IMPACT OF PARENTAL INVOLVEMENT ON MODULAR LEARNING MODALITY

ON CHILD’S ACADEMIC PERFORMANCE

CITY COLLEGE OF CALAPAN

(Dalubhasaan ng Lungsod ng Calapan)

Guinobatan, Calapan City, Oriental Mindoro

In partial fulfillment of the requirements in

SNED 16: RESEARCH IN SPECIAL NEEDS AND INCLUSIVE EDUCATION

by

APRIL YVONNE D. ABELGAS

Bachelor of Special Needs Education-III

2021

i
 ABSTRACT

Despite the strike of the Covid-19 Pandemic in the Philippines, educational staff, parents,

and students did not allow it to stop the education. This resulted in the implementation of different

learning modalities. One of these is the Modular Learning Modality. This learning modality was

adapted and implemented in M. Pesig Memorial School for S.Y 2020-2021 which provides an

opportunity for parents to interact and be involved with their children’s academic activities. This

research study aims to determine the possible impact of this parent’s involvement in Modular

Learning Modality in terms of their academic performance.

This research used quantitative and descriptive research methods to gather data. The

respondents were Grade 3 (18 pupils and 18 parents) and Grade 4 (12 pupils and 12 parents). The

researcher uses Actual sampling where the whole grade 3 and grade 4 pupils were all taken (b)

Convenience Sampling because the participants (grade 3 and grade 4 Pupils) are ready and easy

to reach since most of them live within the nearby sitio of Barangay Gulod, Calapan City Oriental

Mindoro.

The researcher then makes use of the weighted mean and ranking for data description and

data interpretation. The results that were gathered revealed that there is a significant positive

impact of parental involvement on modular learning modality on child academic performance.

iii
 ACKNOWLEDGEMENT

First of all, I would like to thank God the Almighty, for giving me the strength, knowledge,

and motivation to complete this research.

I also wanted to extend my deepest gratitude to my Research Professor, Miss Teresita Acedera,

RGC to complete this research successfully.

I would like also to thank my beloved parents, grandparents, auntie, and friends who have

been my sources of inspiration and strength at times I thought of giving up and who continually

give their moral, spiritual, emotional, and financial support

I would like also to express my deepest appreciation to the respondents of this study for

providing their information and knowledge.

Lastly, to all the key informants who took part in this study, to my friends and classmates,

I appreciate all your help. Thank you very much.

iii
 TABLE OF CONTENT

i. Title Page …………………………………………………………………………………..…

ii. Abstract ………………………………………………………………………………………

iii. Acknowledgment……………………………………………………………………………

iv. Table of Content ……………………………………………………………………………..

CHAPTER 1

Introduction …………………………………………………………………………………… 1

Statement of the Problem ……………………………………………………………………… 2

Objective of the Study ………………………………………………………………………… 3

Hypothesis of the Study ………………………………………………………………………… 3

Scope and Delimitation of the Study …………………………………………………………… 4

Significance of the Study ……………………………………………………………………….. 4

Definition of terms ……………………………………………………………………………… 5

Conceptual Framework …………………………………………………………………………. 5

Theoretical Framework ………………………………………………………………………… 8

v
CHAPTER II REVIEW OF RELATED STUDIES

Local Studies …………………………………………………………………………………… 11

Foreign Studies ………………………………………………………………………………… 14

CHAPTER III METHODOLOGY

Research Design ……………………………………………………………………………….. 19

Research Sampling …………………………………………………………………………..… 19

Data Gathering Procedure …………………………………………………………………..…. 20

Research Instrumentation …………………………………………………………………..….. 20

Validation of the Instrument ……………………………………………………………….….. 21

CHAPTER IV

Presentation, Analysis, and Interpretation of Data ………………………………………….… 22

CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION

Summary ………………………………………………………………………………………. 27

Conclusion ……………………………………………………………………………….…….. 27

Recommendation …………………………………………………………………………….... 28

Bibliography …………………………………………………………………………………… 29

Intervention Plan ……………………………………………………………………………….. 3

v
CHAPTER I. INTRODUCTION

In the year 2019, the Corona Virus Disease (Covid-19) hit us. On its first strike, it

does not seem to shake the people but the following year, 2020, we started to feel its effects. This

caused a worldwide pandemic that affects almost billions of people. New normal was introduced.

People are required to follow health protocols to prevent the spread of this virus.

Along with these changes, the Department of Education (DepEd) introduced the Self-

Learning Modules (SLMs) with the Alternative Learning Delivery Modalities (ADMs) offered to

different learners across the Philippines due to prohibited face-to-face classes. These Self-Learning

Modules are designed where all the learners are free to choose what to learn when to learn, how to

learn, and where to learn. Learners are at an advantage to use this form of non-formal mode of

education using self-paced learning materials (Sequeira, 2012). Paired with these SLMs, ADMs

are offered; modular, television-based, radio-based instruction, blended and online to address the

needs, situations, and resources of the learners.

Modular Learning is one of the most used ADM and this is heavily reliant on the More

Knowledgeable Others (MKOs) capacity which is maybe the parents, guardians, and others at the

learner’s home. This gives the fact that parents make a huge impact on a child’s academic

performance within modular learning. Now, parents play a big role in facilitating the child’s

learning process. They are now in charge to teach whatever concept that the child did not

understand from the provide learning modules.

1
STATEMENT OF THE PROBLEM

This study attempts to determine the Impact of Parental Skills on Modular Learning

Modality on Grade 3 and Grade 4 Pupils’ Academic Performance at Gulod Memorial School,

Calapan City.

Especially, it sought to answer the following questions:

1. What are the different Parenting Skills that the parents or guardians use in facilitating their

children?

2. How does the applied Parenting Skills impact the Child’s Academic Performance in terms

of:

a. English Reading Comprehension Skills

b. Mathematical Skills

3. What are the Academic Developments of the Children in Modular Learning Modality?

2
HYPOTHESIS

Null Hypothesis - There is no significant Impact of Parental Involvement on Modular Learning

Modality on a Child’s academic performance.

Alternative Hypothesis- There is a significant Impact of Parental Involvement on Modular

Learning Modality on a Child’s academic performance.

SCOPE AND DELIMITATION

This study focused on the Impact of Parental Involvement on Modular Learning Modality

on Child’s Academic Performance in terms of reading comprehension skills and mathematical

skills.

This study is limited only to the Grade 3 (19 pupils and 19 parents) and Grade 4 (12 pupils

and 12 parents) of M. Pesig Memorial School, Calapan City for S.Y 2020-2021.

SIGNIFICANCE OF THE STUDY AND PURPOSE OF THE STUDY

This study will be beneficial to the following:

To the Students- the findings of this research will give them insights into the impact of their

parent's parenting skills on their academic performance in certain learning areas in modular

learning modality. This will also provide information about how important having a parent who

is working with them to accomplish the given modules.

3
To The Parents – this study will let them know how their parenting skills affect their child’s

academic performance. This will give them the idea on how to improve their acquired parenting

skills if they feel like their skills are not enough to help their child in their modular learning.

To The Future Researchers- this will provide them knowledge about the impact of parental

involvement on Modular Learning Modality on Child’s Academic Performance. Furthermore,

this would serve as their guide and basis in conducting further studies related to this research.

DEFINITION OF TERMS

CORONAVIRUS DISEASE (COVID-19) - an infectious disease caused by a newly discovered

coronavirus. (https://www.who.int)

NEW NORMAL - a current situation, social custom, etc., that is different from what has been

experienced or done before but is expected to become usual or typical.

(https://www.dictionary.com/browse/new-normal)

MODULAR LEARNING MODALITY - learning delivery modality where learning takes place

between the teacher and the learners who are geographically remote from each other during

instruction. (https://www.teacherph.com/deped-learning-delivery-modalities)

ALTERNATIVE LEARNING DELIVERY - tried and tested alternative modalities

of education delivery within the confines of the formal system that allow schools

to deliver quality education to marginalized students and those at risk of dropping out to help them

overcome personal, social, and economic constraints. (https://www.teacherph.com/deped-

learning-delivery-modalities)

4
ZONE OF PROXIMAL DEVELOPMENT - refers to the difference between what a learner can

do without help and what he or she can achieve with guidance and encouragement from a skilled

partner. (https://www.simplypsychology.org/Zone-of-Proximal-Development.html)

PARENTING SKILLS - The natural and accurate and specific ability, experience, knowledge,

intuition, qualities, and skills to be an effective and loving parent to a baby, child or children.

(https://www.definitions.net/)

ACADEMIC PERFORMANCE -the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates, and results from standardized tests.

(https://ballotpedia.org/)

CONCEPTUAL FRAMEWORK

Based on these theories, the conceptual paradigm of this study is illustrated below.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Parental Involvement on Child’s Academic

Child’s Modular Learning Performance

Figure 1

5
 The figure above presents the conceptual framework of the study. This conceptual

framework shows the Impact of Parental Involvement on a Child’s Modular Learning of the Grade

3 and Grade 4 Pupils at M. Pesig Memorial School. The IV presents the ways of Parents

Involvement in a Child’s Modular Learning. This is to study the connection and effect of Parental

involvement on a Child’s Modular Learning Modality on a Child’s Academic Performance. Lastly,

the arrow indicates the relationship or correlation of independent variables on dependent variables

that are presented above.

THEORETICAL FRAMEWORK

COGNITIVE DEVELOPMENT THEORY

Jean Piaget’s Cognitive Development theory emphasized the constructive role of

experience with peers and family members. Other people and the social milieu are important

elements influencing the children’s environment (Ali Kemal Tekin, 2011). Children can learn new

things correctly and quickly if there are active people involved in their surroundings. Children

learn best when there is someone to assess their thoughts and actions. In a modular learning

modality, parents are a vital part of children’s environment. For example, parental skills in

modular learning are extremely important to teach child-specific learning areas such as reading

comprehension skills and mathematical skills. In addition, Piaget’s social development theory

supports the idea that parent’s involvements are a crucial factor in a child’s development and

achievement (Ali Kemal Tekin, 2011).

SOCIOCULTURAL THEORY

Lev Vygotsky emphasized the relationship between human beings and their environment

(Vygostsky, 1978). Children’s interaction with their family members or peers is vital for their

6
learning and development since their family was their first teacher and their home was their first

learning environment. This supports the idea of parental skills have an impact on a child’s

academic performance. Vygotsky introduced the Zone of Proximal Development (ZPD) as a

concept to stand to the idea that the children have levels of problem-solving ability. Vygotsky

defined ZPD as “the distance between the actual development level as determined by the

independent problem solving and the level of potential development as determined through

problem-solving under the adult guidance or in collaboration with More Capable Peers

(Vygostsky, 1978, p. 86). ZPD shows that children can learn and achieve something at one level.

But another level was introduced. It refers to the child’s abilities when working with more capable

peers or under the guidance of adults. For example, by solving a mathematical problem that is

new to the child, parents or guardians will show how to solve the problem. This shows that

something can be learned through working with more capable peers or adults. Accordingly, by

emphasizing interrelatedness and interdependence in learning and development, his theory

supports the idea that a child’s parents or guardians contribute greatly to a child’s performance.

CANTER’S THEORY OF ASSERTIVE DISCIPLINE

Assertive discipline is a structured system to enable the teacher to manage their classrooms

(Stevens-Fulbrook, 2019). It focuses on how a teacher can develop a positive behavior

management strategy than be dictatorial. The same goes for the parent or guardian who assists

their child on Modular Learning Modality in a specific learning area. Do the parents develop a

positive behavior strategy or do they choose to be a dictator to make the child learn? It’s about

their parenting skills.

7
CHAPTER II. REVIEW OF RELATED LITERATURE & STUDIES

Local

According to the Child and Youth Welfare Code of the Philippines, the child is one of the

most important assets of the nation, the promotion and enhancement of the child's life and welfare

is also anchored on the moral supervision and support given by his parents or guardians. For a

child to succeed, parents exert a lot of influence on their child's cognitive development in the early

years and thus, the contact between home and school should be maintained, especially during the

primary school years. Although family background appears to be a powerful determinant of

parental involvement, most parents, if duly encouraged, can devote extra time and effort to

assisting with their children’s education, both in the home and school settings (Ho, 2009). Parent

support and participation are well defined if the Parental Involvement In The Philippines: A

Review Of Literatures 42 principals, teachers, and parents go hand in hand in achieving the

progress of the pupils and of the total school community (Evangelista, 2008). Hoover-Dempsey &

Sandler describes parental involvement as a “rich vein” of continued parental influence in the lives

of children as they develop through the elementary, middle, and high school years. This implies

that the benefits of a strong home-school relationship don’t end with children’s achievement in

early years of education but it persists through their adult life.

Parents must be considered a constant and principal component of the curriculum. (Nihat

Şad & Gürbüztürk, 2013). They add that success at school is guaranteed if school-based instruction

is supported by parents’ involvement at home. Involving parents in education has been reported to

yield positive outcomes in many aspects including increased student attendance to and satisfaction

with school, better academic achievement, motivation, school attachment, responsibility and

confidence, better social adaptation, and fewer discipline problems.

8
 According to Nierva (2009), parent involvement in the Philippines is unclear because it

needs improvement in its parental practices. Especially in today’s situation that the children often

rely on more knowledgeable others. In these cases, parents should assist their children fully and

committedly.

Foreign

On an international scale, parental involvement in school has long been heralded as an

important and positive variable on children’s academic and socioemotional development (Laura

Lara, Mahia Saracostti, 2019)

There is also strong support from international research showing the positive influence of

parental involvement over academic achievement, as has been demonstrated in a variety of meta-

analyses across different populations and educational levels (Castro et al., 2015; Jeynes, 2016; Ma

et al., 2016). Moreover, although there is a wide range of parental involvement definitions, some

more general and others more specifics, there is a consensus among research results about the

positive influence of parental involvement over child academic achievement. For example, in the

meta-synthesis of Wilder (2014), where nine meta-analyses are analyzed, this influence was

consistent throughout the studies, regardless of the different definitions and measures used.

However, most of the studies on parental involvement in education hail from anglophone

countries and are based on cross-sectional and correlational designs (Garbacz et al., 2017) while

in Latin America research remains scarce. In a recent systematic review of the literature on parental

involvement in education in Latin America, only one Mexican study from 1998 was found which

was also heavily influenced by interventions from the United States (Roth Eichin and Volante

Beach, 2018). Chile has acknowledged the importance of collaborative relationships between

9
families and schools developing a National Policy for Fathers, Mothers and Legal Guardians

Participation in the Educational System (Política de Participación de Padres, Madres y

Apoderados/as en el Sistema Educativo) in 2002 which was recently updated in 2017 (Ministerio

de Educación, Gobierno de Chile, 2017). Since the publication of this policy, various local

initiatives have sprouted in the country seeking to strengthen school-family relations (Saracostti-

Schwartzman, 2013).

10
CHAPTER III. METHODS AND DESIGN

This chapter provides an overview of the research design, research sampling, and research

methods including the data gathering procedures, research instrumentation, and validation of the

instrument.

Research Design

The design utilized for this study was quantitative research and the descriptive research

design. According to DJS Research, the quantitative research design is aimed at discovering how

many people think, act, or feel in a specific way. However, descriptive research design aims to

accurately and systematically describe a population, situation, or phenomenon. ( scribbr.com)

Respondents of the Study

The respondents of the study are the (19) nineteen pupils and (19) nineteen parents of Grade

3 and the (12) twelve pupils and (12) twelve parents of Grade 4 of M. Pesig Memorial School

with the total (31) thirty-one pupil respondents and (31) thirty-one parents respondents.

Data Gathering Procedure

Before the questionnaires were administered to the respondents, the researcher sought a

permission letter to the school principal to allow her to conduct her study in M. Pesig Memorial

School. The researcher personally administered the distribution of questionnaires as soon as the

request letter was approved. The researcher went to the respondent's house one by one while

observing health protocols.

11
Research Instrumentation

The main instrument used in this study was the questionnaire. It contains the impact of

Parenting Skills in Child’s Academic Performance in terms of English Reading Comprehension

Skills and Mathematical Skills.

In preparation of the questionnaire, the researcher exerted more effort in reading books,

journals of education and surf the internet which involves the impact of parental involvement in

child’s academic performance and the modular learning modality. From the readings and surfing

the internet the construction of questionnaire was made possible.

Validation of the Instrument

The researcher made use of the Likert scale questionnaire and profile form for the two

groups of respondents. To ensure the validity of the instrument, the researcher presented the tools

used (research questionnaire) to the research adviser for content validation.

Reliability of the Instrument

To determine the reliability of the instrument used in this study, the researcher performed

the test-retest of the same instrument. This involved administering the survey with the respondents

and repeating the survey with the same respondents at a later point in time. Then the researcher

compared the response of the respondents.

12
Scaling and Quantification of Data

In answering the questionnaire, the pupils and parents responded to it using the following

scale , statistical limit, and interpretation:

SCALE STATISTICAL LIMITS INTERPRETATION

5 4.50- 5.00 Strongly Agree

4 3.50- 4.49 Agree

3 2.50- 3.49 Neutral

2 1.50- 2.49 Disagree

1 1.00- 1.49 Strongly Disagree

13
 CHAPTER IV. PRESENTATIONS, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the discussion of data gathered through a self-made questionnaire.

This also presents the analysis and interpretation of data.

Table 1.1: Impact of Parental Involvement on Modular Learning Modality on Child’s

Academic Performance of Grade 3 Pupils

Items Description Mean Rank Description

Interpretati

on

1 I prefer doing my modules with my parents or guardian 4.05 3.5 Agree

It makes difference when someone helps me with my

2 4.15 1 Agree
modules

My parent or guardian is able to assist me with reading and

3 3.78 7 Agree
mathematical activities

4 Me and my parent or guardian read together 3.57 10.5 Agree

My parent or guardian communicates with my teacher if

5 3.52 11.5 Agree
there is something that we both don’t understand in lessons

My parent or guardian show me how to solve a specific type

6 3.52 11.5 Agree
of math problem

7 My parent or guardian helps me read English stories 3.84 6 Agree

14
 My parent or guardian makes me understand complex words
8 4.05 3.5 Agree
or sentences

My parent or guardian offers help to teach me with my

9 3.89 5 Agree
modules

My parent or guardian supervises me when you are doing my

10 4.10 2 Agree
modules

My parent or guardian praises me when I solve a

11 3.73 8.5 Agree
mathematical problem

My parent or guardian praises me when I read with

12 3.73 8.5 Agree
comprehension on my English subject

My parent or guardian shows patience in teaching and

13 3.68 9 Agree
explaining lessons to me

I am able to learn something when my parents or guardian

14 3.94 4 Agree
teach me

15 My parent or guardian act like a teacher when teaching me 3.57 10.5 Agree

OVERALL MEAN 3.57 Agree

Table 1.1 shows the mean of the level of agreement of the Impact of Parental Involvement on

Modular learning Modality on Grade 3 pupils’ academic performance. The items were ranked

according to their respected mean. Item number 2 was ranked first according to the result of the

survey by the Grade 3 respondents. Aside from that, items number 1 and 8 have the same ranked

which is rank 3 resulted from the survey by the respondents. Item 11 and 12 got the same rank too.

On the contrary, the item number 5 and 6 come last as ranked 11 among the other items which are

“My parent or guardian communicates with my teacher if there is something that we both don’t

15
understand in lessons” and “My parent or guardian show me how to solve a specific type of math

problem’

Based on the results above, it was evident that Grade 3 parent’s involvement has a great effect

on a child’s academic performance. Research has reported that parent-child interaction,

specifically stimulating and responsive parenting practices, are important influences on a child’s

academic performance (Christian, Morrison, & Bryant, 1998; Committee on Early Childhood

Pedagogy,2000).

16
 Table 1.2: Impact of Parental Involvement on Modular Learning Modality on Child’s

Academic Performance of Grade 4 Pupils

Items Description Mean Rank Description

Interpretati

on

1 I prefer doing my modules with my parents or guardian 3.5 4.5 Agree

It makes difference when someone helps me with my

2 3.66 2.5 Agree
modules

My parent or guardian is able to assist me with reading and

3 3.66 2.5 Agree
mathematical activities

4 Me and my parent or guardian read together 3.41 5 Neutral

My parent or guardian communicates with my teacher if

5 3.66 2.5 Agree
there is something that we both don’t understand in lessons

My parent or guardian show me how to solve a specific type

6 3.5 4.5 Agree
of math problem

7 My parent or guardian helps me read English stories 3.41 5 Neutral

My parent or guardian makes me understand complex words

8 3.58 3.5 Agree
or sentences

My parent or guardian offers help to teach me with my

9 3.58 3.5 Agree
modules

17
 My parent or guardian supervises me when you are doing my
10 3.75 1 Agree
modules

My parent or guardian praises me when I solve a

11 3.5 4.5 Agree
mathematical problem

My parent or guardian praises me when I read with

12 3.66 2.5 Agree
comprehension on my English subject

My parent or guardian shows patience in teaching and

13 3.66 2.5 Agree
explaining lessons to me

I am able to learn something when my parents or guardian

14 3.66 2.5 Agree
teach me

15 My parent or guardian act like a teacher when teaching me 3.5 4.5 Agree

OVERALL MEAN 3.57 Agree

Table 1.2 shows the mean of the level of agreement of the Impact of Parental Involvement on

Modular learning Modality on Grade 4 pupils’ academic performance. The items were ranked

according to their respected mean. Item number 10 was ranked as the highest according to the

result of the survey by the Grade 4 respondents. On the contrary, items number 1,6,11,15 comes

last as ranked 4 among the other items.

Based on the results above, it was evident that Grade 3 parent's involvement has a great effect

on a child’s academic performance. According to David R. Topor, Susan P. Keane (2010), Parent

involvement in a child’s education is consistently found to be positively associated with a child’s

academic performance.

18
 Table 1.3: Impact of Parental Involvement on Modular Learning Modality on Child’s

Academic Performance of Grade 3 Parents

Items Description Mean Rank Description

Interpretation

I believe that I should be involved in my child’s

1 4.21 1 Agree
education

2 I believe that my involvement will make a difference 4.05 3 Agree

3 I believe that the school wants my involvement 3.94 4 Agree

4 I believe that my child wants my involvement 4.10 2.5 Agree

I believe that I have the knowledge to help my child with

5 3.63 7.5 Agree
reading and mathematical skills

6 My work schedule allows time for us to read together 3.15 10 Neutral

7 The teacher invites me to school to volunteer 2.84 11 Neutral

I believe that I have the knowledge to help my child with

8 3.52 8 Agree
reading and mathematical skills

I show my child how to solve a specific type of math

9 3.63 7.5 Agree
problem

10 I praise my child verbally when she/he solves a problem 3.84 6 Agree

11 I offer help to teach my child-specific homework 4.10 2.5 Agree

19
12 I supervise my child’s homework 3.26 9 Neutral

I and my child’s teacher make similar assumptions about

13 3.89 5 Agree
appropriate student habits

OVERALL MEAN 4.01 Agree

Table 1.3 shows the mean of the level of agreement of the Impact of Grade 3 parents

Involvement on Modular learning Modality to Grade 3 Pupils. . The items were ranked according

to their respected mean. Item number 1 which is “I believe I should be involved in my child’s

education” was ranked as the highest according to the result of the survey by the Grade 3 parents

respondents. On the contrary, item number 7 comes last as ranked 11 among the other items which

is “Teacher invites me at school to volunteer”. It is understandable because of Covid-19 pandemic.

20
 Table 1.1: Impact of Parental Involvement on Modular Learning Modality on Child’s

Academic Performance of Grade 4 Parents

Items Description Mean Rank Description

Interpretati

on

I believe that I should be involved in my child’s

1 3.75 1 Agree
education

2 I believe that my involvement will make a difference 3.66 2.5 Agree

3 I believe that the school wants my involvement 3.66 2.5 Agree

4 I believe that my child wants my involvement 3.66 2.5 Agree

I believe that I have the knowledge to help my child with

5 3.5 4.5 Agree
reading and mathematical skills

6 My work schedule allows time for us to read together 3.25 7.5 Agree

7 Teacher invites me at school to volunteer 3 9 Neutral

I believe that I have the knowledge to help my child with

8 3.25 7.5 Neutral
reading and mathematical skills

I show my child how to solve a specific type of math

9 3.5 4.5 Agree
problem

10 I praise my child verbally when she/he solves a problem 3.41 5 Neutral

21
11 I offer help to teach my child specific homework 3.08 8 Neutral

12 I supervise my child’s homework 3.33 6 Neutral

I and my child’s teacher make similar assumptions about

13 3.58 3 Agree
appropriate student habits

OVERALL MEAN 3.43 Agree

Table 1.3 shows the mean of the level of agreement of the Impact of Grade 4 parents

Involvement on Modular learning Modality to Grade 4 Pupils. . The items were ranked according

to their respected mean. Item number 1 which is “I believe I should be involved in my child’s

education” was ranked as the highest according to the result of the survey by the Grade 3 parents

respondents. On the contrary, item number 7 comes last as ranked 9 among the other items which

is “Teacher invites me at school to volunteer”. It is understandable because of the Covid-19

pandemic.

22
CHAPTER V. SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions, and recommendations.

Summary

Based on the analysis and interpretation of the result of the study, this section provides a

summary of the study.

Level of agreement of Impact of Parental Involvement to Modular Learning Modality to

Child’s Academic Performance.

Based on the gathered data, Grade 3 and Grade 4 pupils and parents in M. Pesig Memorial

School demonstrated that parent involvement is related to a child’s academic performance.

Conclusion

Therefore, it is concluded that there is a significant positive impact of parent's involvement

in a modular learning modality on a child’s academic performance. These findings are similar to

previous studies (Gonzalez-Dehass, Willems, & Holbein, 2005; Grolnick, Ryan, & dei, 1991).

The checklist for parents and checklist for the child both resulted good.

Recommendation

Based on the result of the study, the researcher recommends the following:

1. Parents should exert more effort on teaching the child one on one correspondence like solving

Math problems and reading English passages.

2. Parents should give more time to teach their children .

23
3. Parent-Child interaction should be practice more for the improvement of the child’s academic

performance.

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