Exploring Parent-Teacher Collaboration to Improve Students' Vocabulary Skills: An Action Research

Abstract

INTRODUCTION

This action research was conducted not only to help students enhance their vocabulary skills through parent-teacher collaboration but also to help them realize that collaborating with each other is a vital aspect of language learning that they overlooked. While most studies focus on effective strategies to develop the vocabulary skills of the students, few studies explore parent-teacher collaboration towards the development of the learners' vocabulary skills. It is for this reason that the teacher-researchers attempted to find out the effectiveness of parent and teacher involvement in the teaching and learning process.

METHODS

The researchers used Quasi-Experimental Research in which pre and posttests were conducted to find out the significant difference in the learners' performance in vocabulary before and after exposure to parent-teacher collaboration. A training matrix was developed by the researchers to be used for the whole 1-month experimental period. The researchers employed vocabulary exercises during the experiment. In addition, during the 1-month experimental study, their parents helped the students accomplish the vocabulary tasks whenever the learners had difficulty answering the tasks. The data gathered were statistically analyzed using SPSS.

RESULTS

The results of the study were presented and discussed with reference to the aim of the study. Based on the computed mean of the pretest and posttest, it was found out that there is an increase in the students' level of performance in vocabulary. Moreover, the results accepted the hypothesis that there is a significant difference before and after exposure to parent-teacher collaboration. Lastly, intensified consultative dialogues and home visitations are proposed to further sustain the enhanced students' vocabulary skills.

DISCUSSIONS

The findings show that parent-teacher collaboration is an effective strategy to help improve students' vocabulary skills. Additionally, children whose parents are eager to help them will have a greater chance to learn a lot from school. Likewise, if parents and teachers have a consistent and open communication, they would be able to determine which areas of language learning the students need to concentrate on. Lastly, the outcomes that emerged from the study will also provide basis for planning effective reading intervention programs that involve stakeholders like parents. Indeed, the outcome of this action research can also be used as basis for future research.