Vol. 4 No. 1 (2025): The QUEST: Journal of Multidisciplinary Research and Development
Articles

Parental Sentiments and Experiences with Sinugbuanong Binisaya Grade 2 Mathematics Modules

  • Arnel Travero,
  • Nancy Rubin,
  • Leonella Marie Silvosa
Arnel Travero
University of Science and Technology of Southern Philippines-Claveria
Nancy Rubin
Balubal Elementary School
Leonella Marie Silvosa
Auxiliar de Conversacion, Escuelas Catolicas
DOI: https://doi.org/10.60008/thequest.v4i1.232

Published 06/30/2025

Keywords

  • Grade 2 mathematics modules,
  • Parents’ experiences,
  • Parents’ sentiments,
  • Sinugbuanong Binisaya

How to Cite

Travero, A., Rubin, N., & Silvosa, L. M. (2025). Parental Sentiments and Experiences with Sinugbuanong Binisaya Grade 2 Mathematics Modules. The QUEST: Journal of Multidisciplinary Research and Development, 4(1). https://doi.org/10.60008/thequest.v4i1.232

Copyright (c) 2025 The QUEST: Journal of Multidisciplinary Research and Development

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

This study investigated the parents’ sentiments and experiences in helping their children with Grade 2 Math modules in their native language, Sinugbuanong Binisaya. The research used a qualitative approach to understand these sentiments and experiences. Parents faced challenges due to unfamiliar mathematical terms in Sinugbuanong Binisaya, creating a language barrier for both them and their children. Additionally, some parents preferred English instruction due to concerns about their children's future academic and professional success. Despite these difficulties, the study also revealed positive aspects. Parents showed remarkable resourcefulness in supporting their children's learning. They found creative solutions like seeking help from family and friends, using online resources, and even implementing their own teaching methods. The experience led to a newfound appreciation for teachers' hard work and the challenges they face. This creates an opportunity for stronger collaboration between parents and teachers. The study suggests a multi-pronged approach to optimize this approach: revising Math module vocabulary for clarity, developing supplementary materials that integrate both Sinugbuanong Binisaya and English, and fostering collaboration between parents and teachers. Additionally, further research is needed to explore the long-term impact of Sinugbuanong Binisaya instruction on students' English proficiency and academic achievement.

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