, and on later occasions
this coded information serves as a guide for action. Social learning theory explains
PARENTING BEHAVIOR
1.Child-rearing2.Communicating3.Volunteering4.Decision-making5.Learning at home6.Collaborating with the community
TEACHING APPROACH
1.Motivation
2.Reinforcement
3. Retention
SOCIO-DEMOGRAPHIC PROFILE1.Age2.Educational attainment3.Number of children4.Number of years married5.Type of family6.Religion7.Number of years teaching as a clinical instructor
human behavior in terms of continuous reciprocal interaction between cognitive,
behavioral, and environmental influences.
This study was anchored on the six major types of parenting behaviors of Epstein
and the three identified teaching approaches of Bandura. The analysis of the correlation
of the parenting behaviors of clinical instructors towards their teaching approaches was
studied utilizing respondents from Araullo University, Wesleyan University-Philippines
and Nueva Ecija University of Science and Technology.
Independent Variables Dependent Variables
Fig.1 Research Paradigm of the Study
This study will be beneficial to the following segments of the population:
To the Respondents The findings will help the respondents to evaluate their own caring
behavior and teaching approaches. Whether there is a significance between the two
variables or none, it will serve as their guide in formulating caring behaviors that will
help in the physical, emotional, intellectual, social, psychological and spiritual growth
both of their children and students.
To the Nursing Profession. This will provide awareness of the caring behaviors of
parents to their children as really a factor to a child's growth and development. This will
serve as one step of looking into different caring behaviors of parents in child
development and further researches.
To Other Researchers. Forthcoming researchers can make use of the findings of this
study as reference materials, enabling them to pursue a related study.
The following words defined below are the terms that have been utilized by the
researcher throughout the study:
Behavior. A way in which parents behave or respond to certain conditions
Care. The work of caring for or attending to someone or something
Caring behavior. It is showing concern or compassion to others (ParentingAlone.com,
August 2010).
Child. Covers all human beings under the age of 18 unless the relevant national law
recognizes an earlier age of majority(Convention on the Rights of the Child).
Coaching. As used in this study, children are being given choices in carrying out
responsibilities and structure these choices based on child's experiences.
Democratic. As used in this study, parents have simple rules and resemble consequences
for breaking the rules. Parents explain to their children the reasons for the rules.
Empathizing. To understand or be sensitive to another's feelings or ideas
(http://www.answers.com/topic/empathize).
Enabling. As used in this study, parents have high expectations and allow their children
to set their own goals, define and implement tasks, use resources, and evaluate their
accomplishments.
Extended Family. The family as unit embracing the parents and children together with
grandparents, aunts, uncles, cousins and sometimes more distant relatives (Public
Health,DOH).
Listening. When parents pay attention on hearing what their children has to say and take
into account.
Neglecting. As used in this study, it is defined as parents failing to give the proper
attention or care to their children.
Nourishing. The parents providing good sustenance in substantial quantity of the
substances that their child needs to live, grow, or remain fit and healthy (Answers.com,
August 2010).
Parenting behavior. The manner of care and upbringing of a child
(thefreedictionary.com, August 2010).
Child rearing. The rearing or upbringing of a child or children, especially the
love, care, and guidance given by a parent (Answers.com, August 2010).
Communicating. The cycle of sending and receiving either verbal or non-verbal
message between persons(freecommunications.com, August 2010).
Volunteering. As used in this study, it is the act of offering oneself to guide,
listen or help another without any trade offs.
Decision making. The process of mapping the likely consequences of decisions,
working out the importance of individual factors, and choosing the best course of
action to take (J. Epstein).
Learning at home. As used in this study, it is the process of acquiring
knowledge, skills and values under the supervision of parents or family members
Collaborating with the community. As used in this study, it is defined as the
act of incorporating daily activities with the community.
Punishment. As used in this study, when the parents impose penalty to their children for
doing something wrong.
Teaching approach. As used in this study, the attitude of the educator on how he/she
applies different teaching methods towards the learner.
Motivation. The activation or energization of goal-orientated behavior.
(Bandura,1977)
Reinforcing. Supporting the ideas, opinions, and feelings of the students.
(Bandura, 1977)
Retention. Attending to the observed behavior but also remembering it at some
later time. (Bandura, 1977)
Supporting. As used in this study, it is giving assistance, comfort, help and
encouragement to their children.
Teaching. The act, process, or art of imparting knowledge and skill.
(http://www.answers.com/topic/teaching)
Understanding. Comprehending, knowing what the child feels, and identifying what he
or she feels (Encarta dictionary,2009).
The researcher utilized substantial sources of literature to strengthen the viability
of the study. The literatures were taken from different reading materials such as books
and journals that are considered to be first hand information for this research. In addition,
these were undertaken by several authors to support the study and fully appreciate the
significance of the research taken. Foreign and local studies were also included by the
researcher.
According to Plown (2007), for the time being, the law also states the parent's
responsibility in caring for their children's welfare. The child and youth welfare code,
states that child is one of the most important assets of the nation. Every effort should be
exerted to promote his welfare and enhance his opportunities for a useful and happy life.
His individual traits and aptitudes should be cultivated to the utmost insofar as they do
not conflict with the general welfare.
Rogers (2008) added that the molding of the character of the child starts at the
home. As a result, every member of the family, particularly the parents, should strive to
make the home a wholesome and harmonious place as its atmosphere and conditions will
greatly influence the child's development. Attachment to the home and strong family ties
should be encouraged. The father and mother shall exercise jointly just and reasonable
parental authority and responsibility over their legitimate or adopted children.
Parenting is the basic obligation of families. Parents play a major role in the
development of healthy habits of their children. They record a significant role in creating
a healthy environment and instilling values or information that will give their children the
best chance of vigorous lifelong health as stated by Kontos (2001).
Moreover, as cited by Ellis (2008) beside new knowledge, educational
organization also produces and disperses new values and beliefs which can be potent
generators of social change. Science, for example is a belief system that has spread
throughout society largely by the medium of the school system.
The character and effectiveness of medicine for the mind and the body always and
everywhere depend on the culture in which the medicine is practiced. Thus, the values
and beliefs of an individual are largely influenced by culture. (Donebian, 2006)
One of the important aspects of one’s culture is communication. Communicating
is one of the major types of caring behavior of parents to their children. Parents should be
able to know how to communicate well with their children. Communicating not just
involves talking but listening as well; listening is one of the greatest things that parents
can do to their children to help them have a good character.
Another factor to be effective parents is that they should be aware of the child's
skills, talents, and achievements not just in school but also in different aspects.
Learning at home means parents should have the ability to manage, react, and
praise children. Parents have a major role in guiding, monitoring, and discussing things
about the child's development. As parents, they should support, encourage, and help
children in their development. Being good parents also means a process of partnership of
shared views and reactions toward shared goals, not just a power struggle between
conflicting ideas.
Factors that will influence the development of children include genetic
endowment, parental characteristics, family variables, neighborhood characteristics, and
child's experiences in a setting outside the home. This will enable the parents to focus on
their children to gain quality care based on McGurk (1993).
Child bearing includes much more than keeping the child safe and free from
harm. Within the household, child rearing practices include activities connected with
providing emotional security and reducing the child's stress; providing shelter, clothing,
feeding, bathing and supervision of the child's toilet; preventing and attending to illness;
nurturing and showing affection; interacting and stimulating; playing and socializing;
protecting from exposure to pathogens; and providing a relatively safe environment for
exploration (Martinez,1986).
According to Paul (1998), the challenge of loving parents is to role model
behavior that is personally responsible rather than being taker or caretaker. It is important
for children to begin the process of developing knowing and caring about other people's
feelings. Childcare as distributed parenting is caring must work with parents to create
partnerships to ensure, together, the creation of genuinely family centered service. The
first step of caring is that parents should educate themselves to make sure kids get the
information they need to make the right chores and have the lives they deserve.
As said by Bortolotti (1995), there are 10 little things good parents do. It involves
lofty fundamentals such as love, respect, and morality that are surprisingly easy to reduce
to simple, achievable goals like spending time with children and being with them during
development years. There are 10 tips for raising children of character; they are: a.)
devoting time to parenting, b.) being a good example; and c.) listening to their children is
considered one of the greatest things parents can do for them. As parents, they want their
children to be the architect of their own character crafting, while they accept the
responsibility to be architects of their environment physical and moral (Dr. Kevin Ryan
1997). Cotton (1998) in his article "Developing Empathy in Children in Youth," stated
that parents whose behavior toward their children is responsible, non-punitive and non
authoritative have children who have higher levels of affective to cognitive empathy and
pro-social behavior.
As stated by Carl (2004), an empathic response is one, which contains both a
cognitive and an affective dimension. The term empathy is used in at least two ways; to
mean a predominantly cognitive response, understanding how another feels or to mean an
effective communication with others.
On the word of Gallo (2003), the state of empathy or being empathetic is to
perceive the internal frame of reference of another with accuracy and the emotional
components and parent's pleasure from other parents; and d.) Make a personal connection
continuing touching where parents left off. Parents play a major role in the development
of healthy habits of their daughters. They play a significant role in creating a healthy
environment and instilling values and information that will give their children the best
chance of vigorous lifelong health.
It is not easy to be good parents today, because parenthood begets very serious
obligations. The fourth commandment of God reads "Honor thy father and thy Mother."
Implicit in this commandment is the law that parents must rightly fulfill their obligations
toward their children. Parents are bound to use their own knowledge and experience to
guide their children towards what is good and way from what is bad, no matter what
popular modes of juvenile conduct may be (Emerson, 1994).
According to Metcalf (2001), fathers play an important role when it comes to
playing with their children and teaching them how to do physical tasks. When parents use
the home to teach their children how to interact with the world around them, the children
develop better relationship skills. Fathers can read a book or simply reencountering the
day’s event has a potential to make a child trust and respect his parents.
As remarked by McGurn (2005), the best technique to reinforce behavior is to
have caring and a respectful relationship with your child. These reinforcements include
words, feelings and privileges. Reinforces for negative behavior will work.
Moreover, an aspect of caring behavior of parent’s behavior differs from each
other. Each family has different demographic profiles, point of views, attitudes, and
perspectives towards rearing their children. Somehow, it is not easy to be good parents
today. One may go further and say that it is never easy to be such, because parenthood
includes very serious obligations, and fallen human nature rather rebels against being
obliged to anything. However, these obligations include providing formal education to
children. And it is at this part where the most essential role of an educator begins.
The lecture method can be very effective when used in conjunction with active learning
and teaching approach. The traditional lecture has many advantages, particularly in the
large classroom, and can be effective in meeting instructional goals. Advances in
technology, and the increasing ease of application can turn the lecture into a methodology
which touches on learning diverse modalities and increases content relevancy.
According to Myers and Jones (2006) active learning as learning environment that allow
students to talk and listen, read, write, and reflect as they approach course content
through problem-solving exercises, informal small groups, simulations, case studies, role
playing, and other activities. These require students to apply what they are learning, and
touch on the highest levels of learning taxonomy.
On the other hand, Lipman (2008) defines critical thinking as skillful, responsible
thinking that facilitates good judgment because it relies upon criteria, is self-correcting,
and is sensitive to context. A list of applicable skills includes focusing, information
gathering, referencing, organizing, analyzing, integrating, and evaluation.
There are a variety of ways to stimulate discussion. A large part of the process is
the creation of a non-threatening, interactive learning environment that allows for the free
exchange of ideas. An important element is the use of inquiry questioning to stimulate
discussion and bring the forum to the highest levels. Discussion is central to active
student learning in many courses. Nevertheless, facilitating a good discussion remains a
challenge, even for experienced faculty.
Cooperative learning is a systematic pedagogical strategy that encourages small
groups of students to work together for the achievement of a common goal. This learning
strategy stresses the importance of faculty and student involvement in the learning
process.
The basic principle underlying these initiatives is that writing is more than a
technical skill to be acquired in a first-year comp course but is, in fact, a mode of learning
that can enhance students' understanding of the content of the disciplines. This strategy
includes writing across the curriculum, critical thinking, technology and computers, note
taking, and personal expression. There are a variety of goals for incorporating writing
within a course. The conventional goal is to demonstrate learning where clarity is the
primary requirement. There is also writing for learning, fostering involvement in course
material and promoting learning.
Although definitions of service learning abound, the informed movement toward
an expansion of service learning is based on the following: “Students learn and develop
through active participation in thoughtfully organized service that is conducted in and
meets the needs of the community. It is integrated into and enhances the academic
curriculum and includes structured time for the students and participants to reflect on the
service experience.” (Corporation for National Service, 1994)
An enormous amount has been written in the last two decades about research on
how people learn. Research shows clearly that a person must be engaged to learn. People
learn by actively participating in observing, speaking, writing, listening, thinking,
drawing, and doing.
If student learning is the goal, effective teaching means creating effective learning
environments and environments where students are actively participating and engaged
with the material are crucial to student learning. Students are more likely to learn and
retain if we ask them to do more than learn information. Including activities where
students can explore applications and implications will improve learning.
Another important aspect of learning that is useful to factor in to assignment and
activity design is learning style. If everyone learned the same way, it would be easy to
choose teaching approach to optimize learning. How people learn, however, varies
widely, as does individual preference for receiving and processing information. How
does this influence teaching? Your learning styles will certainly not match those of
everyone in your class, and your learning styles may, in fact, be quite different even from
a majority of your students. What works well for you may not work well for some of your
students. Because each of us knows what works for ourselves, we're prone to selecting
teaching approach that favor our own learning styles. If you choose only teaching
approach that would optimize learning for students with your learning styles, many of the
students in your class may be at a disadvantage. Knowing something about learning
styles in general and your own learning styles in particular can help you to plan
assignments and activities that reach students with as many different learning styles as
possible.
Accordingly, Dewey (1952) argues that the function of value judgments is to
guide human conduct. He uses the term “conduct” in the broadest sense, to include not
only overt bodily motion, but also observation, reflection, imagination, judgment, and
affective responses to what we observe and think. “Conduct” is a broader category than
“action” in contemporary philosophy of action, because it includes unconscious and
unreflective activity, such as that produced by instinct and reflex. There are three broad
levels of conduct: impulse, habit, and reflective action. These differ according to how far
they are guided by ideas of what one is doing.
On the other hand, humans begin life endowed only with impulses as motor
sources of activity. Impulses include what we would call today drives, appetites, instincts,
and unconditioned reflexes. They are “affective-motor responses”: primitive tendencies
of movement toward some things (eyes toward human faces, hand to grasping whatever
is within reach), away from others (spitting out bitter food, averting eyes from too bright
light, brushing off pesky flies), and even activity with no particular orientation toward
external objects (stretching, rolling over, crying, bouncing up and down, fidgeting).
Impulsive activity is not purposive. It involves no idea of an end to be achieved by the
activity. When a newborn infant sucks on its mother's nipple, it obtains food and thereby
satisfies its hunger. But the newborn has no idea that this will be a consequence of its
sucking, and does not suck with the end in view of obtaining food.
Moreover, habits are socially shaped dispositions to particular forms of activity or
modes of response to the environment. They channel impulses in specified directions,
toward certain outcomes, by entrenching particular uses of means, prescribing certain
conduct in particular circumstances. While individuals may have idiosyncratic habits, the
most important habits are customs, shared habits of a group that are passed on to children
through socialization. Customs originate in purposive activity. Every society must devise
means for the satisfaction of basic human needs for food, shelter, clothing, and affiliation,
for coping with interpersonal conflict within the group and treatment of outsiders, for
dealing with critical events such as birth, coming of age, and death. Yet customs need not
have been consciously invented to serve these needs. Language consists in a body of
habits and norms, but few languages were explicitly invented to serve needs for
communication.
To sum up with, the need to reflect intelligently on what one is doing arises when
the ordinary operation of habit or impulse is blocked. Customary means may be lacking;
changed circumstances may make habits misfire, producing unintended and disturbing
consequences; the social interaction of groups of people with different customs may
produce practical conflicts that require mutual adjustment. When habit is blocked, people
are forced to stop their activity and reflect on the problems posed by their situation. They
must deliberate. The aim of deliberation is to find a satisfactory means to resumption of
activity by solving the problem posed by one's situation. Deliberation involves an
investigation of the causes of disrupted activity so as to consciously articulate the
problematic features of one's situation, and an imaginative rehearsal of alternative means
to solving it, anticipating the consequences of executing each one, including one's
attitudes to those consequences. It is a thought experiment designed to arrive at a
practical judgment, action upon which is anticipated to resolve one's predicament.
Foreign studies
Involving families in schools focuses on ways parents and families may support
their charter schools, and schools' support to families. In particular, Joyce Epstein wish to
make two recommendations for strategies that have proven effective in building parent
understanding and support: First, start the year with a family-student-teacher conference,
in which educators and parents meet to plan out the year. This helps parents understand
the program, and helps teachers understand the circumstances and needs of particular
families. Meeting with parents before the school year requires a major reallocation of
education time, but the schools which have done it report good outcomes. Second, hold
regularly-scheduled parent meetings. To keep parents engaged with the school, it is
crucial that there be some school event to which they come on a regular basis, monthly or
at least bi-monthly. This could be a potluck dinner followed by a presentation on an
aspect of the school program, could include learning activities for both parents and
students, or could incorporate student performances or presentations.
The needs and interests of different groups of parents are usually a better starting
point than the school's agenda when beginning parent involvement projects. When the
school offers many different sorts of activities, parents can enter the school world in a
way that is most comfortable or more interesting to them.
Epstein (2007) has synthesized the research on family and community
involvement in education to produce a framework of six types of involvement. The six
types are: Parenting - the school helps families establish home environments that support
children as students; Communicating - effective two-way communication between
parents and children, schools and homes; Volunteering - parents help and support the
child in a variety of school activities; Learning at home - schools help parents to help
students learn in the home; Decision making - parents are included in school decision
making; and Collaborating with community - resources from the community are
integrated to strengthen school programs, family practices, and student learning.
There are a number of steps schools can take to help encourage parents establish
home environments that support children as students. It is generally agreed that children
learn more when they "get sufficient rest, are fed an ample and nutritious diet, get to
school regularly and on time, are dressed appropriately for the weather, have clean
clothes to wear, and have a quiet and well-lit place to work at home". Sometimes parents
just need reminders of the importance of these items. In some communities higher
numbers of families which are a major constituency for many charter schools may have
difficulty meeting these needs.
To help families meet basic needs, schools can build connections with public and
private human services providers. McAllister Swap suggests that elementary schools may
arrange for workshops to parents, on topics such as nutrition, changing needs of children
as they grow, and coping with children's eating or sleeping problems. In addition to
sharing information, such workshops may help parents create a useful support network
among each other. Community education may provide parenting classes with practical
suggestions and opportunities for sharing ideas, these are:
Effective two-way communication between schools and homes is crucial for real
partnerships. In addition to teachers' role, administrators need to provide leadership and
support staff such as secretaries, custodians, and security personnel, "need to welcome
parents with their tone of voice, body language, and friendliness”. An open line
communication between the parents and the school will help the parents in understanding
better their children and their children’s school affairs and performance.
There are a wide variety of ways parents can support the school as volunteers.
Volunteer activities should bring in additional resources to the school while building a
sense of community between the school and families. Schools may recruit volunteers
through interest surveys or other types of contact.
To make effective use of parent volunteers, you will likely need an individual to
coordinate the volunteer effort - to distribute and collect surveys asking parents to
volunteer, to determine which activities volunteers can reasonably do, to match the right
volunteer with the right task, and to network with other school staff to ensure the process
is running smoothly. Funding a parent coordinator is apt to be a challenge: few charter
schools have ready funds to add another non-instructional staff position to the payroll. A
number of options may be worth considering as you look for ways to provide for a
volunteer coordinator. For example, one school found a parent who was willing to
coordinate the volunteer effort, for paraprofessional salary. The volunteer coordinator
could be a part time position, e.g. a paraprofessional who works part of the day with
students. Some schools may have Title I funds available to pay a volunteer coordinator.
Another option would be to find a volunteer willing to coordinate the volunteer effort.
In addition to meeting children's basic needs, parents can promote learning
through a wide variety of home activities. Swap points out that "There is widespread
agreement that parents can support their children's learning by reading aloud, providing
an environment that is rich in print materials, talking to their child about events and
experiences, encouraging their child's interests, taking the child to interesting places, and
exploiting the wide range of ordinarily occurring home and community activities for their
learning potential".
Charter schools can include parents on their governance boards and committees or
task forces. Alaska charter schools are required to have an academic policy committee
which includes parents. In Georgia, a majority of the governing body of the school are
parents. In Minnesota, board members are elected by parents and school staff. A number
of other state charter laws require or encourage parent involvement in governance. If
parents do serve on the school's governing board, it is important that they understand
their responsibility to take an appropriate role in decisions that may benefit their children
or themselves. Schools, especially smaller schools, can enrich their offerings by tapping
into community resources. Community partnerships are becoming increasingly common:
Mindful of increasing need and decreasing resources, many schools have reached
out to the businesses and agencies in their communities to supplement and enrich their
offerings. Public and mental health institutions are sometimes willing to locate staff in
schools, offer educational programs, donate space, or work in collaboration with school
personnel to develop multidisciplinary student support teams. School-university
collaborations can provide important resources for school improvement: student interns,
collaboration in teacher preparation, and mutual stimulation of faculty and school staff
It is critical that if an educator believes in utilizing non-traditional teaching and
learning strategies in the classroom then it only seems logical that we offer students the
same format when peer teaching. Students have rated the experience of peer teaching as
one of their most educational experiences during their college careers.
Peer critiques are a common methodology utilized in studio and lab based
courses, as well as courses emphasizing writing and language development. Johnson has
found that it is possible to utilize the principles of peer critiques in practically any course
because peer critiques promote understanding and analysis by placing one student in the
position of critiquing the work of another student. Determining whether the work is
“good or bad”, “right or wrong” is not the purpose of the critique. Analysis of the peer’s
work and a demonstrated understanding of the subject matter are the focus of this
teaching strategy. As faculty we realize that we often clarify our own learning of a given
subject by trying to understand and express the qualities and characteristics of our
students work. This methodology is intended to transfer this learning experience to the
student.
The faculty member’s responsibility is to evaluate the critique, clarify, and
perhaps expand on critiquing the student’s analysis. As a by-product of this teaching and
learning strategy students learn to trust and seek collaborative learning opportunities,
challenge the mythical authority of faculty, and become better able to analyze their own
work links theory and practice by engaging students in real life problems. Higher order
skills such as application, analysis and evaluation can only be achieved through a more
active approach to learning. The purpose of the problem is to motivate students to learn
by providing a real-world context for examining the issues involved. Problem based
learning is thought of as a high risk educational strategy because of its lack of structure.
This lack of structure is a by-product of open ended problems which have many ways of
resolving or answering the problem at hand. When learning is in context rather than as a
series of isolated facts and theories, the concepts are better retained. The underlying
belief of PBL is that learning is more meaningful and enjoyable when it occurs in small
active groups which are self-directed. This process encourages students to take
responsibility for their own learning and that of their learning group (Lieux and Luoto,
2000).
PBL is a time hungry method of learning. Class time, once reserved for lectures,
must be exchanged for group, problem-solving activities according to Wu and Fournier
(2000). The faculty member must be actively engaged in coaching and critiquing the
problem solving process that students are utilizing. It is important to find to a balance
between the breath of material covered in the course and learning effectiveness as neither
learning effectiveness nor teaching quality can be equated with the sheer volume of
information delivered (Wu and Fournier, 2000).
According to Savoie and Hughes (1994), the following six steps can be utilized to
organize the PBL experience in the classroom: 1) begin with a problem; 2) ensure that the
problem connects with the students’ world; 3) organize the subject matter around the
problem, not the disciplines; 4) give students the major responsibility for shaping and
directing their own learning; 5) use small teams as the context for most learning; and 6)
require students to demonstrate what they have learned through a product or a
performance. Students construct knowledge; they do not take it in as it is disseminated,
but rather they build on knowledge they have gained previously (Cross, 1998). When
students are addressing the problem it is recommended that the three-step problem-
solving process suggested by Stephien, Gallagher and Worksman (1993) be utilized.
According to Alfred Bandura, human learning does not take place only through
the principles of habituation, classical and operant conditioning. Most of us learn when
we are with other people. Thus social learning theorists highlight the fact that people can
learn from the experiences of others.
In contrast to Skinner’s “Operant Conditioning,” Bandura believes that learning
occurs through imitation and practice and requires more awareness, self- motivation, and
self-regulation of the individual. In Bandura’s postulation of “Social Learning Theory,”
the individual actively interacts to learn new skills and behaviors (Berman et. Al, 2007)
Bandura (1997) came up with several processes of learning as follows:
1. Vicarious conditioning - It is a process of learning by seeing or hearing about the
consequences of other people’s action.
2. Observational learning – It is a process of learning by watching what others are
doing. The person who is watched is called the model. Through observational learning,
people can profit from other’s experiences. While people can learn by watching the
behavior of others, it does not mean they will. Other people may ignore the experience of
others and find out for themselves what is good for them.
Bandura (1977) enumerated four requirements to determine whether observational
learning has occurred. These are first, attention, which implies that one cannot learn
unless he pays reasonable close attention to what is happening around him. Second is
retention, which explains that one must not only attend to the observed behavior but also
remember it at some later time. Third is the ability to reproduce behavior which implies
that one must be capable of doing the act. And lastly is motivation which states that
People are most likely to imitate those that they are rewarded for their behavior and those
whom they like to have similarities with or value more.
In relation to this study, the researcher primary believed that the behavior of
children and students are co-affective by the behavior of their parents and educator. The
behavior of the parents and educator respectively, causes the response or attitude of the
individuals to which the behavior of the two are being applied.
Social learning theory is derived from the work of Cornell Montgomery (1843-
1904) which proposed that social learning occurred through four main stages of
limitation: close contact; imitation of superiors; understanding of concepts; and role
model behavior. It consists of 3 parts: observing, imitating, and reinforcements
Rotter moved away from theories based on psychosis and behaviourism, and
developed a learning theory. In Social Learning and Clinical Psychology (1954), Rotter
suggests that the effect of behavior has an impact on the motivation of people to engage
in that specific behavior. People wish to avoid negative consequences, while desiring
positive results or effects. If one expects a positive outcome from a behavior, or thinks
there is a high probability of a positive outcome, then they will be more likely to engage
in that behavior. The behavior is reinforced, with positive outcomes, leading a person to
repeat the behavior. This social learning theory suggests that behavior is influenced by
these environmental factors or stimulus, and not psychological factors alone.
Albert Bandura (1977) expanded on Rotter's idea, as well as earlier work by
Miller & Dollard (1941) and is related to social learning theories of Vygotsky and Lave.
This theory incorporates aspects of behavioral and cognitive learning. Behavioral
learning assumes that people's environment (surroundings) cause people to behave in
certain ways. Cognitive learning presumes that psychological factors are important for
influencing how one behaves. Social learning suggests a combination of environmental
(social) and psychological factors influence behavior. Social learning theory outlines
three requirements for people to learn and model behavior include attention: retention
(remembering what one observed), reproduction (ability to reproduce the behavior), and
motivation (good reason) to want to adopt the behavior.
Social Learning Theory consists of three elements. There are the Individual
process, Environment, and Behaviour. These three are about intrinsic motivation, external
stimulus, and individual’s action respectively. An intrinsic motivation is self-motivation.
Ourselves that gives the motivation to do things. An external stimulus is the influences
around us or environment for example influences by friends, peers, television’s shows,
parents, and also stranger. An individual’s action is the behaviour of the individual.
According to social learning theory, learning is the interaction between an individual’s
intrinsic motivation and behaviour with the environment.
Albert Bandura’s Social Learning Theory
"Learning would be exceedingly laborious, not to mention hazardous, if people
had to rely solely on the effects of their own actions to inform them what to do.
Fortunately, most human behavior is learned observationally through modeling: from
observing others one forms an idea of how new behaviors are performed, and on later
occasions this coded information serves as a guide for action."(Albert Bandura, Social
Learning Theory, 1977)
People always learn through observation of others’ behavior, attitudes, and
outcomes of those behaviors. “Most human behavior is learned observationally through
modeling: from observing others, one forms an idea of how new behaviors are
performed, and on later occasions this coded information serves as a guide for action.”
(Albert Bandura, 1977).
Social learning theory explains human behavior in terms of continuous joint
interaction between cognitive, behavioral, and environmental influences. His theory
added a social element, arguing that people can learn new information and behaviors by
watching other people. Known as observational learning (or modeling), this type of
learning can be used to explain a wide variety of behaviors.
In his famous "Bobo doll" studies, Bandura demonstrated that children learn and
imitate behaviours they have observed in other people. He made a film of one of his
students, a young woman, essentially beating up a bobo doll. The woman punched the
clown while shouting “sockeroo!” She kicked it, sat on it, hit with a little hammer, and
so on, shouting various aggressive phrases. Bandura showed his film to groups of
kindergartens children which liked it a lot. When the children were later allowed to play
in a room with the Bobo doll, they began to imitate the aggressive actions they had
previously observed.
Bandura identified three basic models of observational learning: First, alive
model, which involves an actual individual demonstrating or acting out a
behaviour.Second, a verbal instructional model, which involves descriptions and
explanations of a behaviour.Lastly, a symbolic model, which involves real or fictional
characters displaying behaviours in books, films, television programs, or online media.
Bandura noted that external, environmental reinforcement was not the only factor
to influence learning and behavior. He described intrinsic reinforcement as a form of
internal reward, such as pride, satisfaction, and a sense of accomplishment. This
emphasis on internal thoughts and cognitions helps connect learning theories to cognitive
developmental theories. While many textbooks place social learning theory with
behavioral theories, Bandura himself describes his approach as a ‘social cognitive
theory.’
While behaviorists believed that learning led to a permanent change in behaviour,
observational learning demonstrates that people can learn new information without
demonstrating new behaviors.
Not all observed behaviours are effectively learned. Factors involving both the
model and the learner can play a role in whether social learning is successful. Certain
requirements and steps must also be followed. The following steps are involved in the
observational learning and modeling process:
Attention: In order to learn, you need to be paying attention. Anything that
detracts your attention is going to have a negative effect on observational
learning. If the model interesting or there is a novel aspect to the situation, you are
far more likely to dedicate your full attention to learning.
Retention: The ability to store information is also an important part of the learning
process. Retention can be affected by a number of factors, but the ability to pull
up information later and act on it is vital to observational learning.
Reproduction: Once you have paid attention to the model and retained the
information, it is time to actually perform the behavior you observed. Further
practice of the learned behavior leads to improvement and skill advancement.
Motivation: Finally, in order for observational learning to be successful, you have
to be motivated to imitate the behavior that has been modeled. Reinforcement and
punishment play an important role in motivation. While experiencing these
motivators can be highly effective, so can observing other experience some type
of reinforcement or punishment. For example, if you see another student rewarded
with extra credit for being to class on time, you might start to show up a few
minutes early each day.
Social learning theory has numerous implications for classroom use, such as
students often learn a great deal simply by observing other people. Describing the
consequences of behavior is can effectively increase the appropriate behaviors and
decrease inappropriate ones. This can involve discussing with learners about the rewards
and consequences of various behaviors. Modeling provides an alternative to shaping for
teaching new behaviors. Instead of using shaping, which is operant conditioning,
modeling can provide a faster, more efficient means for teaching new behavior. To
promote effective modeling a teacher must make sure that the four essential conditions
exist; attention, retention, motor reproduction, and motivation.
In classical conditioning, the conditioned response often response resembles the
normal response to the unconditioned stimulus: salivation, for example, is a dog’s normal
response to food. But when you want to teach an organism something novel- such as
teaching a dog a new trick – you cannot use classical conditioning. What unconditioned
stimulus would make it roll over? To train the dog, one must first persuade it to do the
trick and afterward reward it with either approval or food. If someone keep doing this,
eventually the dog will learn the trick (Atkinson, 1993).
Much of real life- life behavior is like this: responses are learned because they
operate on, or effect the environment. Referred to as an operant conditioning, this kind of
learning occurs in our own species, as in lower species.
Neither organism is responding to the onset or offset of a specific external
stimulus. Rather, they are operating on their environment. Once the organism performs a
certain behavior, however, the likelihood that the action will be repeated depends on its
consequences (Arenas, 2004).
Throndike’s Law of Effect explains that, behaviors followed by positive
consequences are strengthened, while behaviors followed by negative consequences are
weakened. Thus, he called this as instrumental learning, and his explanation, known as
the Law of Effect, as one of the cornerstones of operant conditioning. Because this kind
of learning is maintained or changed, depending on the consequence that follows a
response, when one respond to something, the response is strengthened if the
consequence is pleasant, and weakened if the consequence is aversive. In this way,
members of hundreds of other species, learn because of the outcome of different
behaviors.
Much like in this study, it is strongly believed that if positive stimuli is given to
and individual, the learner himself, will shed a positive response. That is why the
questionnaires formulated both in the category of parenting behaviors and teaching
approaches are positively inclined.
Cognitive flexibility theory focuses on the nature of learning in complex and ill-
structured domains. Spiro & Jehng (1990, p. 165) state: "By cognitive flexibility, we
mean the ability to spontaneously restructure one's knowledge, in many ways, in adaptive
response to radically changing situational demands...This is a function of both the way
knowledge is represented (e.g., along multiple rather single conceptual dimensions) and
the processes that operate on those mental representations (e.g., processes of schema
assembly rather than intact schema retrieval)."
The theory is largely concerned with transfer of knowledge and skills beyond
their initial learning situation. For this reason, emphasis is placed upon the presentation
of information from multiple perspectives and use of many case studies that present
diverse examples. The theory also asserts that effective learning is context-dependent, so
instruction needs to be very specific. In addition, the theory stresses the importance of
constructed knowledge; learners must be given an opportunity to develop their own
representations of information in order to properly learn.
Experiential learning is the process of making meaning from direct experience.
Aristotle once said, "For the things we have to learn before we can do them, we learn by
doing them." David A. Kolb helped to popularize the idea of experiential learning
drawing heavily on the work of John Dewey and Jean Piaget. His work on experiential
learning has contributed greatly to expanding the philosophy of experiential education.
Experiential learning is learning through reflection on doing, which is often
contrasted with rote or didactic learning. Experiential learning is related to, but not
synonymous with, experiential education, action learning, adventure learning, free choice
learning, cooperative learning, and service learning. While there are relationships and
connections between all these theories of education, importantly they are also separate
terms with separate meanings.
Experiential learning focuses on the learning process for the individual (unlike
experiential education, which focuses on the transactive process between teacher and
learner). An example of experiential learning is going to the zoo and learning through
observation and interaction with the zoo environment, as opposed to reading about
animals from a book. Thus, one makes discoveries and experiments with knowledge
firsthand, instead of hearing or reading about others' experiences.
Experiential learning requires no teacher and relates solely to the meaning making
process of the individual's direct experience. However, though the gaining of knowledge
is an inherent process that occurs naturally, for a genuine learning experience to occur,
there must exist certain elements.
According to David Kolb, an American educational theorist, knowledge is
continuously gained through both personal and environmental experiences. He states that
in order to gain genuine knowledge from an experience, certain abilities are required:
First; the learner must be willing to be actively involved in the experience; Second, the
learner must be able to reflect on the experience; Third, the learner must possess and use
analytical skills to conceptualize the experience; and lastly, the learner must possess
decision making and problem solving skills in order to use the new ideas gained from the
experience
For the adult learner especially, experience becomes a "living textbook" to which
they can refer. However, as John Dewey pointed out, experiential learning can often lead
to "mis-educative experiences." In other words, experiences do not automatically equate
learning. The classic example of this is the lecture experience many students have in
formal educational settings. While the content of the course might be "physics" the
experiential learning becomes "I hate physics." Preferably, the student should have
learned "I hate lectures." Experiential learning therefore can be problematic as
generalizations or meanings may be misapplied. Without continuity and interaction,
experience may actually distort educational growth and disable an otherwise capable
learner. There are countless examples of this in prejudice, stereotypes, and other related
areas.
The progressive Education association, inspired by Dewey’s ideas, later codified
his doctrines as follows: First, the conduct of the pupils shall be governed by themselves,
according to the social needs of the community. Second, interest shall be the motive for
all work. Third, teachers will inspire a desire for knowledge, and will serve as guides in
the in the investigation undertaken, rather than as task-masters. Fourth, scientific study of
each pupil’s development, physical, mental, social and spiritual, is absolutely essential to
the intelligent direction of his development. Fifth, is that greater attention is paid to the
child’s physical needs, with greater use of the out-of-doors. Sixth, is that cooperation
between school and home will fill all needs of the child’s development such as music,
dancing, play and other extra-curricular activities. Lastly, all progressive schools will
look upon their work as of the laboratory type, giving freely to the sum of educational
knowledge the results of their experiments in child culture. These rules for education sum
up the theoretical conclusions of the reform movement begun by Coronel Francis Parker
and carried forward by Dewey at the laboratory school that he set up in 1896 in
connection with the University of Chicago.
According to Patindol (2003) in her article "Parenting Alone", she learned five
important things from being a single parent: First is to clarify parenting goals; Second is
adjusting attitudes, lifestyle, and behavior to fit those parenting goals; Third is be honest,
be real; and Fourth is, one does not have to do it all. Last is to keep on praying.
From the article "Pinoy Kasi: Is Parenting natural and instinctive?" by Tan
(2003), three factors that influence parenting as natural and instinctive were presented.
These are maternal instincts, maternal love, anti death without weeping. He also gave
emphasis to move beyond the rhetoric of "responsible parenting" and ask what parenting
itself actually means besides having babies.
The responsibility of a parent does not only end in feeding, bathing and providing
shelter to your children. A holistic approach in parenting is encouraged. Based on Flores’
(2004) article, "Parenting Session", she emphasizes that Sunday is a family day. It is the
time for parents to be involved and discover more about their children, their individual
differences, achievements, problems, strengths, and weaknesses, through parenting
sessions. Parental participation in the session enhances the bond between the school and
the home. Their concern will reflect in student's future. Thus, a certain quality time is
essential to be provided by the parents to their children.
As parents strive to discover things about their children, another responsibility lies
within their hands. This responsibility is a significant factor in nourishing the individual
mind and personality of a child and that is education. In molding the future of the child,
educators work hand in hand with the parents in achieving this goal. The teacher used to
be the omnipotent fountain of wisdom, the transmitter of information and knowledge.
And the student was likened to a sponge which soaks up whatever the teacher says or
does. But today, a paradigm shift has occurred where the focus of the teaching-learning
process has transferred from the teacher and the teaching endeavor to the learner and the
learning process. Hence, the primary role of the nurse educator is not to teach or educate,
but to provide the opportunities for the learner to be actively involved in the learning
process and to create an environment that will inspire or motivate the learner to apply the
knowledge and skills to access, criticize, and select the best possible solution to situation
or problems. Additionally, the teacher should be able to elicit the learner’s participation
as an active partner in determining the objectives and goals of the educational process
and maximize the use of their potentials, creativity and resourcefulness.(Castro,2009)
As cited by Pagtalunan (2007), nurse lecturers investigated practice development
and action learning approaches aimed at enabling post registration bachelor’s- and
master’s-level nursing students to advance practice in the context of policy and
professional developments. A patchwork text was used to assess summative what students
achieved (practice change/development) and how this was informed critically, via an
extended epistemology. First-person inquiry supplemented by cooperative inquiry post
course completion (including reflective discussions with 16 students and 16 practice
mentors) were used to assist co researcher constructions of meaning.
Based on Dela Cruz’ (2005) relational, tripartite approach to learning and
assessment (students’, teachers’, and practice mentors’ collective contributions), learning
depends on continuing reflective attention. Action learning enhances interrelation of
experience with dialectic thinking. The patchwork text functions to promote creative
writing, evaluative thinking, and praxis development. Role modeling by all, being genuine
and not just "talking" genuine is challenging yet crucial if people are to function as
mutual resources for learning.
According to Santos (2005), to increase the interactions of students with each
other, the media, the content and the instructor, the role of the teacher must include
structuring activities, motivating students, and managing the course. These skills are not
so different from a Cooperative Learning teacher in a traditional classroom. Cooperative
Learning is a proven teaching strategy that can be implemented in any content area. This
strategy has shown to increase student achievement, foster positive social relationships
and improve student self-esteem. Furthermore it is beginning to be applied in online
instructional environments.
This study entitled “PARENTING BEHAVIOR OF CLINICAL INSTRUCTORS
IN RELATION TO THEIR TEACHING APPROACHES” was originally conceived by
the researcher. Although there were a number of studies about parenting behavior and
strategies and approaches of educators, the researcher believed on the uniqueness of this
study because of the correlation study made to the parenting behavior and teaching
behaviors. The study became even more significant because its subjects were from
educational institutions of a single town to which the researcher also belonged. Thus, this
study will not only benefit the researcher but also the three universities of
_____________by providing them an insight of the characteristics of their parent clinical
instructors as to how they care for their children and how they educate their students.
This chapter presents the method of research used, locale of the study, samples
and sampling procedure, research instrument used and statistical treatment of data.
This study made use of the correlational method of research which is one of the
types of descriptive research. According to Palispis (1991), this is used to determine the
extent to which different variables are related to each other in a given population. It also
presented an analysis on the caring behaviors of parent clinical instructors, their teaching
approaches and significant correlation between their parenting behavior and their
teaching approaches.
Sixty seven (67) clinical instructors with child/children from the three different
Universities were chosen purposively and served as the respondents of the study.
The list of selected clinical instructors with child/children was secured from the
College of Nursing office.
The questionnaire formulated by the researcher was the main tool utilized in data
gathering. It is self-structured and utilized close-ended set of questions administered to
respondents to generate information about a person, object or a specific situation
(Palispis, 1991). In the formulation of the questionnaire, the researcher had reviewed
several literatures, both foreign and local, that are related to the study.
The researcher made the questionnaire based on the statement of the problem.
Several literatures were read to come up with the six major types of caring behaviors and
their subtypes and different teaching styles or approaches. The questionnaire was
subjected for correction and evaluation of the research adviser. After which, suggestions
were given and another much improved draft was discussed constructively and revised by
simplifying and improving the questionnaire. It was then reproduced and was subjected
to a pre-test that was conducted in the Department of Nursing A pre-test was conducted
to know the areas of improvement. After identifying the weakness of the tool, it was
subjected for another correction. Revisions were made to the questionnaire, to eliminate
the chances of encountering same problems during the pre-test. It was then evaluated by
the research adviser and statistician. An approved questionnaire was reproduced and
distributed to the respondents in , for them to evaluate their own caring behavior to their
children and their teaching approaches to their students.
The questionnaire is divided into three parts:
PART I – Socio-demographic profile. This part contains questions about the
respondent’s demographic data such as the age, educational attainment, number of
children, number of years married, type of family and religion and number of years
teaching as clinical instructor.
PART II – Parenting Behavior. This part of the questionnaire yields the parents’ caring
behaviors towards their children. These behaviors particularly pertain to how parents
provide care to their children while also establishing the basic education to their children.
PART III – Teaching approaches. This part includes the different teaching strategies and
approaches of an educator to his/her learner based on the different teaching theories that
served as one of the major backbone of this study. These teaching approaches and
strategies may be utilized both in the academic and clinical area.
A ready made questionnaire is not available so the researcher developed one and
the following was considered to make a suitable questionnaire for the study.
The researcher had identified the problem and a set of survey questionnaire was
formulated and approved by the research adviser and run for pre and post-testing in the
department of Nursing After the post-test, trouble areas of the questionnaire were
identified and was later improved for the actual testing. Once an official instrument was
ready and approved by the adviser, the researcher went to the three universities with the
official letter to the university presidents and college deans.
The following statistical tools were utilized in this study:
1. For the profile of the respondents, the frequency and frequency percentage were
used.
To obtain the percentage result, the formula used:
P=f/n x 100
Where:
P = percentage
f = frequency
n = total number of respondents
The frequency of responses in a certain question was divided to the total number
of respondents and then multiplied by 100.
2. For the description of parental behavior and teaching approaches: mean, weighted
mean and ranking; and
To obtain the weighted mean for every question, the formula used was:
WM = 5f5+ 4f4+ 3f3 + 2f2 + 1f1
NR
WM = Weighted -Mean
5f = the frequency with the highest ranking
4f = the frequency with the second highest ranking
3f = the frequency with the third in ranking
2f = the frequency with the second to the lowest in ranking
1f = the frequency with the lowest in ranking
NR = number of the respondents
For the Likert Formula, 5f will be multiplied by the choice, 5 as always
demonstrated; 4f will be multiplied by the choice, 4 as often demonstrated; 3f will be
multiplied by the choice, 3 as sometimes demonstrated; 2f will be multiplied by the
choice, 2 as rarely demonstrated and 1f will be multiplied by the choice, 1 as never
demonstrated. The product will be added and the sum will be divided by the number
of the respondents.
3. For the correlation of parenting behavior to teaching approach, Pearson product
moment correlation (Pearson’s r) was utilized. Pearson’s r is a kind of parametric
statistics which measures the relationship between/among two or more variables.
The formula for Pearson’s r
n(Txy) – (Tx) (Ty)
r = -----------------------------------------------------------
√ [n(Tx2) – (Tx)2] [n (Ty2) – (Ty)2]
where:
r = Pearson Product Moment correlation
n = sample size
x = observed data for the independent variable
y = observed data for the dependent variable
Dear Respondents:
Christian greetings!
I am a graduate student of __________________ taking up Master of Arts in Nursing.
I am currently conducting a research study on the “________________________”. I would like to ask for your help for the realization of this study by answering the questionnaire attached herewith. Rest assured that the answers will be treated with utmost confidentiality.
Thank you very much.
Sincerely,
_______________________Researcher
Noted by :
_________________________Thesis Adviser
Approved by:________________________________Dean, Graduate School
General Instructions: We are presently conducting a study about the relationship of
parent caring behavior of clinical instructors with their children to their own teaching
strategies and approaches. Your cooperation will be of great help in accomplishing this
study. Rest assured that the data provided herein will be treated with confidentiality.
We are hoping for your honesty in answering the question. Thank you.
Direction: Please put a check ( / ) in the parentheses provided for you:
Part I. Demographic Profile
Age Educational Attainment:
( ) 20 - 25 Elementary ( ) Graduate ( ) Undergraduate
( ) 26 - 30 High school ( ) Graduate ( ) Undergraduate
( ) 31 - 35 College ( ) Graduate ( ) Undergraduate
( ) 36 – 40 Post Graduate ( ) Masteral ( ) Doctoral
( ) 41 - 45
( ) 46 and above
No. of children No. of years married
( ) 1- 5 ( ) 1 -5 ( ) 15 and above
( ) 6 - 10 ( ) 6 - 10 ( ) N/A (eg. single
parents,widow)
( ) 11 above ( ) 11 - 14
Type of family
( ) nuclear ( ) extended
Religion No. of Years Teaching as a Clinical Instructor
( ) Catholic ( ) 0 – 11 months
( ) Methodist ( ) 1 – 5 years
( ) Iglesia ni Cristo ( ) 6 – 10 years
( ) Protestant ( ) 11 – 15 years
( ) Aglipayan ( ) 16 – 20 years
Others, please specify : _____________ ( ) 21 and above
Read carefully the following statements on the types of caring behavior and rate
the degree, which it is demonstrated by checking the number according to the following:
5 - Always demonstrated (Respondents demonstrate the type of caring behavior at all
times)
4 - Often demonstrated (Respondents demonstrate ·the type of caring behavior most of
the time)
3 - Sometimes demonstrated (Respondents occasionally demonstrate the type of caring
behavior)
2 - Rarely demonstrated (Respondents seldom demonstrate the type of caring behavior)
1 – Never demonstrated (Respondents do not demonstrate the type of caring behavior)
(Please answer the following questions honestly) 5 4 3 2 11. Consciously establishes harmonious relationship with your
child/children.2. Allows child to make decisions.3. Allows child/children to learn from the consequence of their
actions.4. Guides your child/children in their learning process.5. Listens to your child/children whenever they have something to
say.6. Shows respect for each member of the family.7. Makes sure that your child/children’s actions are well guided.8. Encourages child/children to voice out what they really feel
whenever they are having problems.9. Allows child to express their feelings and verbalize their
problems.10. Touches child/children to show affection. (eg. Hugs, taps on the
shoulder)11. Encourages your child/children to do their schoolwork
independently.12. Explains to child/children circumstances which they do not
understand.13. Provides a safe environment for child/children.14. Works and talks with your child/children based on their
knowledge.15. Makes sure your child/children are enjoying and learning while
playing.16. Involves the whole family in joining community activities to
foster a holistic growth and development among family members.
17. Supports child/children’s decision by providing advice.18. Allows child/children to define and implement their tasks.19. Teaches child/children moral lesson whenever they did
something wrong.20. Encourages child/children in developing their skills.21. Allows child/children to actively set their own goals and tasks.22. Represents self as a parent who judges their child/children fairly.
5 - Always demonstrated (Respondents demonstrate the type of caring behavior at all times) 4 - Often demonstrated (Respondents demonstrate ·the type of caring behavior most of the time) 3 - Sometimes demonstrated (Respondents occasionally demonstrate the type of caring behavior) 2- Rarely demonstrated (Respondents seldom demonstrate the type of caring behavior)1– Never demonstrated (Respondents do not demonstrate the type of caring behavior)
Part 3: Teaching Approaches
TEACHING APPROACHES UTILIZED BY CLINICAL INSTRUCTORS WITH THEIR STUDENTS
I. Motivation 5 4 3 2 1
1. Makes sure that you establish good rapport with the students at the very beginning of contact.
2. Strives to increase learners’ participation in decision making that affect them whether in academic or clinical area.
3. Allows the student to learn by experience.
4. Guides the students in the learning process.
5. Encourages active interaction between students and the teacher.
6. Consistently conveys respect to each student.
7. Makes sure that students’ actions are well guided.
8. Shows sensitivity to the students’ problems and feelings.
9. Allows learner to freely express themselves and asks questions.
10. Conveys a sense of warmth and approachability to students.
5 - Always demonstrated (Respondents demonstrate the type of caring behavior at all times) 4 - Often demonstrated (Respondents demonstrate ·the type of caring behavior most of the time) 3 - Sometimes demonstrated (Respondents occasionally demonstrate the type of caring behavior) 2- Rarely demonstrated (Respondents seldom demonstrate the type of caring behavior)1– Never demonstrated (Respondents do not demonstrate the type of caring behavior)
II. Retention 5 4 3 2 1
1. Allows student to solve problems independently.
2. Guides students in interpreting information during the process of learning.
3. Provides conducive environment for learning.
4. Constantly assesses whether the student can follow the teacher’s train of thought.
5. Uses many teaching strategies, jokes and humor.
6. Elicit cooperation among the students to do collaborative learning through study groups, projects and other activities.
5 - Always demonstrated (Respondents demonstrate the type of caring behavior at all times) 4 - Often demonstrated (Respondents demonstrate ·the type of caring behavior most of the time) 3 - Sometimes demonstrated (Respondents occasionally demonstrate the type of caring behavior) 2 - Rarely demonstrated (Respondents seldom demonstrate the type of caring behavior)1 – Never demonstrated (Respondents do not demonstrate the type of caring behavior)
III. Reinforcement 5 4 3 2 1
1. Supports student’s decision by providing advice.
2. Allows students to actively set their own goals and tasks.
3. Teaches students moral lesson whenever they did something wrong.
4. Encourages your child/children in developing their skills.
5. Challenges students to realize a goal with the teacher’s support..
6. Is fair in the evaluation process.
This is the end of the questionnaire…
Thank you for your cooperation!
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