Lesson 22:

Conduct a Mini-Survey
on Filipino Relationships
(family, school, and community)
Family
 Filipino’s perspective in building family relationship is
focused on establishing close ties.
 Filipinos are very hospitable and friendly people. They
always smile no matter how they feel. Meeting someone
for the first time, Filipinos do not hesitate to give a smile
before starting a conversation.
 Filipinos have close family ties and always wanted to
talk about their extended family.
 Filipinos are very family-oriented.
School
 Home-school partnership occurs through the processes
of cooperation, coordination, and collaboration to
enhance learning opportunities, educational progress,
and school success for students in the
academic, social, emotional, and
behavioral domains.
 School
 Home-School Partnerships stated that children's
learning is increasingly moving toward a
broader vision of the 21st century learning. As
children's educations increasingly occur across a
range of settings, parents are uniquely
positioned to help ensure that these settings best
support their children's specific learning needs.
(M. Johnson 2015)
 School
 Parental involvement is observed in the
school setting in the Philippines. The
amount of participation a parent has when it
comes to the schooling of his/her children
fosters healthy outcome thus, parental
involvement is needed in children's
education.
School
 Partnership is strengthened with the 3 R’s:
Rapport, Reaching Out, Recognition to Parents”;
“Involved Parents beget confident, sociable, and
active kids”, “Less involved parents tend to have kids
who are timid, withdrawn and perform less.”
 Parenting is important in the Philippine
educational setting because family is viewed as a
center to one's social world. (H. Castillon1 & A.
Bonotan)
Community
 Many of today's leaders in education,
business and community development are
coming to realize that schools alone cannot prepare our
youth for a productive adulthood. It is evident that schools
and communities should work closely with each other to
meet their mutual goals. Schools can provide more support
for students, families, and staff when they are an integral
part of the community. Appropriate and effective
collaboration and teaming are seen as key factors to
community development, learning, and family self-
sufficiency.
Community
 Partnerships should be considered as connections
between schools and community resources
The partnership may involve the following:
1. utilization of school or neighborhood
facilities and equipment or giving out other
resources
2. collaborative fundraising and grant
applications giving assistance
3. mentoring and training from professionals and
others with special expertise
4. information sharing and dissemination
The partnership may involve the following:
5. networking recognition and public
relations
6. shared responsibility for planning
7. implementation and evaluation of
programs and services;
8. expanding opportunities for internships,
jobs, recreation, and building a sense of
community.
Community
 School-community partnerships can intertwine
many resources and strategies to enhance
communities that support all youth and their
families. They could make schools better,
strengthen neighborhoods, and lead to a noticeable
depletion in young people's problems. Building
such partnerships requires visioning, strategic
planning, creative leadership, and new adoptable
roles for professionals who work in schools and
communities.
Conducting a mini-survey
 Mini-surveys are carefully focused
on a specific topic. It contains only
fifteen to thirty questions. It is given
to a small sample of twenty-five to seventy
people. It usually uses more closed than open-ended
questions; that is, they use questions that force the
respondent to choose from a small set of alternative
answers, rather than inviting a freely expanded
comment.
Some uses of the mini-survey are:
 To get a picture that will help you to
design the next stages of your research
 To assess the feasibility of a project
 To get reactions from beneficiaries
 To evaluate projects.
Advantages of mini-survey:
1. Technically, mini-surveys for development
research are usually structured interviews rather
than questionnaires, because questionnaires
exclude people who cannot read.
2. The respondents are few.
3. A mini-survey may not give you great
precision, it may be good enough to give you a
general picture of the situation, trends, and
patterns.
Steps in conducting a mini-survey:
Step 1: Clarify Your Objectives Ask
yourself:
a. "What do I want to find out?" "Why?"
b. "Is this technique the way to get this kind of
information?"
c. "When I get the answers to these questions,
will they meet my needs?"
Steps in conducting a mini-survey:
Step 2: Find Out What Else Has Been Done
There are ready-made survey questions which
were utilized by some researchers and may be
good enough for your purposes. This may
provide you with some useful ideas and
information and will allow you to use for your
study. This may also let you go a step a little
further for it gives a little ease to do.
Steps in conducting a mini-survey:
Step 3: Choose the Respondents
First, you must decide whether you are going to ask
your questions of the entire group or second you use
sampling.
Step 4: Develop the Questions
Prepare your questions to be asked from your
respondents. Learn to write good questions by
thinking things through and by knowing about the
people who will answer them.
Guide in writing questions:
The Do’s and the Don’ts
1. Use short, simple sentences of less than
sixteen words. However, sensitive questions
may require a softener.
2. Use the active rather than the passive voice:
"Should the teachers discipline the students?"
rather than "should discipline be carried out by
the teachers?"
Guide in writing questions:
The Do’s and the Don’ts
3. Repeat nouns instead of using pronouns:
"When the teacher saw Memorandum, he was
terrified." Who was terrified?
4. Avoid metaphors and colloquialisms:
"Earl and Eljim agreed, but Eloise thought
that was a horse of a different color."
Guide in writing questions:
The Do’s and the Don’ts
5. Avoid the subjective mode, such as verbs with
could and would:
"If the school could improve its security
system, would people send more girls?
" Avoid vague words such as "nearer," "often,"
and "frequent."
"Would you like to live nearer to Baguio?"
Guide in writing questions:
The Do’s and the Don’ts
6. Avoid possessive forms where possible:
"Mila's sister took her request to her teacher."
Whose request, whose teacher?
7. Use specific rather than general terms:
The chief, the teacher, rather than the
authorities, the soccer club, the debating team,
rather than extracurricular activities.
Guide in writing questions:
The Do’s and the Don’ts
8. Avoid words with two different verbs if the
verbs suggest two different actions:
"Should villagers attend and challenge the
teachers at the parent-teacher meetings?"