Family Cohesiveness and Learners' Capability in Learning Mother Tongue Based – Multi-language Education (MTB-MLE)

ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 Family Cohesiveness and Learners’ Capability in Learning Mother Tongue Based – Multi-language Education (MTB-MLE) Michelle Anne C. Perez Abstract. The study assessed parents’ cohesiveness as they work together in making learners ready at school and the effectiveness of learners’ skills to learn using the MTB-MLE among Elementary Schools of Tagum City Division. The study used non-experimental descriptivecorrelational research design, where it utilized adapted survey instrument to gather responses from the randomly selected teacher-respondents. Data gathered were treated using Mean scores with descriptive interpretation, Pearson r and Simple Linear Regression Analysis. Findings revealed a moderately extensive of family cohesiveness in terms of communication, collaboration, coordination, organization, and evaluation, as well as learners’ skills to learn using the MTB-MLE is moderately extensive in terms of creativity, critical thinking, digital literacy, problem solving, and adaptability. There is a significant relationship between extent of family’ cohesiveness and learners’ skills to learn using the MTB-MLE; while all indicators of family cohesiveness, namely, communication, collaboration, coordination, organization, and evaluation, indicate statistically significant to learners’ skills to learn using the MTB-MLE. Other factors that may influence implementation strategies of learning through MTB MLE and learning effectiveness among elementary graders can be explored through further research. The results be utilized for policy action and recommendation. KEY WORDS 1. family cohesiveness 2. learners’ skills to learn using the MTB-MLE 3. digital literacy Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Since the start of the COVID 19 pandemic where Schools are locked down, learners are experiencing deprivation to learn the normal way in face to face classes. In this manner, parents are not taking the part to be a para teacher at home where learning and teaching is being experienced through the guidance of the weekly home learning plan as provided by the respective teachers. Parents become the teacher of their young learners at home but not ensuring the quality of instruction since most parents do not have the technical skills and pedagogy of facilitation. Equality and inclusivity are also being maintained in the education level of different countries. Governments of countries like China and South Korea are providing devices and printed assignments to those who do not have access to technology. When parents and children collaborate in learning activities, bonding between parents and children increases as NIJSE (2025) - they are able to spend much more time together. Such instances allow parents to become a source of comfort in easing pain and worry and engage in conversations with their children to help them in alleviating their anxiety. It has been recommended that parents should be taught interventions on how to provide emotional support to children at times of uncertainty (Wang, Zhang, Zhao, Zhang, Jiang, 2020). As much as these initiatives are found to be appropriate to address the need of the time, it has also given a tough routine to parents who are working from home and simultaneously taking the responsibility that their children’s learning process continues seamlessly. In the Philippines, Government has introduced programs that can also yield benefits in students autonomous learning development to get a sense of responsibility towards self-growth and development. Very recently, the government has launched official tele-education via its national television broadcasting. However, the impact of the tele-education and the quality of curriculum delivery is yet to be researched. Until recently and even at current times, most parents are found to be facilitating learning at home and research around it is limited (Agaton and Cueto, 2021). These group of people served as the support system in producing quality learners in the 21st Century. Such stakeholders are also people who are observing the process on how the educational system is being delivered in the present times. The parents are the direct support of the learners in this time of new normal of learning. They take part on the process of facilitation, although having too much difficulties in getting into the deepness of the content of the lessons, but parents do take part in the facilitation of learning (Harper, et.al, 2021). However, due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have to ensure their children’s education. Considering the lockdown problem, the data were collected via Google docs form with open-ended questions related to COVID-19 and home learning. Measures should be adopted to provide essential learning skills to children at home. Centralized data dashboards and educational technology may be used to keep the students, parents and schools updated (Agton, 2020). In Tagum City Schools Division, North District Schools have been engaged into several activities where parents has to rebuild trust and confidence with their children after having destructed with the pandemic, thus, parents wish to convey family cohesiveness to improve learners performance. It is in this juncture, the researcher wish to present a study that measures family cohesiveness to determine learners’ capability to learn using MTB-MLE, thus, this paper is proposed. 1.1. Theoretical/Conceptual Framework of the Study —This research is anchored on the Social Support Theory. Cassel, 1976; Cobb, 1976; Kaplan, Cassel, Gore (1977) have argued that support acts only as a resistance factor; that is, support reduces, or buffers, the adverse psychological impacts of exposure to negative life events and/or chronic difficulties, but support has no direct effects upon psychological symptoms when stressful circumstances are absent. As Thoits (1985) quoted on the controversy considerable has centered on the role of social support in the stress process. Several studies confirm this buffering-only view of social support influences (sec Turner, 1983, for a review). Others (Thoits, 1982a, 1983c) have argued that lack of social support and changes in support over time are stressors in themselves, and as such ought to have direct influences upon psychological symptomatology, whether or not other stressful circumstances occur. On the other hand peer support could enhance individual self-esteem and social competence, then reduce academic burnout (Kim et al., 2018) as 2ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 NIJSE (2025) - cited by Lakey and Cohen (2000). It was also shown that peer support partly predicts strong resilience in coping with academic stress and burnout (Lakey and Cohen, 2000;Heaney and Israel, 2008). Another essential benefit obtained from peer support is hope, a belief in a better future, which is created through contacting people who are recovering and having similar experiences, and who have found ways through their difficulties and challenges. Due to the posed arguments, learners are experiencing academic or learning burnout which is typically defined as a state in which students become emotionally exhausted due to academic demands, cynical toward study and school, and feel inefficacy as a student (Schaufeli et al., 2002; Kiuru et al., 2008) as cited by (Lakey and Cohen, 2000;Heaney and Israel, 2008). It has been experienced by students of all ages and drawn the attention of the researchers. Generally, burnout is a prolonged response to demands and stressors, usually occurring as a result of depletion of emotional and mental resources needed to provide meaning and value of work of an individual (Salmela-Aro and Upadyaya, 2014) as cited by (Lakey and Cohen, 2000;Heaney and Israel, 2008). Given the reasons why learners are having academic burnout, social support theory is needed through family support system. True indeed family matters, among factors of family environment, cohesion and adaptability were identified as two basic functions of the family system which are irreplaceable by a peer group or any other social structure across the lifespan. Moreover, Family cohesion refers to the emotional bond among family members and the degree of member’s autonomy, while family adaptability is described as the ability to change in response to situational and developmental stress in the family system, such as discipline negotiation style and power structure. In a functional family environment, it is supportive, expressive, and organized, and family members have positive communications, a sense of belongingness, clearly defined rules, and less conflicts (Thoits1985). Increasing research have suggested the protective role of family cohesion and adaptability against academic burnout. The impact of family cohesion and adaptability on academic burnout appears to be crucial, but less is known about the underlying mechanism regarding how a positive and functional family environment protects against academic burnout (Lakey and Cohen, 2000). 2. Methodology This proposed research sets the method that introduces the details on how the study was conducted. Method of the research presented the process where steps are considered to operationalize such as research design, where its applications in the context of the study were clear and doable; research respondents in its selection and sampling method given a population and scope of the study; the research instrument in gathering data; the data collection procedure and its emphasis to ethics and health protocol; and lastly, the data analysis technique are all discussed to shed clear directions of the respective process. 2.1. Research Design—The study used non-experimental descriptive-correlational research design. This refers to a type of design where lacks of manipulation of an independent variable. J. F. Pallant (2005a) describes a relationship between two or more variables, without any interference from the researcher, rather than manipulating an independent variable, researchers conducting non-experimental research simply measure variables as they naturally occur. Further, this refers to the manner of examination of social phenomena without di3ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework rect influence of the existing conditions on the experiences of the subjects where a nonrandom assignment of respondents to different groups is also done, such that it supports to the cause-andeffect relationships is largely limited (Guide to Multivariate Techniques by Mertler.Pdf, n.d.; J. Pallant, 2004; Tabachnick Fidell, 20). In this study, learners’ capability to learn using MTB-MLE is largely considered to be influenced by the extent of family cohesiveness in terms of communication, collaboration, coordination, organization and evaluation. However, this is dependent on how the school implements the use of MTB-MLE through the participation of parents, the facilitation of teachers and management of school heads to make its processes effectively delivered for the benefits of the learners. The variables understudy was measured through its extent of family cohesiveness and learners’ capability through respective indicators performance at school, and later estimated through correlational method and further, determined which among the indicators of parent’s cohesiveness significantly influenced learners’ capability to learn using MTB-MLE at school. 2.2. Ethical Consideration—Ethics of research and its corresponding policy is rather necessary in the conduct of the study. It is imperative to protect the respondents and their profile to avoid biases. As the author said, anonymity, confidentiality and informed consent are important to be considered in the observance of the process (Focus, n.d.; Gustavsen, 2008). Anonymity. Since identified respondents are public school teachers, and part of the study, they should be given due consideration that their identity must be hidden. Given this, it is important that respondents must sign a documentation of consent, and on the other hand when the respondent feels not comfortable in joining as part of the research, she/he has the freedom to withdraw the commitment (Creswell Clark, n.d.; Dey, n.d.). The researcher kept the respondents’ identity confidential, as much as possible keeping the records secure through protected files and an encryption when sending information over the internet, or when old fashioned locked doors and drawers. Lastly, anonymity is important for the success of the survey under certain conditions for this will help the privacy of the respondents’ information that cannot be identi4ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 NIJSE (2025) - fied to them. Confidentiality. Since everyone has the right to restrict the access of information to others, to any type of information about anything of the profile, because personal data can always be actively misused, confidentiality is an element in the observance of respect for the individual (Marshall, n.d., n.d.; Ryan et al., n.d.). The researcher had the duty of making the responses confidential in nature as part of the obligation to protect information from unauthorized access, use, disclosure, modification, loss of theft. This is to build trust relationship between the researcher and the respondents, as well as the integrity of the thesis paper. 2.3. Research Respondents—The respondents of the proposed study are the parents of Elementary Learners of Tagum City Schools. Inclusions of the respondents are assumed and expected to be a parent and or guardian of elementary and Key stage 1 learners among public elementary schools. Further, these respondents were part and have active participation of schools’ curriculum activities where the schools have set based on their school improvement plan and implementation plan, thus, have the direct knowledge on the actual activities and deliverables as implemented by the schools and further for improvement of learners. Sometime in second week of September 2022, the researcher took the population of parents in the District, and to get the sample from the population, she used the Raosoft sample size calculator, where a total of 120 parent-respondents were taken randomly from the respective schools. Once randomly determined, the respondents were informed and properly oriented through online platform or text / direct personal messages for further discussion of the purpose and importance of the study. The researcher further, observed ethics in research which paved the way for a respondent to decline and thus corresponding forms of consent / decline was provided. In this manner, ethics standards of research as part of the policy of the Rizal Memorial Colleges was strictly followed, thus, observance to health protocol was likewise implemented based on the Executive Orders released by the government of Tagum City Local Government to avoid possible and lower the risk of contamination. 2.4. Research Instrument—This study developed a researcher-made or self-made survey instrument where its articulation of the statements was adapted from the reviewed significant related literatures. These statements survey was thoroughly reviewed and articulated to ensure appropriate and correct responses and thus, made meaningful in the generation of implications from the discussions of the results. This is important to ensure quality results, conclusions and recommendations in the later part of the paper emphasizing the correlation and the significant influence to determine the effectiveness of the family cohesiveness through communication, coordination, collaboration, organization and evaluation (J. F. Pallant, 2011). The researcher made the survey instrument were subjected to a test-retest or validity and reliability testing using Cronbach Alpha at .05 level of confidence where expected correlation-reliability coefficients from among the statements must be achieved. This was given to two set groups of parents-respondents to test the content validity and reliability of the instrument, thus, ready for data gathering. In gathering data through the use of questionnaire, the samples taken during test-retest validity of instruments were not included to the sample size of 120 to further test the reliability. It generated an alpha r-coefficient of .897 where implied that 89.7% of the contents of the statements are reliable and valid. The questionnaire used a 5-point Likert scale to determine the extent of school-based feeding program implementation. Scale, descriptive rating and interpretation are provided below: 2.5. Data Gathering Procedure— 5ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 NIJSE (2025) - Scale Descriptive Ratings and Interpretation for Family Cohesiveness Scale Descriptive Rating Interpretation 4.20 – 5.00 Very Extensive The extent of family cohesiveness is always manifested 3.40 – 4.19 Extensive The extent of family cohesiveness is oftentimes manifested 2.60 – 3.39 Moderately Extensive The extent of family cohesiveness is sometimes manifested 1.80 – 2.59 Less Extensive The extent of family cohesiveness is rarely manifested 1.00 – 1.79 Not Extensive The extent of family cohesiveness is not manifested Scale Descriptive Ratings and Interpretation for Learners’ Capability in MTBMLE Scale Descriptive Rating Interpretation 4.20 – 5.00 Very Extensive The extent of learners’ capability to learn using MTB-MLE at school is always manifested 3.40 – 4.19 Extensive The extent of learners’ capability to learn using MTB-MLE at school is oftentimes manifested 2.60 – 3.39 Moderately Extensive The extent of learners’ capability to learn using MTB-MLE at school is sometimes manifested 1.80 – 2.59 Less Extensive The extent of learners’ capability to learn using MTB-MLE at school is rarely manifested 1.00 – 1.79 Not Extensive The extent of learners’ capability to learn using MTB-MLE at school is not manifested 6ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 NIJSE (2025) - This research set the procedure and discussed the step process in data gathering. This detailed the content when getting a permission to conduct the study, distribution and retrieval of the questionnaire, and the collation and statistical treatment of data. Permission to conduct the study. Prior to data gathering, the researcher prepared necessary conditions in observance to the health protocol policy of the Local Government of Tagum City. Ethics in data collection was assumed to have been observed properly. At this point, as soon as the research proposal presentation and has been approved by the members of the panel on August, 2022, through the Dean of the College’s approval and the guidance of the thesis adviser, the researcher prepared a letter of permission to conduct the study through data gathering. The researcher sought permission from the office of the Schools Division Superintendent through channel for approval to collect data from the chosen respondents. She then proceeded to Schools handling the letter of approval to the School Heads and thus, made connections with the teachers for efficient data collection from the parents. Distribution and retrieval of the questionnaire. The researcher prepared a google form and some number of hardcopies for distribution of questionnaire in asynchronous and synchronous modality, during days of October 2022. This was sent through a link to the randomly selected respondents through email addresses and personal meetings. Once data was gathered and completed, the researcher double checked its responses ensuring that no statement survey is unanswered. This made ready for the next step which was collation and treatment of the data gathered. On the other hand, under circumstances that respondents declined to participate, the researcher immediately sought for a replacement to make the number of respondents complete. Collation and statistical treatment of data. Given the premise that data gathered were complete, the researcher sought the guidance of the thesis adviser and treated through an expert in data analysis. It is expected that all statement problem posed generated answers in statistical estimation and computation. This gave meaningful insights in the discussions and interpretations of results. 2.6. Data Analysis—The proposed study used descriptive and inferential statistics such as; Mean scores and standard deviation to address statement problems posed in number 1 stating the extent of family cohesiveness and statement problem number 2 on the extent of learners’ capability to learn using MTB-MLE. Pearson Product Moment Correlation Coefficient or Pearson r (Pallant, 2004) was used to determine significant relationship between the extent of family cohesiveness and extent of learners’ capability to learn using MTB-MLE, to address statement problem number 3. Linear Regression Analysis (Mertler n.d) was used to estimate statement problem number 4, stating that indicators that significantly influence the extent of learners’ performance. Thus, in this study, the indicators of extent of family cohesiveness amongst schools in Tagum City Divsiion were identified as to which among them significantly influence the level of learners’ capability to learn using MTB-MLE. All data processing and analysis were treated using the Jeffrey’s Statistics Amazing Program (JASP) version 0.12.20 (Goss-Sampson, n.d.). Discussions and interpretations followed when results yielded (Norton, 2019). 7ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 NIJSE (2025) - 3. Results and Discussion This chapter conveys the presentation, analysis and interpretation of data gathered through tabular and textual form to make way for clear idea and information on the queries based on the statement of the problem posed. Implications of results are presented through various reviews presented, to corroborate and argue hypothesis and theory as claimed and posed in the study. 3.1. Extent of Family Cohesiveness—Family cohesion and conflict are well-established indicators of family health that have robust implications for adolescent social, emotional, and behavioral adjustment. Family cohesion is marked by strong emotional bonds and feelings of closeness, support, caring, and affection (Moos Moos, 1994; Olson, Waldvogel, Schlieff, 2019). Family is an important environment for individual healthy development (Miller, 2000). Family cohesion comprises the emotional bonding between family members and the degree of autonomy experienced by individuals within the family system (Olson, 1979). In the family, the primary goal is to fulfill various tasks including crisis tasks according to family process model theory (Skinner, 2000). Some empirical studies have shown that family cohesion can alleviate the individual psychological problems contributing to mental health (Jhang, 2017). According to the main-effect model (Cohen, 1985), friendly relationships with the family can provide support for individuals under stress and promote healthy physical and mental development. The higher the family cohesion, the more support and help the individual can get from others, which can help the individual reduce the negative effects of stress. Table 1 presents the summary of extent of family’ cohesiveness. The result is focused on the highest and lowest mean ratings of indicators which are as follows: communication (4.23); collaboration (4.22); coordination (4.22); organization (4.20), and evaluation (4.22), suggest that the extent of learning effectiveness among elementary graders are always manifested. The overall mean rating of 4.21 denotes very extensive family’ cohesiveness in terms identified indicators above. Table 1. Summary on the Extent of Learning Effectiveness No. Extent of Family Cohesiveness Mean DI 1 Communication 4.23 Very Extensive 2 Collaboration 4.22 Very Extensive 3 Coordination 4.22 Very Extensive 4 Organization 4.20 Very Extensive 5 Evaluation 4.22 Very Extensive Overall Mean 4.21 Very Extensive Family cohesion refers to the degree to which family members are emotionally close, supportive, and involved with one another. Communication, collaboration, coordination, organization, and evaluation are essential components of family cohesion. Communication is the foundation of any healthy relationship, including those within a family. According to Hsiao and Schubert (2022), effective communication within families is characterized by open8ISSN 3028-1261 10.5281/zenodo.17620931/NIJSE.2025 NIJSE (2025) - ness, honesty, and mutual respect. When family members communicate well, they are better able to understand each other’s needs, desires, and concerns. This leads to a greater sense of connectedness and emotional intimacy, which is crucial for family cohesion. Collaboration is another important aspect of family cohesion. As noted by Li et al. (2018), collaboration involves working together towards common goals and sharing responsibilities. When family members collaborate, they can pool their strengths and resources to accomplish tasks and overcome challenges. This can lead to increased feelings of accomplishment and satisfaction, which can, in turn, enhance family cohesion. Coordination is the process of bringing together the various elements of a family system to work together effectively. As suggested by Zhang et al. (2021), coordination is necessary for maintaining balance and harmony within the family unit. When family members coordinate their actions, they are better able to respond to each other’s needs and create a sense of predictability and stability within the family. This can contribute to a greater sense of security and belonging, which is crucial for family cohesion. Organization is another critical component of family cohesion. According to Kalmakis and Chandler (2018), organization refers to the structure and routines that families use to manage their daily lives. When families are organized, they are better able to plan and execute tasks, which can reduce stress and increase productivity. This can also create a sense of predictability and stability, which can contribute to a greater sense of security and belonging within the family. Finally, evaluation is essential for maintaining and enhancing family cohesion. As suggested by Al-Saleem and Al-Shorman (2018), evaluation involves assessing the family’s strengths and weaknesses and making changes as needed. When families evaluate their interactions and relationships, they can identify areas that need improvement and develop strategies for enhancing family cohesion. This can lead to greater emotional intimacy, mutual support, and a sense of belonging within the family. In conclusion, communication, collaboration, coordination, organization, and evaluation are all critical components of family cohesion. As demonstrated by the authors cited in this essay from 2018 to 2022, effective communication, collaboration, coordination, and organization can lead to greater connectedness, accomplishment, stability, and security within the family unit. Evaluation is also necessary for identifying areas that need improvement and developing strategies for enhancing family cohesion. By prioritizing these factors, families can create a sense of belonging and mutual support that can last a lifetime. 3.2. Extent of Learners’ Capability to Learn—Learning capability can be described as the concept that consists of managerial practices, mechanisms, and management structures that can be implemented to promote learning in an organization (Goh, Elliott Quon, 2012). The academic capability of a pupil generally dictates the pace at which he or she can learn. A student with lower ability and thus a slower pace of learning is by no means an indicator for future failings. The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond. By knowing what your learners expect from you. By knowing your learners, so you can deliver exactly what they need. By having a deeper understanding of them you can approach them like a friend and guide them like a mentor to make them change their behavior and attitudes. Strengths and weaknesses can help you determine how best to support your students and help them grow in their education. One way to determine the strengths and weaknesses of your students is to give them a standardized test. This will give you an idea of their academic abilities. 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