PUPILS’ SELF-LEARNING READINESS AND PARENTS’ COMPETENCE AS

MENTORS OF THEIR CHILDREN IN THE MODULAR DISTANCE LEARNING

MODALITY: BASIS FOR CRAFTING INSTRUCTIONAL GUIDE

An Action Research Proposal

By:

NAME
School
District
Division
I- Context and Rationale

The concept of readiness under the new normal phase of education not only

applies to the teachers and learners but also to all persons, individuals, groups and

organizations involved in the delivery or provision of alternative learning modalities to

the learners in this time of pandemic. Readiness in the new normal learning modalities

also applies to the parents or guardians of the children and pupils affected by the crisis.

In this new normal setting where all learners are instructed to stay home and pursue

distance learning to keep themselves safe and protected from the health risks brought

by the pandemic, parents’ roles and services as home-based mentors, teachers and

tutors of their children become more evident and are highly recognized. In this new

normal scheme, indeed, home serves as the alternative learning setting, distance

learning methods serve as alternative learning modalities and parents serve as

alternative teachers of the learners pursuing home-based learning engagement.

Parents are also seriously affected emotionally and psychologically seeing their

children’s education at the verge of disruptions and drawbacks due to the present crisis.

That is why it is also such a huge and serious issue and concern among parents to

consider and apply distance learning methods or alternative learning modalities for their

children. Parents’ attitude and response towards these alternative learning modalities

highly depend on how these modalities suit well and attend to the learning needs and

demands of their children. Moreover, their response to the kind of learning modalities

offered by the school and the teachers to their children highly depends on the socio-

economic status of their family or household that affect access to technology, ICTs and

other resources used in alternative learning engagement of the learners. It is obvious

that the financial and economic capacities and status of the parents may also pose

salient influence on their level of capacity to provide their children’s needs when

adopting distance learning strategies.

On the other hand, learners need to have a clear mindset in terms of their

readiness and response towards the alternative learning modalities offered to them

under the new normal stage of education. It highly depends on the kind and level of

learners’ learning interest, attention, focus and motivation to define and establish their

readiness towards these distance learning methods. Therefore, learners’ readiness

towards these new normal modalities could be defined not only in terms of cognitive or

intellectual readiness but also in terms of emotional, psychological, social and

behavioral readiness to pursue learning in a new normal setting and with the use of new

normal modalities. This is because in this new normal stage of education, cognitive

skills are not the only keys to make the learners ready and well-adapted to these new

normal learning systems. They should also become more emotionally and

psychologically firm and steadfast in surpassing the challenges and hurdles that would

test their access to new normal learning such as access to technology, physical

resources and social support services to avail these distance learning strategies and

materials.

Therefore, parents’ attitude is inseparable to their children’s readiness towards

alternative learning modalities in this new normal learning stage. Both parents and

students, therefore, should possess a higher level of socially-oriented readiness that are

mutual and connected with each other to make this new normal learning engagement

feasible and attainable. In this critical stage of education, both parents and students are
new normal learners, children exploring the new normal methods of knowledge

acquisition while the parents seeking and learning the new normal ways and services to

support their children’s quest for educational sustainability even in this crucial period of

educational history.

This study is supported by the following related literatures:

Angara (2020) stated that in order to respond to the crisis in education brought

by the pandemic, the Department of Education promotes the implementation of on-line

learning resources. These include the DepED Commons. This website has reached 8

million users. Meanwhile, TV and radio-based learning modalities are offered to learners

in areas with stable signal accessibility. With this, teachers face the biggest challenge of

ensuring educational continuity for the Filipino learners amidst the new normal. Thus,

they participate actively in training programs that foster new and alternative avenues for

teaching and learning.

Alcober (2020) discussed that the DepED seeks to address the challenges to

education due to Covid-19 through the Learning Continuity Plan. Due to pandemic,

classes are delayed in order to provide teachers and learners with ample time to do

comprehensive preparations. The DepED collaborated with various and multiple

stakeholders in designing and developing the learning continuity plan to cope well with

the educational challenges under the new normal. This plan contains provisions on the

various modalities of teaching that educators may pursue under the new normal stage

of education.
 Malipot (2020) explained that as the Philippine education system faces

tremendous challenges in fostering educational continuity due to pandemic, the DepED

assures that teachers would be highly supported and empowered in utilizing alternatives

to support children’s education even under the new normal. With the provisions of the

Learning Continuity Plan, all learners will be subjected to the use of self-pace learning

modules. Besides modules, other alternative teaching modalities will be offered to the

learners. Challenges in instructional delivery amidst the new normal could be resolved

with the potentialities of alternative mode of delivery such as TV-based instruction,

radio-based instruction, blended learning and modular learning.

Tinga (2020) mentioned that due to the pandemic, the challenge among learners

is how to exert more personal initiatives to cope with their own education and the new

normal process of learning. Distance learning modalities have to be equally embraced

by both educators and learners to cope with the new normal academic challenges. It is

a challenge on how the traditional face to face learning process could be temporarily

replaced by alternative learning systems but with the expected equal level of learning

outcomes of students under the new normal.

Jorge (2020) stressed that there are three major challenges faced by the

teachers and learners under the new normal stage of education. These are poor

Internet access, lack of face to face instruction and the difficulties in the production and

distribution process of the learning modules. To cope with these challenges, the DepED

promotes the implementation of alternative learning systems. These include ensuring

access to the DepED Commons and radio-based learning interventions. Potentialities

are also offered by other modalities and solutions such as modular learning approach,
use of take home activity books and take home portfolio-based learning tasks. However,

the biggest challenge in line with home schooling and on-line learning is access to

Internet and other ICTs, lack of access to the internet is the most prominent among

public school systems. Thus, as an intervention, printed learning modules are offered to

learners who cannot afford the use of ICTs.

II- Proposed Innovation, Intervention and Strategy

The main challenge in this study is to enhance pupils’ self-learning readiness and

parents’ competence as mentors of their children in modular learning in the new normal.

Thus, the study promotes the development and utilization of instructional guide

addressed to parents. This innovation aims to foster opportunities to hone and enhance

parents’ skills and competence in serving as academic mentors or instructional tutors of

their children while staying at home or having homeschooling under the new normal.

The instructional guide in this study contains specific learning plans, learning tasks and

activities for the learners and suggested learning materials, tools, visuals, real objects

and other implements that parents may use in teaching their children at home under the

modular learning modality.

III-Action Research Questions

This study aims to assess and analyze pupils’ self-learning readiness and

parents’ competence as mentors of their children in the modular learning modality in the

new normal as basis for crafting instructional guide.

Specifically, it will seek to answer the following questions:

1. What is the level of pupils’ self-learning readiness in the modular learning modality in

the new normal?

2. What is the level of parents’ competence as mentors of their children in the modular

learning modality?

3. What are the challenges encountered by the pupils and parents during modular

learning in the new normal?

4. What are the perceptions of parents on the impact of modular learning modality on

the self-learning skills of their children in the new normal?

5. What instructional guide book may be developed to enhance pupils’ self-learning

readiness and parents’ competence as mentors of their children in modular learning?

III. Action Research Method

This study will make use of the descriptive method of research. This method will

guide the study in the assessment of the level of pupils’ self-learning readiness and

skills under modular learning modality. It will be also linked in the analysis of the level of

parents’ competence as mentors of their children in the new normal modular learning.

Through the descriptive method, the study will also delve on the challenges or problems

experienced by both the pupils and parents during the new normal modular learning.

Moreover, this research design will guide the researcher in examining the perceived and

experienced effects of modular learning modality on the pupils and parents subjected to

new normal stage of education.

a. Participants and other Sources of Data and Information

The key sources of data in this study will be the selected ___parents from

Kindergarten to Grade Six levels of ______________ for School Year 2020-2021. They

will be selected through random sampling method. There will be 10 parents per grade

level who will be randomly selected as informants of the study.

b. Data Collection Methods

Prior to data gathering, it is a must in research to meet first its salient ethical

considerations and requirements. These ethical standards include seeking the approval

of the higher ups such as PSDS and SDS, division research committee and other

education authorities and leaders for the conduct of data collection in the selected

school or any education locale of the study. Letters of request are a must to be formally

sent to the said education leaders.

Moreover, it is also ethically important in this study to seek the permission of the

participants of this research to take active part and involvement in the data gathering

system of the study. All the respondents will be oriented and notified through letters of

request. The researcher will also assure the respondents that their identities as

informants of the study will be treated with utmost confidentiality.

 When all these ethical aspects are completely addressed, the researcher may

pursue the pertinent data collection methods. However, due to the present situation

under the new normal, the system of data collection will also adopt certain adjustments

to adapt with the new normal. For instance, on-line survey-questionnaires will be

distributed to the respondents with access to technology via their social media. On-line

interviews may also help support the data collection under the new normal. Meanwhile,

for the respondents with no access to internet and other ICTs, manual distribution of

survey forms may be facilitated by the researcher but with strict compliance with health

protocols such as wearing of face masks and physical distancing.

c. Plan for Data Analysis

Descriptive Statistics will be applied in this research for the statistical treatment of

data. Frequency count, percentage and weighted mean will be similarly applied in the

statistical treatment of data in the first objective about the level of pupils’ self-learning

readiness in the modular learning modality, in the second objective in the level of

parents’ competence as mentors of their children in the modular learning modality, in

the third objective about the challenges encountered by the pupils and parents during

modular instruction in the new normal and in the fourth objective about the perceptions

of parents on the impacts of modular learning to the self-learning skills of their children.
V. Action Research Work Plan and Timeline

PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR
Pre-implementation

Phase:

1. Preparation of the Prepared,

Research submitted

Proposal research

2. Submission of the Proponent, Research proposal for

May 2021
Research Committee approval

Proposal for Revised

approval proposal

3. Revision (if any) Implemented the

4. Implementation of research

the Research proposal

Proposal
Implementation May 2021 – June Proponent,

Phase: 2021 Respondents Determined or

1. Determining the identified the

 final list of the respondents

respondents

2. Orientation to the Oriented the

respondents respondents

3. Formulation of

data gathering Administered

tools pretest & post-

4. Implementation of test

the research study

5. Administration of Implemented the

pretest and post- research study

test

6. Collection,

tabulation, Collected,

analysis, and tabulated,

interpretation of analyzed, &

data interpreted the

7. Formulation of data

conclusion and

recommendation Formulated

conclusion &

recommendation
Post-

Implementation
 Phase:

1. Submission of the July 2021 School Head, Accomplishment

Accomplishment proponent Report of the

Report Research

2. Revision (if any)

3. Submission and

Acceptance of the

Final Report

VII. Cost Estimates

TOTAL
ITEM QUANTITY AMOUNT
AMOUNT
1. Preparation and formulation of action P5,000.00 P5,000.00

research proposal

2. Preparation and Production of Survey- P 1,000 P 1,000

Questionnaires
3.Preparation and Formulation of the P5,000.0

completion report of the action research 0 P5,000.00

project

4.Documentation P2,000 P2,000

5.Others P1,000.00 P1,000.00

TOTAL P 14,000 P 14,000

VII. Plans for Dissemination and Utilization

PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR

1. Present the action May 2021 Proponent Approved

research proposal Proposal

2.Conduct/implemen

t the actual action May 2021 – June Proponent Approved Action

research study 2021 Research Study

3. Formulate Proponent

Findings, Positive

conclusions and Outcomes of the

recommendations of Entire Study

the student through July 2021

the completion report

VIII. References

Angara, Sonny M. (2020). The Challenge of Education in the New Normal. Retrieved on

August 10, 2020 from businessmirror.com.ph/2020/ the-challenge-of-education-

in-the-new-normal

Alcober, Neil V. (2020). DepED Faces Challenges amidst the New Normal. Retrieved

on

August 10, 2020 from tribune.net.ph/index.ph/2020/05/06/deped-faces-

challenges-amidst-the-new-normal
Malipot, Merlina H. (2020). DepED Addresses Challenges in Special Education under

the

New Normal. Retrieved on August 10, 2020 from mb.com.ph/2020/07/03-deped-

addresses-the-challenges-in-special-education-under-the-new-normal

Tinga, Kerry S. (2020). Three Keys to Education in the New Normal. Retrieved on

August

10, 2020 from mbs.com.ph/2020/08/09/three-keys-to-education-in-the-new-

normal

Jorge, Ching L. (2020). Ph Education and the New Normal. Retrieved on August 10,

2020

from opinion.inquirer.net/128286/ph-education-and-the-new-normal

Appendix A

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region
Schools Division of
 QUESTIONNAIRE FOR THE PUPILS
PUPILS’ SELF-LEARNING READINESS AND PARENTS’ COMPETENCE AS

MENTORS OF THEIR CHILDREN IN THE MODULAR LEARNING MODALITY: BASIS

FOR INSTRUCTIONAL GUIDE

The researcher is currently conducting a study about pupils’ self-learning

readiness and parents’ competence as mentors of their children in the modular learning
modality as basis for instructional guide.
Therefore, the researcher is requesting for your participation and involvement in
this study particularly in answering the survey-questionnaires. Your answers or
responses to the questions will serve as valid sources of data for this study. Your time,
effort and participation in this study will be greatly appreciated. Rest assured that your
responses will be held with great confidentiality.
Thank you very much.

The Researcher

I- THE LEVEL OF PUPILS’ SELF-LEARNING READINESS IN THE MODULAR

LEARNING MODALITY

Directions: Kindly assess your own level of self-learning readiness under the modular

learning approach in this new normal. Check the column that reflects your answer.

Follow the indicated scale below.

4-Highly Ready

3-Sufficiently Ready

2-Poorly Ready

1-Very Poorly Ready

Indicators 4 3 2 1
I can set my own schedule of self-learning modular

activities with the permission of my teachers and

parents.
I can read and understand learning modules with

sufficient time of study.

I can answer modular test questions by myself even

without guidance from my parent.

I can perform modular learning tasks and activities

with reliance to my own learning skills.

I can exert extra efforts to make research, projects

and other activities that may help me accomplish

modular learning tasks well.

II- CHALLENGES ENCOUNTERED BY THE PUPILS DURING MODULAR

INSTRUCTION IN THE NEW NORMAL

Directions: Kindly determine the problems or challenges that you personally encounter

during self-learning modular learning activities. Check the column that reflects your

answer. Follow the indicated scale below.

4- Highly Encountered
3-Often Encountered

2-Rarely Encountered

1-Not Encountered

Indicators 4 3 2 1
Difficulties in understanding the directions in the

modular activities
Difficulties in understanding the contents of the

modules
Difficulty in accomplishing modular task without

guidance of the teacher

Limited time of parents to assist their children in

modular learning
Difficulty to focus in modular learning due to

temptation of playing, on-line games and other

leisurely activities
Appendix B

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region
Schools Division of

QUESTIONNAIRE FOR THE PARENTS

PUPILS’ SELF-LEARNING READINESS AND PARENTS’ COMPETENCE AS

MENTORS OF THEIR CHILDREN IN THE MODULAR LEARNING MODALITY: BASIS

FOR INSTRUCTIONAL GUIDE

The researcher is currently conducting a study about pupils’ self-learning

readiness and parents’ competence as mentors of their children in the modular learning
modality as basis for instructional guide.
 Therefore, the researcher is requesting for your participation and involvement in
this study particularly in answering the survey-questionnaires. Your answers or
responses to the questions will serve as valid sources of data for this study. Your time,
effort and participation in this study will be greatly appreciated. Rest assured that your
responses will be held with great confidentiality.
Thank you very much.

The Researcher

I- THE LEVEL OF PARENTS’ COMPETENCE AS MENTORS OF THEIR CHILDREN

IN THE MODULAR LEARNING MODALITY

Directions: Kindly assess your readiness and competence in serving as tutors or

mentors of your child/children in the modular learning in this new normal. Check the

column that reflects your answer. Follow the indicated scale below.

4- Highly Ready

3-Sufficiently Ready

2-Poorly Ready

1-Very Poorly/Not Ready

Indicators 4 3 2 1
I can mentor my child/children in understanding the

directions or instructions in the modules.

I can explain the contents of the modules to my
 child/children for better comprehension.
I can guide my child in accomplishing his/her modular

learning tasks by explaining the flow of activities.

I can check and assess the performance of my child in

modular learning.
I can remind my child to be responsible, focused and

committed in his modular learning tasks and activities.

II- CHALLENGES ENCOUNTERED BY THE PUPILS AND PARENTS DURING

MODULAR INSTRUCTION IN THE NEW NORMAL

Directions: Directions: Kindly determine the problems or challenges that you personally

experience or encounter in mentoring your children in accomplishing self-learning

activities under modular learning modality. Check the column that corresponds to your

answer. Follow the indicated scale below.

4-Highly Encountered

3-Oftern Encountered

2-Rarely Encountered

1-Not Encountered

Problems 4 3 2 1
Lack of time to assist children in

modular learning due to occupation

Limited supply of learning modules
Difficulty in comprehending directions

and instructions in the learning

modules
Limited knowledge or unfamiliarity of

parents to the modular lessons

Children’s limited or poor focus and

attention towards the self-learning

activities
Staying at home causes more

interruptions in the self-learning

activities of the children due to

engagement in other non-academic or

leisurely activities such as playing, TV

viewing, on line games and others that

reduce their time in doing self-learning.

Theme: Teaching and Learning

STANDARD SITUATION GAP

Pupils across grade levels 120 out of 188 or 64% 68 out of 188 or 36%

display readiness and pupils across grade levels pupils across grade levels

adjustments in the modular display readiness and do not display readiness

distance learning modality. adjustments in the modular and adjustments in the

distance learning modality. modular distance learning

modality.

Parents exemplify ___ out of ___ parents or

instructional competence __ exemplify instructional ___ out of ___ parents or

as alternative teachers or competence as alternative __ do not exemplify

home-based tutors. teachers or home-based instructional competence

tutors. as alternative teachers or

home-based tutors.