PARENTAL INVOLVEMENT RATE ON THE

MODULAR LEARNING OF STUDENTS

I. INTRODUCTION

Background of the study

Research indicates that parental involvement

is an effective strategy to ensure student success

(Barnard, 2004). Parental involvement has many

positive effects on students other than academics

including increased motivation, self-esteem and

self-reliance, which may lead to academic success
regardless of economic background. Conversely,
research affirms that inadequate or no parental
involvement contributes to low student achievement

and engagement (Bower & Griffin, 2011). In essence,

parents, siblings, and other significant relatives
can create rich learning environments to enhance
children’s academic development. Traditional forms

of parent involvement include participating in

school activities(e.g., Parent Teacher Association),back
-to-school nights, open houses, parent-teacher

conferences, or volunteering at the school.

This study is anchored on the claim of Bower
and Griffin (2011) stating that parental involvement

through activities such as providing nurturance to

their children, instilling cultural values, and
talking with their children, do not align with
traditional forms of parental involvement as
defined by school.

According to Bartel (2010) explained that

the achievement gap actually was a separation of
opportunities for learning. The author further
suggested that academic skills of students are
strengthened when their parents are involved in
their education.
Bartel concluded that parents in a higher
socioeconomic level were more involved in the
education of their children than those parents of
lower socioeconomic status.
Bartel indicated that when teachers solicit support
from parents, their students improve academically.
However, research concerning parent involvement in
K-12 online and blended schooling is relatively
uncharted. This maybe the result of the newness of
K-12 online and blended learning or the difficulty
of gathering information from sources outside the
actual school. Further discussion of implementing
purposeful strategies for parent
involvement was revealed in Toldson and Lemmons
(2013). They explained that by making small
changes, parents may become more involved and
educators can begin to understand their parents
from a different perspective. Overall, through
these examples, there was consensus for improved
parent involvement within the school but a plan was
needed to help the staff increase the involvement
and engagement of parents and families.
Further, it was evident that it was necessary to
develop an organized action plan to improve
relationships with parents of students especially
in K-12 blended modular learning.
 The related literature above gives us hint
on how current issue affects parents involvement
and academic performance . The study provides
complete review of the current research that will
examine the parental/guardians involvement about
blended learning of the student. From this review,
three significant themes have emerged:
a. A continuum of parental involvement
b. Links between parental involvment and student's
achievements
c. Behaviors, roles and rates towards parental
involvement.
So, the researcher must study more about
parental involvement in a blended learning system
that has not yet been mentioned, discovered,
explored and stated.

The focus of this study was to gain

perspective of what parents view as an important
regard to their involvement in the blended
learning system. Limited information was available
to prove that parents were indeed economically
advantaged or not.

Therefore, the purpose of this study was to

explore the opinions of variety of parents about
blended modular learning. Parents from any
background were invited to participate in this
study, which can be done through quantitative
surveys.

STATEMENT OF THE HYPOTHESIS

This study is designed to assess the

following research hypothesis statement that are
listed below:

1. It is hypothesized that the parental involvement

rate on the blended modular learning of the
students increase drastically.

2. It is hypothesized that the academic performance

of the students increases due to parental
assistance in answering modules.

3. It is hypothesized that most of the

parents/guardians are responsible in answering the

modules of their child/children.

STATEMENT OF THE PROBLEM

Due to the current pandemic crisis, DepEd decided to have

a Blended Modular learning method. For the meantime,
parents will be involved in supervising their child in their
modules. The researchers of this study wanted to evaluate and
determine the Parental Involvement rate on the student's
modules.
The researcher will be guided with the following guide
questions in conducting the research. The following question
are:
1. How do the parental involvement rate on the blended
modular learning of the student's increase drastically?

2. How does these parental involvement affect the academic

performance of their child/children?

3. Which social status among the parents/guardians get more

involved in supervising their child/children in blended modular
method?

SCOPE AND DELIMITATION

The focus of this study is to determine the Parental

Involvement Rate on the Blended Learning of the Students. The
aspects looked into were parental involvement rate on the
student, as a role of parent's/guardian. This study will
mainly identify the different factors that affect the parental
involvement rate. It delimits that the study may not be
generalize to other population or parents/guardians who are
not involve in supervising their children on the Blended
Modular Learning.