Abstract
This study aimed to determine the degree of difficulty experienced by home learning partners in assisting Grade 1 learners with reading in a selected school Central Philippines during the School Year 2021–2022. The findings revealed that home learning partners encountered varying degrees of difficulty across three key areas: home learning environment, parental tutoring, and learning resources. When grouped according to age, the degree of difficulty in both the home learning environment and parental tutoring was generally moderate. However, in terms of learning resources, younger home learning partners experienced a higher degree of difficulty compared to older partners, who reported a moderate level. With respect to average family income, those with higher monthly incomes experienced a high degree of difficulty in the home learning environment, while those with lower incomes reported a moderate degree; both groups showed a moderate degree of difficulty in parental tutoring and learning resources. In terms of the number of children in the household, home learning partners with fewer children experienced a moderate degree of difficulty in the home learning environment, whereas those with more children reported a high degree. A similar pattern was observed in parental tutoring and learning resources, where partners with more children faced a higher degree of difficulty. Statistical analysis revealed a significant difference in the degree of difficulty of home learning partners in assisting Grade 1 learners in reading, particularly in the areas of home learning environment, parental tutoring, and learning resources, when grouped according to age and number of children.
Keywords: Home learning partners, assisting learners, reading