Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents' involvement in and expectations of their children's development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children's learning is increasingly moving toward a broader vision of the 21 st 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. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children's education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school's activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework.

Topical treatments with structural equation modelling (SEM) and an artificial neural network (ANN), including a wide range of concepts, benefits, challenges and anxieties, have emerged in various fields and are becoming increasingly important. Although SEM can determine relationships amongst unobserved constructs (i.e. independent, mediator, moderator, control and dependent variables), it is insufficient for providing non-compensatory relationships amongst constructs. In contrast with previous studies, a newly proposed methodology that involves a dual-stage analysis of SEM and ANN was performed to provide linear and non-compensatory relationships amongst constructs. Consequently, numerous distinct types of studies in diverse sectors have conducted hybrid SEM–ANN analysis. Accordingly, the current work supplements the academic literature with a systematic review that includes all major SEM–ANN techniques used in 11 industries published in the past 6 years. This study presents a state-of-the-art SEM–ANN classification taxonomy based on industries and compares the effort in various domains to that classification. To achieve this objective, we examined the Web of Science, ScienceDirect, Scopus and IEEE Xplore® databases to retrieve 239 articles from 2016 to 2021. The obtained articles were filtered on the basis of inclusion criteria, and 60 studies were selected and classified under 11 categories. This multi-field systematic study uncovered new research possibilities, motivations, challenges, limitations and recommendations that must be addressed for the synergistic integration of multidisciplinary studies. It contributed two points of potential future work resulting from the developed taxonomy. First, the importance of the determinants of play, musical and art therapy adoption amongst autistic children within the healthcare sector is the most important consideration for future investigations. In this context, the second potential future work can use SEM–ANN to determine the barriers to adopting sensing-enhanced therapy amongst autistic children to satisfy the recommendations provided by the healthcare sector. The analysis indicates that the manufacturing and technology sectors have conducted the most number of investigations, whereas the construction and small- and medium-sized enterprise sectors have conducted the least. This study will provide a helpful reference to academics and practitioners by providing guidance and insightful knowledge for future studies.

The purpose of this study is to develop a preschools' higher order thinking skills (HOTS) teaching model. Some important aspects are also studied namely, the level of preschool teacher's thinking, the preschool teacher's view of the role played by the authorities, the needs of preschool teachers in implementing HOTS and the daily teaching practice of preschool teachers. The mixed method approach is used in this study. The quantitative study was analyzed using the SPSS version 23 software while the qualitative study was analyzed using the Hermeneutic method that was interpretation of text to metatext. A total of 125 preschool teachers from all over Perak state were involved in quantitative data collection using questionnaires. Meanwhile, 30 preschool teachers from three districts, Larut Matang Selama, Kuala Kangsar and Kinta Utara were involved in the collection of qualitative data using observation, interview form and daily lesson plan document analysis. The findings show that the implementation of HOTS at preschool level is still at a moderate level as there are still less skilled teachers in implementing HOTS during the teaching and learning process. In addition, the role of the authorities is still at the beginning because not all preschool teachers have the opportunity to attend courses, trainings, seminars related to the implementation of HOTS especially the teachers who teach in the rural schools. The implication of this study is that authorities such as Ministry of Education, Perak State Education Department, District Education Office and principals need to strengthen the implementation of HOTS through the provision of courses, trainings and seminars as well as improving teachers' needs for teaching and learning processes such as providing teaching aids as well as conducive learning space. In addition, with a preschool HOTS modeling book guide, it can be used as a guide to teachers in the implementation of HOTS in preschool.

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