Parental involvement key to modular learning success

PARENTAL INVOLVEMENT EFFECTIVENESS IN MODULAR LEARNING
TO GRADEV - MAGSAYSAY PUPILS OF BULAWEN ELEMENTARY
SCHOOL YEAR 2020 – 2021
A THESIS
Presented to the Faculty of the
College of Teacher Education
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
Iba, Zambales
by:
LOIWEZA C. ABAGA
ELVIRA A. CUESTA
JONALYN R. NONATURA
JEVELYN A. TURINGAN
January 2021
Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines 2201
PARENTAL INVOLVEMENT EFFECTIVENESS IN MODULAR LEARNING

TO GRADE V - MAGSAYSAY PUPILS OF BULAWEN ELEMENTARY
SCHOOL YEAR 2020 – 2021
The study hereto attached entitled, prepared and submitted by
LOIWEZA C. ABAGA, ELVIRA A. CUESTA, JONALYN R. NONATURA

AND JEVELYN A. TURINGAN
Who are hereby recommended for oral defense.
TERESA V. APAGALANG, MAEd.

Adviser
Approved by the Committee of Oral Examiners:
BABY S. ABAGON, Ed.D.

Chairperson
REY E. DALUSONG, MAEd KATHERINE B. PARANGAT,

Ed.D.
Member Member
Accepted and approved as a requirement for the Degree

Bachelor in Elementary Education
Approved:
LILIAN F.UY, Ed.D.

Date of Oral Defense Dean, College of Teacher Education
ii
ACKNOWLEDGEMENT
The researchers would like to extend their profound gratitude and appreciation to
those people who devoted much time, talent and ideas or all the accomplishments of this
study Teresa V. Apagalang MAEd, their thesis adviser, for her patience and support
endowed to the researchers as the critic of the study and guidance during the preparation
to make this study successful.
Dr. Zenvi Ann M. Macalinao, their Research instructor, for her encouragement
and guidance to the researchers and for imparting her knowledge and suggestions for this
study.
Dr. Lilian F. Uy, Dean of the College of Teacher Education, for her valuable
support and encouragement to finish this study.
Dr. Baby S. Abagon, Chairperson of the Panel of Examiners together with the
Members, Dr. Katherine B. Parangat and Mr. Rey E. Dalusong for their intellectual
comments and amelfish time to provide suggestions and recommendations in order to
improve this study,
Dr. Romeo M. Alip, School Division Superintendent of Iba, District and Mrs.
Josephine A. Acupan, Principal of Bulawen Elementary School for allowing them to
conduct the study,
Their families and loved ones, especially to their beloved parents for their
unconditional love, support, sacrifices, and Most of all, to the Almighty God, for all the
blessings, knowledge, and wisdom bestowed upon the researchers.
The Researchers
iii
ABSTRACT
This study aimed to relate the Parental Involvement Effectiveness in Modular
Learning to Grade V – Magsaysay Pupils of Bulawen Elementary School for the School
Year 2020-2021.
This study employed descriptive method of research with the questionnaire as the
main instrument in gathering data from the twenty- six respondents’ which are the
parents of the grade V pupils of the Bulawen Elementary School situated in Palauig,
Zambales.
The results revealed that most of the respondents were typically female with an
average age between thirty-six and above, in terms of parental responsibility most of
them are the parents of the grade V- pupils and almost all belongs to high school
graduate. In terms of socio-economic status, the majority belongs to lower-middle and
the respondents almost spend two to three hours in teaching their children, most of the
respondents have two to three children.
The study also revealed that there is no significant difference on the level of
parental involvement in modular learning to the respondents when grouped according to
profile variables.
The researcher recommend that the method and the strategy suggested by the
parents to school to further improve the modular learning are reduction of activities from
modules, more example for each subject, home
iv
visitation once a week, provision of colored printed modules, immediate information
given by teacher on what to answer in modules, online consultation with student,
responsiveness of teachers through the use of social media platform, and leniency of
teacher in the submission of students’ outputs. The proposed solutions of parents to
identify the challenges in the modular learning are reduce/lessen activities in the
modules, take out the necessary exercises, online learning ( a zoom meeting with the
whole class with the teacher going through the modules with the students, answering the
questions, and learning the topics together), simplify the modules, consistent instructions
in the modules and as much as possible, limit group activities, give each student ample
time to complete in the module, and give more example and explanation to each by the
given activity.
In conclusion, the study was able to determine the level of parental involvement of
the participants in terms of reading, writing and parenting. The result of this study may
serve as a springboard for the future improvements of the schools' existing programs and
guidelines on the level of parental involvement in modular learning.

vi v
TABLE OF CONTENTS
Title Page
COVER PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT iv
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER I
I. INTRODUCTION
Background of the Study 1
Rationale 3
Significance of the Study 4
Statement of the Problem 5
Scope and Limitations of the Study 6
CHAPTER II
II. FRAMEWORK OF THE STUDY

Review of Literature and Related Studies 7
Foreign Literature 7
Local Literature 9
Theoretical Framework 14
vi
Conceptual Framework 16
Null Hypothesis 18
Definition of Terms 18
CHAPTER III
III. METHODOLOGY
Research Design 20
Research Locale 21
Research Instruments 22
Sampling Technique 23
Statistical Instrument of Data 23
CHAPTER IV
IV. RESEARCH AND DISCUSSION
Profile of the Parent Respondent 26
Summary of the Perception of Grade V-Magsaysay Pupils Parents Respondent 37
Analysis of Variance on the Difference in the Perception on the level of 38
Parental Involvement in Modular Learning when Grouped According to
Profile Variables
CHAPTER V
V. SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings 55
Conclusions 58
Recommendations 60
vi
BIBLIOGRAPHY 62
CURRICULUM VITAE 67
APPENDICES 76
vii
LIST OF TABLES
Title Page
Distribution of survey questionnaire to the parents of Grade V- Magsaysay 21
pupils of Bulawen Elementary School.
Likert Scale on the Level of Parental Involvement in Modular Learning to 23

Grade V- Magsaysay pupils of Bulawen Elementary School Year 2020-2021
Frequency and Percentage Distribution of the Respondents’ Profile as to Age 26
Frequency and Percentage Distribution of the Respondents’ Profile as to Sex 27
Frequency and Percentage Distribution of the Respondents’ Profile as to 28

Parent/ Guardian

Highest Educational Attainment

Socio-Economic Status

Time-Spend

Number of Children
Mean Rating on the Perception of the respondents on the Modular Learning in 34

terms of Reading
Mean Rating on the Perception of the Respondents on the Modular Learning 36

in terms of Writing
Mean Rating on the Perception of the Respondents on the Modular Learning 37

in terms of Parenting
Summary of Mean Rating on the Perception of the Respondents on the 38

Modular Learning
Analysis of Variance to Test the Significant Difference on Perception of the 39
Respondents on the Modular Learning When Grouped According to Age
Profile Variable

Respondents on the Modular Learning When Grouped According to Sex
Profile Variable

Respondents on the Modular Learning When Grouped According to Parent/
Guardian Profile Variable

Respondents on the Modular Learning When Grouped According to Highest
Educational Attainment Profile Variable

Respondents on the Modular Learning When Grouped According to Socio –
Economic Status Profile Variable

Respondents on the Modular Learning When Grouped According to Time –
Spend Profile Variable

Respondents on the Modular Learning When Grouped According to Number
of Children Profile Variable
viii
LISTS OF FIGURES
No. Title Page

Conceptual Paradigm of the Study 16
1
Map of Zambales showing the location of the locale of the 24
2 study
ix
CHAPTER 1
INTRODUCTION
Background
Parents have always played a crucial role in their children’s emotional and
intellectual development. They serve as their children’s first teachers, and give
them the stepping stones they need to adapt to life in school. As the coronavirus
pandemic puts face-to-face learning to a halt, parents find themselves at the
frontlines of education once more. One of the iterations of blended learning
combines online distance learning and modular distance learning, wherein printed
modules and other learning materials are set to be delivered by local government
units and schools to the students’ homes. Parents will then guide their children so
that they can complete their lessons at home. Parental involvement refers to the
amount of participation a parent has when it comes to schooling and her child's
life. Some schools foster healthy parental involvement through events and
volunteer opportunities, but sometimes it's up to the parents to involve themselves
with their children's education. You can ensure that your child receives the benefits
from parental involvements by staying up to date on what is happening in the
classroom, helping your child with school opportunities and knowing correct
safety procedure for the school.
According to Garcia and Thornton (2014) current research shows that the
involvement of family in learning helps to improve student performance, reduce
absenteeism and restore parents' confidence in their children's education. Learners
with parents or caregivers who are involved in learners’ education, earn higher
grades and test scores, have better social skills and show improved behavior.
Which is something that we as a community and the world at large are in need of,
as it would highly contribute in reducing crime and poverty. Ideally it would help
to have a greater percentage of parental involvement in their children’s education.
The study looks at parental involvement in depth by focusing on the concept of
parental involvement, its benefits, the disadvantages of not involving parents and
how parents can be involved. Clinton & Hattie (2013) states that conceptualization
of parental involvement refers to a situation where parents are directly involved in
the education of their children, they involve themselves and are involved by the
school and teachers in the learning process of their children, and they fulfil their
duties as parents in making sure that the learner is assisted in the process of
learning as much as they possibly can. It does not just refer to parents enquiring
about the performance of a learner in schools, but also in them taking a role in
communicating with their children with the aim of having a healthy relationship
with them, so that the process of encouraging, mentoring, leading and inspiring
may be genuine. Parents can be involved in their children's learning through
becoming part of school boards, being concerned about their children's academic
performance, showing dedication in their children's learning through availing
themselves during parents meeting, in order to gain a better understanding of the
performance of their children.

Rationale
The researchers recognized the importance of level of parental involvement in
modular learning to Grade V – Magsaysay pupils. This study is geared toward the level
of parental involvement in modular learning. The researchers find it necessary to
determine the modular learning to Grade V - Magsaysay pupils to support the module
learning and give students access to education. Bower & Griffin (2011) states that
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. In essence, parents, siblings, and other significant relatives can create rich
learning environments to enhance children’s academic development.
Significance of the Study
The role of parents and guardians in their children’s education is vital. Research
has proven beyond dispute that effectively engaging parents and families in the education
of their children has a positive influence on the success of the learners. The researchers
conducted the study about the level of parental involvement in Modular Learning.
The data gathered in this study would be beneficial to the following group of
people or entities.
Pupils. This will give a great help to the pupils for them on how they learn on the level
of parental involvement in the Modular Learning, they can use internet to gain more
knowledge about their activities to become ready and prepared. This study would
enlighten the students to understand the importance of parents who played a crucial and
significant role in their education.
Teachers. This research will help them to understand the family of their students and
their situation, and more effective communication be presumed to be better
communication with parents, a deeper understanding with both the homes and the
community.
Parents. As their child’s most important teacher, this research will help them to lead and
coordinate parental involvement activities in modular learning to overcome obstacles
between the home and school and described the role of parental involvement as a way of
encouraging more parents to become involved in a variety shops for parents to inform
them of the school curriculum and remind them of aspects of the school.
Future Researchers. This research will be helpful reference for the future researchers
would plan to make a similar research study. It will encourage researchers to look
stronger evidence and will deepen the study that benefit on what has been stated on this
research.
Statement of the Problem
This study was aimed to describe the Parental Involvement effectiveness in
Modular Learning to Grade V - Magsaysay Pupils of Bulawen Elementary School .
Specifically, this study sought to finds answers to the following questions:

1. What is the profile of the parents-respondents in terms of?
1.1 Age:
1.2 Sex;
1.3 Parent/ Guardian
1.4 Highest Educational attainment;
1.5 Socio-Economic status;
1.6 Time-spend;
1.7 Number of children;
2. How is the parental- involvement effectiveness in Modular learning be described
in terms of:
2.1 Reading
2.2 Writing
2.3 Parenting
3. Is there a significant difference on the perception of the respondents on the parental
involvement effectiveness in modular learning of Grade V- Magsaysay pupils when
grouped according to profile variables?

Chapter 2
Framework of the Study
Review of Related Literature and Studies
Foreign Literature
In PISA 2015, parental involvement is one of the contextual elements which
accompany the assessment of student performance. Specifically, the questionnaire for
parents, which on this occasion has been used in 18 countries, and the other contextual
questionnaires applied to school principals, teaching staff and students, contribute to the
achievement of the principal objectives of PISA, that is: “Providing indicators on the
effectiveness, equity and efficiency of education systems, setting benchmarks for
international comparison, and monitoring trends over time are the most important goals
of the Programme for International Student Assessment (PISA)” (OECD, 2016).
Nevertheless, several of the contextual questionnaires, including that provided for the
parents, are optional and not all countries have applied them, which means that in this
sense the information is incomplete. On the other hand, currently, the contextual
assessment design of PISA responds to a modular structure which includes the “four
major areas” on which PISA informs those in charge of educational policies. These are:
the results, student backgrounds, the teaching and learning processes, and the school and
government policies. Within this structure there is a model called parental involvement
(module 14) in the area of the school policies (OECD, 2016) 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 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 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). Nevertheless, the
majority of research in the country has thus far been of a qualitative nature with a focus
on describing relations between family members and their schools, and identifying
tensions between these two spheres (Gubbins, 2011). Thus, this study seeks to advance
the analysis of the effects of parental involvement in school on the academic achievement
of Chilean students. The study aims to analyse how different parental involvement
profiles (based on the main forms of parental involvement identified in literature)
influence children’s academic achieved. Parental involvement can take a wide variety of
forms, among them, communication between family and school, supporting learning
activities at home and involvement in school activities have been highlighted (Schueler et
al., 2017).
Local Literature
Parental involvement in children’s education is an integral component of young
children’s academic achievement. In the Philippines, a developing country with high
rates of poverty and input deficit in basic education, school dropout rates are high
especially among the poor. Given that many children from disadvantaged backgrounds do
not get enough support (PIDS, 2012) and many parents are not equipped with skills to
support their children’s education, it is essential to investigate how Filipino parents can
help and contribute to their children’s academic success. In response to the lack of
parental involvement literature situated in the Philippine context, the present study
employed a phenomenological approach to explore and examine the experiences of low-
income parents regarding their involvement in their children’s education. This study is
guided by the following research questions: (a) What is the meaning and nature of
parental involvement among low-income Filipino families? (b) What factors facilitate or
hinder parental involvement, and (c) Will any pattern emerge from the data to describe
the relations between parental involvement and children’s academic outcome? Data
analysis showed that Filipino parents believe that helping their children with schoolwork,
motivating them, and providing structure at home help their children succeed in school,
consistent with the extant literature on parental involvement. However, responses
regarding academic socialization, communicating with teachers, and volunteering in
school reflect cultural beliefs and practices in the Philippines related to traditional
parenting, extreme poverty. Results from this study expand the extant research on
parental involvement, which is mostly Western-based, and further our understanding of
the generalizability of existing theories on parental involvement. Findings have
implications for how Filipino parents and educators can support the academic success of
children. Finally, this study can help inform educators and school programmers on how
to help parents support their children’s education.
Theoretical Framework
Jean Piaget proposed a theory of cognitive development in children and
emphasized the constructive role of experience with peers and family members. The
basic assumption of his theory was that young children are active learners with a constant
drive to match their internal constructions (their own view of the real world) and external
constructions (the external realities they face with in their surroundings) (Piaget, 1981).
Children, as agents in his term, continually rework and revise-assimilate and
accommodate their internal constructions with each new experience (Prior & Gerard,
2007). Other people and the social milieu are important elements influencing the
children’s environment. Within this environment social interaction and context are
“indissociable” from their cognitive development. Children assimilate new learning and
accommodate their own incorrect views of the world more quickly if they are more
actively involved with people and things in their surroundings. In this regard, children
learn best when they have opportunities to interact with their environments, and
particularly with their parents who are a vital part of children’s environments (Athey,
2007). For example, parent involvement activities such as practicing interactive
homework creates opportunities for children to interact meaningfully with their parents
such that children construct their own knowledge within both a social and physical
environment through this process (Bailey, Silvern, Brabham, & Ross, 2004). As a
consequence, Piaget’s social development theory supports the idea that parent
involvement is a crucial factor in children’s development and achievement.
Conceptual Framework
This study was based on the concept to find out the level of parental involvement
in Modular Learning of Grade V - Magsaysay pupils of Bulawen Elementary School.
INPUT PROCESS OUTPUT

1. Socio-demographic profile
of respondents in terms of:
1.1 Age
1.2 Sex
A. Data Gathering
1.3 Parents/Guardian Device
1.4 Highest Educational Test To determine the Level

attainment Questionnaire of Parental
1.5 Socio-economic status
B. Statistical Tool
Involvement in
Frequency Modular Learning to
1.6 Time –spend
1.7 Number of children Percentage Grade V- Magsaysay
Weighted Pupils of Bulawen
2. Level of Parental Mean Elementary School
Involvement in Modular Analysis of Year 2020-2021
Learning in terms of:
Variance
2.1Reading (ANOVA)
Likert Scale
2.2Writing
2.3 Parenting
Figure 1 Paradigm of the Study
The input box, includes the profile of the Grade V- Magsaysay pupils such as
Age, Gender and the First Grade Average. It is also include the effectiveness of Modular
Learning in terms of Module, Parents and Pupils.
For the process box, it includes the data gathering process using Questionnaire,
and different statistical tools like frequency, percentage, weighted mean, ANOVA
(Analysis of variance) and likert scale.
While the output box, it is to determine the parental involvement effectiveness in
modular learning to Grade v – Magsaysay Pupils of Bulawen Elementary School.
Null Hypothesis
There is no significant difference on the parental involvement effectiveness in
modular learning to the respondents when grouped according to profile variables.
Definition of Terms
This section presents the operational and conceptual definition of terms as a
reference for clarity of ideas.
Bulawen Elementary School. In this study, it refers to the school in Zambales where
Grade V Magsaysay pupils are enrolled.
Module. In this study, it refers to the printed materials provided by the teachers to the
pupils of Bulawen Elementary School with a particular topic and activities per subject
based on the most learning competencies to be done at a specified time.

Modular Learning. In this study, it refers to a form of distance learning that uses Self-
Learning Modules (SLM) based on the most essential learning competencies provided by
the school.
Parent. In this study, it refers to the respondents who played an active role in facilitating
and guiding their children while spending time in terms of reading, writing and through
the modular learning approach.
Parenting. In this study it refers to the task and responsibility of an individual who
played a significant role in helping his or her child/children in dealing with the modular
learning approach.
Parental involvement. In this study, it refers to the parents’ engagement or support in
their child’s learning at home using printed modules.
Pupil. In this study, it refers to the grade V students of Bulawen Elementary School
engaged in modular learning approach.
Reading. In this study, it refers to the parents’ reading comprehension/understanding in
modules given by the teachers.
Respondents. In this study, it refers to the parents of the grade V students in Bulawen
Elementary School.
Socio-economic status. In this study, it refers to of education, income and occupation of
the parents of the grade V students in Bulawen Elementary School.

Time- Spend. In this study, it refers to the time spend by the parents in guiding their
child in answering modules.
Writing. In this study, it refers to the ability of the parents to write the paragraph, essays
and etc.
Chapter 3
Methodology
Research Design
This study used the descriptive survey design to assess socio demographic
characteristics such as age, sex, parent/guardian, highest educational attainment, socio-
economic status, time-spend, and number of children.
The purpose of this is to contribute to a better understanding of how researchers
make decisions about the parental involvement effectiveness of modular learning.
Descriptive research is the research design in which data is collected in a qualitative
manner and analyzed using quantitative procedures (Nassaji, 2015). Descriptive research
refers to the scientific methodology in which observation of the sampled population is
carried out in its natural surrounding. Descriptive research methodology intends to find
out ‘what’ related to a phenomenon. In this method, data are collected qualitatively and
analyzed through a quantitative method. Data is collected through methods like survey,
interview, correlation study, observation study, or content analysis. Moreover, the
observer does not intervene in this observation process or influence any of the variables
of the study (Lambert and Lambert, 2012).
Descriptive Research is devoted to the gathering of information about
prevailing conditions or situations for the purpose of description and interpretation. This
type research method is not simply amassing and tabulating facts but includes proper
analyses, interpretation, comparisons, identification of trends and relationships.

Under the Descriptive Research Method, the Survey Method, which is otherwise
known as normative survey was utilized. With the survey method, the researcher was
able to have a correlation of the study which investigates the relationships between
variables.
The descriptive survey research method is the most appropriate method to use
because it deals with survey and description of facts and presents conditions existing
relative to age and gender.
Table 1
Distribution of Survey Questionnaire to the Parents of Grade V
Magsaysay Pupils of Bulawen Elementary School.
Respondents Male Female TOTAL

Grade V - Magsaysay pupils’ 2 24 26
parents/ guardians
Respondents
Through probability sampling, the respondents were chosen. The subjects of the
study are the Grade V – Magsaysay Pupils of Bulawen Elementary School. After
choosing the respondents, each of them were given a survey questionnaire.
Research Locale The study was conducted in all Grade V- Magsaysay pupils in
Bulawen Elementary School. Figure 2 shows the map of Bulawen Elementary School,
reflecting the location where the needed data is gathered. Bulawen Elementary School is
a school in the province of Zambales, Region III- Central Luzon, in the municipality of
Palauig. It was established on January 01, 1916. At present, Bulawen Elementary School
is led by Mrs. Josephine Acupan.
Figure 2
Map of Bulawen Elementary School
Research Instruments
The survey questions were the main instrument used in gathering data in this
study. The survey questionnaires used by the researchers was adopted and modified
based from the overall goals of the parents of Grade V - Magsaysay pupils of Bulawen
Elementary School standard. It was submitted to the adviser and experts for checking and
validation. The survey questionnaire follows a Likert scale with the following legend.
Table 2
Likert Scale on the Level of Parental Involvement in Modular

Learning to Grade V- Magsaysay pupils of Bulawen Elementary
School Year 2020-2021
Value Response
4 Strongly Effective
3 Effective
2 Not Effective
1 Strongly Not Effective
Sampling Technique
The researchers had chosen the respondents through random sampling technique.
Researchers will use parents of all the Grade V – Magsaysay Pupils of Bulawen
Elementary School.
Statistical Treatment of Data
Statistical treatment of data is essential in order to make of the data in the right
form. Raw data collection is only one aspect of any experiment, the organization of data
is equally important so that appropriate conclusions can be drawn. This statistical
treatment of data is all about.
There are many techniques involved in statistics that treat data in the required
manner. Statistical treatment of data is essential in all experiments, whether social
scientific or any other form. Statistical treatment of data greatly depends on the kind of
experiment and the desired result of the experiment.

This used frequency percentage, and making. This would explain in the following.
A. Frequency - The numbers of respondents that have the same answer.
B. Percentage - Is a number or ratio that represents a fraction of 100. Formula:
(100)
C. Weighted Mean - This will be used to determine the mean of the respondents’
profile variables such as age, gender and monthly family income.
D. Ranking – is the relationship between a set of items such that for any two
items, first either ‘ranked lower than” ranked equal the second.
E. Analysis of Variance (ANOVA). This will be used in determining the
significance difference of more than two variables.
Decision Rule 1 If the computed significant value is greater or higher (>) 0.05
Alpha level of significance, accept the null hypothesis and reject the alternative
hypothesis.
Decision Rule 2 If the computed significant value is less than (<) 0.05 Alpha
level of significance, reject the null hypothesis and accept the alternative
hypothesis.
28
Chapter 4
RESEARCH AND DISCUSSION
This chapter presents and analyzes the gathered data so as to provide clear
understanding on the questions as stated in chapter 1.
The purpose of this chapter is to introduce and examine the outcome of the parent
involvement survey as it related to the research questions presented in chapter one.
Demographic information will be given, followed by a summary of the parent responses
to the survey questions. Numbers and percentages from the returned surveys will be
presented for each created variable. Descriptions of survey information will be presented
in a format consistent with the questions asked by the researcher.
1. Profile of Respondents
1.1. Age
Table 3
Frequency and Percentage Distribution of the Respondents’ Profile as to Age
Age Frequency Percent

25-30 years old 1 3.85
31-35 years old 12 46.15
36 and above years old 13 50.00
Total 26 100.00
Mean 35.29 years old
29
Table 3 shows the frequency and percentage distribution of the respondent’s profile
according to their age.
Out of the 26 total Grade V-Magsaysay Pupil’s Parents/Guardian respondents, there
are 13 or 50 %, who belong to 36 and above age group. It was followed by 12 or 46.15 %
parents/guardian who are at 31-35 age group; 1 or 3.85 % who belongs to the age bracket
25-30 age group. The mean age was 35.29.
Such knowledge can also help you maximize the benefits of your age, such as
having more experience as an older parent or more energy as a young parent, while
taking steps to overcome any weaknesses that might influence your parenting style and
the healthy development of your children. (Chung, 2020)
Most older parents suggested that their greatest advantage was being more
emotionally prepared to be a parent. Some said that being older made them more self-
aware, confident, resilient, self-actualized, better able to offer support, and more capable
of communicating with a child. (Cherry, 2020)
1.2. Sex
Table 4
Frequency and Percentage Distribution of the Respondents’ Profile as to Sex
Sex Frequency Percent

Female 25 96.15
Male 1 3.85
Total 26 100.00
30
Table 4 shows the frequency and percentage distribution of respondent’s profile
according to sex.
are 25 or 96.15 % who are female and 1 or 3.85 % on male. This result shows that most
of the respondents are female.
Mothers have the potential to play the most important role of educator in a child’s
early life and as children get older they are still at the heart of their children’s education.
(De Burca J., 2013)
1.3. Parent/Guardian
Table 5
Frequency and Percentage Distribution of the Respondents’ Profile as to Parent/

Guardian
Parent/ Guardian Frequency Percent

Guardian 6 23.08
Parent 20 76.92
Total 26 100.00
Table 5 shows the frequency and percentage distribution of the respondents’

profile as to Parent/ Guardian
Out of the 26 total Grade V-Magsaysay Pupil’s Parents/Guardian respondents,
there are 20 or 76.92 % who belongs to parent and 6 or 23.08 % on guardian.
Table 5 revealed that most of the respondents in terms of parental responsibility
are the parents of grade V pupils.
Parents have been known to be a child’s first teacher from the moment a child is
born and as they mature into adults, the traditional role of parents involve teaching,
31
guiding, and raising children to become strong standing members of their communities.
As children begin formal schooling, most parents allow the school to take on a major
part of their formal education. Where formal education is concerned, parents are more
of providers. Ensuring that children have the needed provision and support to access
education and learning, except in cases where parents have taken the full responsibility
of home-schooling their children (Ceka & Murati, 2016; Emerson et al., 2012). Since
the pandemic started, parents are now taking on a more support-oriented role by
supporting their children as they take on assignments and home project.
LaRocque, et al., (2011) expounds that parents' response and participation in
modular teaching are affected by a variety of factors including their educational
attainment, self-esteem, motivation. comfort level, language skills, and even the socio
demographic profile. Educators should intend to make parental involvement more
familiar and more meaningful. This will promote the involvement of parents. To
encourage parents to enhance their capacity to help their children get the best possible
education, it is important to note parental involvement as a process rather than a one-
time occasion Home and school collaboration must be active to provide uninterrupted
learning for the students amid the pandemic. Basic orientation, systematic support, and
regular conference must be in place to assist the parents in delivering instruction to the
children. To add, more grounded communication and connection are needed to have a
solid foundation of the actors in the educative cycle and to relay constructive feedback
on the children's progress regarding the learning intervention designed by the education
authorities, However, this modality, modular distance learning. encounters various
challenges, particularly in the Philippine setting.

32
1.4 Highest Educational Attainment
Table 6
Frequency and Percentage Distribution of the Respondents’ Profile as to Highest

Educational Attainment
Highest Educational
Frequency Percent
Attainment
College Graduate 5 19.23
College Undergraduate 4 15.38
High School Graduate 17 65.38
Total 26 100.00
Table 6 frequency and percentage distribution of the respondents’ profile as to
highest educational attainment.
there are 17 or 65.38 % who belongs to high school graduate, 5 or 19.23 % who belongs
to college graduate, and 4 or 15.38 % on college the impact of the remaining parent
undergraduate.
Amoroso & Bajo (2014) states that through guidance and reminders, parents help
their kids organize their time and support their desires to learn new things in and out of
school. Further, the education that children received is very much dependent on the
education that their parents received when they were children. Research showed that the
education of the parents has impact on the education of their children for children
33
experienced literacy primarily as a social process during their preschool years. Parents
having the biggest influence at this early stage in their children ‘s lives can teach them the
value of education at this early age. One of the reasons why it strongly affects their
children ‘s education is because parents who have gone beyond a high school education
are found to be more involved with their infants and children than those who did not
finish high school. Those who are less educated parents are most likely have unmanaged
stress in their lives, and this stress intervened their ability and opportunity to socialize
with their child. Parents who have finished high school and gone on to receive additional
schooling understand the pressures and stresses of school and are more ready to handle
the children when they go through school.
1.5 Socio – Economic Status
Table 7
Frequency and Percentage Distribution of the Respondents’ Profile as to Socio –

Economic Status
Socio - Economic Status Frequency Percent

Lower Middle 24 92.31
Upper Lower 1 3.85
Upper Middle 1 3.85
Total 26 100.00
profile as to socio – economic status.

34
are 24 or 92.31 % who belongs to lower middle status, while 1 or 3.85% both were
belong in upper lower and upper middle status.
The American Psychological Association (APA) defines socioeconomic status as
“the social standing or class of an individual or group” (APA 2018). Socio-Economic
Status has been commonly used as a latent construct for measuring family background
(Bofah and Hannula 2017). However, among empirical studies, there is no consensus on
how to best operationalize the concept. In many studies, the measurement of Socio-
Economic Status does not receive much attention, with very limited discussion over why
certain indicators were used rather than others (Bornstein and Bradley 2014).
1.6 Time – Spend
Table 8
Frequency and Percentage Distribution of the Respondents’ Profile as to
Time – Spend
Time - Spend Frequency Percent

1 hour and below 7 26.92
2-3 hours 11 42.31
4 hours and above 8 30.77
Total 26 100.00
Mean 2.71 hours

profile as to time – spend.
35
there are 11 or 42.31 % who spends 2-3 hours, 8 or 30.77 % who spends 4 hours and
above and 7 or 26.92 % who spend 1 hour and below. The mean time-spend was 2.71.
According to Sari et al (2020) states that during the Covid-19 pandemic, children
tend to be fussy because they don't go to school and feel missing their friends and
teachers. Based on the results of research on the parents’ involvement in distance learning
in the aspect of taking time to accompany children, getting the highest percentage
compared to other aspects is 1.08%. Since the implementation of work from home,
parents spend more time with their children. This makes it easy for parents to take the
time to assist children in learning and playing. Many parents agree that they are the ones
who help their children’s complete tasks from school. The influence of the role of parents
on the application of distance learning during the Covid-19 pandemic is very high. This is
in line with Lilawati's research (2020) which states that the influence of parents as a
motivator to foster children's
motivation and interest in learning is the most visible.
1.6 Number of Children
Table 9
Frequency and Percentage Distribution of the Respondents’ Profile as to Number of
Children
Number of Children Frequency Percent

4 Children and above 3 11.54
2-3 Children 22 84.62
Only 1 1 3.85
36
Total 26 100.00
Mean 2.67 or 3 children
profile as to number of children.
there are 22 or 84.62 % who have 2-3 children, 3 or 11.545 who have 4 children and
above and 1 or 3.85 % who only have 1. The mean number of children was 2.67 or 3.
Parents with multiple children across the age groups we examined were more
likely than those with one or more children within one age group (i.e., only children who
are ages zero to 5) to indicate a moderate or great need for nearly every learning support
we asked about—from more time in their schedule to spend with their children to
instructional materials from their schools or child care centers It may be that parents with
children across multiple age groups have more difficulty juggling the different types of
schoolwork and expectations of their children. However, at the same time, parents of
multiple children across age ranges generally had more children in the household than
their counterparts with children in only one age group, which could increase their needs
regardless of their children's ages. (Kaufman et. al, 2020)
2. Parental Involvement Effective in Modular Learning
2.1 Reading
Table 10
Mean Rating on the Perception of the respondents on the Modular Learning in
terms of Reading
37
Descriptive
A. Reading AWM Rank
Rating
1. I read aloud to my children and Strongly
3.38 3
encourage them to do so to me. Effective
2. I understand carefully the modules before Strongly
3.35 4
instructing my child to answer activities. Effective
3. In module, I make the instructions clear
Strongly
so that my child can understand what he/she 3.46 1.5
Effective
read.
4. I feel confident to support my child to Strongly
3.46 1.5
enjoy reading. Effective
5. I and my child read or share stories with
3.23 Effective 5
other family members about modules.
Strongly
Overall Weighted Mean 3.38
Effective
Table 10 shows mean rating on the perception of the respondents on the modular
learning in terms of reading.
The respondents gave the highest rating of 3.46 (strongly effective, rank 1.5) to
the statement 3, “In module, I make the instructions clear so that my child can understand
what he/she read”, and the statement 4, “I feel confident to support my child to enjoy
reading”. The statement 1, “I read aloud to my children and encourage them to do so to
me” (strongly effective, rank 3). The statement 2, “I understand carefully the modules
before instructing my child to answer activities” (strongly effective, rank 4). The
statement 5, “I and my child read or share stories with other family members about
modules” got the lowest rating of 3.23 (effective, rank 5). Overall, reading with a mean
rating of 3.38 was perceived strongly effective in perception of the respondents on the
modular learning.
The results show that the parental models most linked to high achievement are
those focusing on general supervision of the children's learning activities. The strongest
38
associations are found when the families have high academic expectations for their
children, develop and maintain communication with them about school activities, and
help them to develop reading habits. (Elsevier Ltd, 2015)
2.2 Writing
Table 11
terms of Writing
Descriptive
B. Writing AWM Rank
Rating
1. I can write a good academic paragraph. 3.15 Effective 5
2. I review my child’s notes, handouts, and
Strongly
assignment requirements before beginning 3.58 1
Effective
to write suggestions and answer.
3. I revise my child’s own writing to
3.19 Effective 4
improve his/her development in writing.
4. I can effectively brainstorm my child to Strongly
3.35 2
gather ideas before writing. Effective
5. I can use appropriate spelling,
3.23 Effective 3
capitalization, and punctuation.
Strongly
Effective
The respondents gave the highest rating 3.58 (strongly effective, rank 1) to the
statement 2, “I review my child’s notes, handouts, and assignment requirements before
beginning to write suggestions and answer”. The statement 1, “I can write a good
academic paragraph” got the lowest rating of 3.15 (effective, rank 5). Overall, writing
39
with a mean rating of 3.30 was perceived strongly effective in the perception of the
respondents on the modular learning.
Parents also trained an interaction sequence for effectively praising and making
suggestions concerning their children’s texts. Over 10 weeks, teachers asked students to
write four stories as home assignment. While children in the waiting list composed texts
alone, children in the intervention group composed texts with their parents. When
compared to children in the waiting list, those in the intervention group improved in some
transcription measures and wrote longer and better texts. These findings indicate that
parental involvement in writing is important and seems effective in fostering children’s
writing skills. (Alves R. A., & Limpo, T. 2015)
2.3 Parenting
Table 12
terms of Parenting
Descriptive
C. Parenting AWM Rank
Rating
1. I keep my child informed regularly of Strongly
3.35 5
how he/she is being graded Effective
2. I provide access to a variety of
Strongly
information resources that are current and 3.38 4
Effective
in good condition.
3. I inform my child to know the Strongly
3.42 3
expectations for learning I all classes. Effective
4. I and my child work as a team in Strongly
3.46 2
learning. Effective
5. I have goals and plan for improving my Strongly
3.58 1
child’s learning. Effective
40
Strongly
Effective
Table 12 shows that the respondents gave the highest rating of 3.58 (strongly
effective, rank 1) to the statement 5, “I have goals and plan for improving my child’s
learning”. The statement 1, “I keep my child informed regularly of how he/she is being
graded” got the lowest rating of 3.35 (strongly effective, rank 5). Overall, parenting with
a mean rating of 3.44 was perceived strongly effective in the perception of the
Goodall and Montgomery (2014) consider parental engagement as active and
meaningful involvement in children’s learning. Such learning can take place in a variety
of settings including early learning and childcare settings, schools, the community,
through family learning and learning at home. Parental engagement represents a greater
‘commitment, ownership of action’ than parental involvement within educational settings
such as early learning and childcare settings or schools.
Table 13
Summary of Mean Rating on the Perception of the respondents on the Modular
Learning
Descriptive
AWM Rank
Rating
Strongly
A. Reading 3.38 2
Effective
Strongly
B. Writing 3.30 3
Effective
Strongly
C. Parenting 3.44 1
Effective
41
Strongly
Effective
Among the indicators, parenting ranked 1st with a rating of 3.44, followed by
Reading (3.38, 2nd), and writing ranked 3rd with a rating of 3.30. The parents perceived
that parental involvement which is strongly effective (3.37) affected the perception of the
According to Lebaste (2020), Parents now have the important task of
ensuring that their children receive quality education without compromising their safety.
Although education takes a major hit as classrooms are forced to close their doors to
eager students, countless parents are stepping up to support their children who are
adjusting to the new set-up for the in coming school year.
Reading and writing work in similar ways. Reading improves your writing
style and flow. Writers learn to perfect their craft by taking inspiration from other writers.
It’s impossible to be a good writer if you don’t read. Acclaimed author Stephen King is
said to carry a book with him wherever he goes. He even reads while eating. Another
vital role of reading skills in communication is perfecting your oratory skills. Reading
teaches you new words and perspectives. It helps strengthen language and sharpens
sentence structure. It gives you a better command over the language. (Harappa Diaries,
2020)
Table 14
Analysis of Variance to Test the Significant Difference on Perception of the
respondents on the Modular Learning When Grouped According to Age Profile
Variable
42
Decision/
Source of Variations df F Sig.
Interpretation
Between Groups 2 0.33 0.72
Accept Ho
Reading Within Groups 23
Not Significant
Total 25
Accept Ho
Writing Within Groups 23
Not Significant
Total 25
Accept Ho
Parenting Within Groups 23
Not Significant
Total 25
The table 14 shows the analysis of variance on significant difference on
perception of the respondents on the modular learning. when grouped according to age
profile variables.
The computed significant values for reading (0.72), writing (0.74), and
parenting (0.31) Alpha Level of significance, therefore the null hypothesis is Accepted.
Hence, there is no significant difference on the respondent’s perception on the factors
affecting the level of parental involvement in modular learning in terms of age factor
when grouped according to reading, writing and parenting.
According to the study of Sapungan & Sapungan (2014), Learners whose parents are
involved, are active and ready to learn, they learn to be punctual from young age, they
learn to be persistent as the parents would be continuously enquiring about their progress
and they would not want to disappoint them. Taking responsibility becomes a part of the
43
nature of such children as they plan ahead and are able to do their work according to their
schedule, which is the quality of being organized.
Table 15
Analysis of Variance to Test the Significant Difference Perception of the
respondents on the Modular Learning When Grouped According to Sex Profile
Variable
Decision/
Interpretation
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Table 15 shows the analysis of variance on significant difference on
perception of the respondents on the modular learning when grouped according to sex
profile variables.
The computed significant values for reading (0.33), writing (0.29) and parenting
(0.74) Alpha Level of significance, therefore the null hypothesis is Accepted. Hence,
there is no significant difference on the respondent’s perception on the factors affecting
the level of parental involvement in modular learning in terms of sex factor when
grouped according to reading, writing and parenting.

44
According to the studies of Duursma (2014), Kim and Hill (2015), Baker (2018),
mothers were engaged in their children's education more frequently than fathers. A
survey indicated that 92.1 million household populations in the Philippines, 50.4 percent
were males and 49.6 percent were female. This resulted in a sex ratio of 102 males per
100 females. The sex ratio in 2000 was 101 males per 100 females PSA, (2012). This is
in contrary to the present study where there were more female guardians (195 or 73.58%)
than male (70 or 26.52%).
Table 16
respondents on the Modular Learning When Grouped According to Parent/
Guardian Profile Variable
Decision/
Interpretation
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Table 16 shows the analysis of variance on significant difference on perception of
the respondents on the modular learning when grouped according to parent/guardian
profile variables.
45
the level of parental involvement in modular learning in terms of parent/guardian factor
when grouped according to reading, writing and parenting.
The role of parents during the Covid-19 pandemic in general is to become
educators, mentors and supervisors as well as providers of a sense of security and
comfort when children are at home. The condition when children gather with family has a
higher intensity than just activities at home during the pandemic. Based on the research
results, it was found that the percentage of children's play and learning activity
management at home only reached 0.9%. This shows that there are limitations for parents
in providing play and learning activities to children at home during the pandemic period
which can have an impact on the emergence of children’s boredom at home. These
findings are in line with Gloria's research (2020) which states that activities carried out
only at home will cause boredom and make children fussy, so that the readiness of
parents is very important in dealing with fussy children, of course starting from the
ability of parents to deal with their own boredom.
Table 17
respondents on the Modular Learning When Grouped According to Highest
Educational Attainment Profile Variable

46
Decision/
Interpretation
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
the respondents of the respondents on the modular learning when grouped according to
highest educational attainment profile variables.
The computed significant values for reading (0.58), writing (0.18) and
affecting the level of parental involvement in modular learning in terms of highest
educational attainment factor when grouped according to reading, writing and parenting.
According to the study of Pamela and Kean (2010), In Kenyan situation, financial
constraints, education level of the parent and the marital status of the parents are the key
determinant of student motivation to study. For instance, Pamela and Kean stated that
those students whose parents had a tertiary level of education performed, significantly
better in tests of science, reading and mathematical ability than do those whose parents
had only basic schooling. Thus, across these three disciplines, the average grades
achieved by students with well-educated parents ranged from 7% higher than those
47
achieved by students with poorly educated parents in developing countries to 45% higher
in most developed countries. This therefore, shows that parents education has some
influences on the students' beliefs and behaviors, leading to positive outcomes for
children and youth. A study conducted by Kamar (2008) revealed that parents of
moderate to high income and educational background held beliefs and expectations that
were closer than those of low-income families to the actual performance of their children,
Low-income families instead had high expectations and performance beliefs that did not
correlate well with their children's actual school performance.
Table 18
respondents on the Modular Learning When Grouped According to Socio –
Economic Status Profile Variable
Decision/
Interpretation
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
48
the respondents on the modular learning when grouped according to socio-economic
status profile variables.
The computed significant values for reading (0.90), writing (0.07) and
affecting the level of parental involvement in modular learning in terms of socio-
economic status factor when grouped according to reading, writing and parenting.
In study of McIntosh (2008), he concluded that in Canada, children who came from
lower income households, having divorced or separated parents, would actually perform
better than average scores if they came from homes that had positive attitudes and that
strongly supported their children. This was supported by another study on Children and
Youth in Canada that was carried out by Ryan (2000) who reported that there was a
significant effect of family background variables, parental support, and teacher support
on a child's educational achievement.
Table 19
respondents on the Modular Learning When Grouped According to Time – Spend
Profile Variable
Decision/
Interpretation
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Table 19 shows the analysis of variance on significant difference on
of parental involvement in modular learning in terms of time-spend factor when grouped
according to reading, writing and parenting.
the level
The amount of time that parents spend with their children is determined by many
factors, and working hours outside the home are only one of them. Choices, parenting
norms, family size, and relationship ideals – for men and women, parents and children –
matter a lot.
Further McIntosh (2008) in his study concluded that in Canada, children who came
from lower income households, having divorced or separated parents, would actually
perform better than average scores if they came from homes that had positive attitudes
and that strongly supported their children. This was supported by another study on
Children and Youth in Canada that was carried out by Ryan (2000) who reported that
there was a significant effect of family background variables, parental support, and
teacher support on a child's educational achievement.
of the respondents on the modular learning when grouped according to time-spend profile
variables.
Several academic studies have dissected the data from the US in an attempt to
disentangle the relative importance of different underlying factors. The conclusion from
these studies is that the reason why we see an increase in the amount of time that
American parents spend with kids is that many families, particularly those who are well-
off, have been able to undergo changes in their routines and the allocation of tasks and
time within the household, in order to spend more time with their children. Parents have
been able to undergo ‘behavioral changes’ that have more than compensated for
‘structural changes’ that could have pushed in the opposite direction. (Ospina, 2020).
Table 20
respondents on the Modular Learning When Grouped According to Number of
Children Profile Variable

Decision/
Interpretation
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
Accept Ho
Not Significant
Total 25
the respondents on the modular learning when grouped according to number of children
profile variables.
the level of parental involvement in modular learning in terms of number of children
factor when grouped according to reading, writing and parenting.
Studies of permanent family characteristics have examined both the share of the
variation in an outcome that can be attributed to the family as well as the impact of
specific family characteristics on outcomes. In the literature on sibling correlations,
researchers often estimate a linear model with a family effect and then analyze estimates
of the variance components. Results indicate that at least half of the variation in
educational attainment and adult IQ is due to factors shared by siblings (Björklund and
Salvanes 2011; Björklund and Jäntti 2012). Although this fraction is sizable, these shared
factors include the family environment in addition to shared genes, neighborhoods, and
schools. Importantly for this study, sibling correlations for adult outcomes fail to isolate
the role of time-dependent family factors. Other strands of the literature on permanent
family characteristics have focused on the effect of specific characteristics, like parent’s
educational attainment or race, and find that many of these play a substantial role in
children’s outcomes.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the results of the research investigation, the
conclusions arrived at and the recommendations drawn by the researcher.
Summary of the Findings
The present study determine the Parental involvement effectiveness of modular
learning to Grade V Magsaysay pupils of Bulawen Elementary School. The parental
involvement effectiveness of modular learning includes (a) Reading; (b) Writing; and (c)
Parenting.
The result may benefit the school as this study provides an information that
parents are involve in modular learning. The study made some recommendations the
future studies in education in parental involvement in modular learning.
The respondents are parents/ guardian of Grade V- Magsaysay pupils of Bulawen
Elementary School. The research study was conducted during the 1 st semester of the
school year 2020-2021. The study employed a descriptive research method and used a
survey questionnaire as main instrument for data gathering. The research instrument has a
15 specific number of questions that was scored on a 4-point scale from 4 (Strongly
effective) to 1 (Not strongly effective). The statistical treatment of this study utilized
descriptive statistical tool such as percentage and mean, ANOVA was used ad inferential
statistics. All data which were obtained from the instrument were tallied.
1. Profile of the parents-respondents.
1.1 Age; Out of the 26 total Grade V-Magsaysay Pupil’s
Parents/Guardian respondents, mostly were in 13 or 50 %, who
belong to 36 and above age group. It was followed by 12 or 46.15
% parents/guardian who are at 31-35 age group; 1 or 3.85 % who
belongs to the age bracket 25-30 age group. The mean age was 35
1.2 Sex; Out of the 26 total Grade V-Magsaysay Pupil’s
Parents/Guardian respondents, most of the respondents were
female with a 25 or 96.15 % and 1 or 3.85 % on male.
1.3 Parent/ Guardian; Out of the 26 total Grade V-Magsaysay Pupil’s
Parents/Guardian respondents, majority are parents with a 20 or
76.92 % and 6 or 23.08 % on guardian.
1.4 Highest Educational attainment; Out of the 26 total Grade V-
Magsaysay Pupil’s Parents/Guardian respondents, mostly were
high school graduate with 17 or 65.38 %, 5 or 19.23 % who
belongs to college graduate, and 4 or 15.38 % on college the
impact of the remaining parent are undergraduate.
1.5 Socio-Economic status; Out of the 26 total Grade V-Magsaysay
Pupil’s Parents/Guardian respondents, mostly belongs to lower
middle status with a 24 or 92.31 % while 1 or 3.85% both were
belong in upper lower and upper middle status.
1.6 Time-spend; Out of the 26 total Grade V-Magsaysay Pupil’s
Parents/Guardian respondents, majority spends 2-3 hours with 11

or 42.31 %, 8 or 30.77 % who spends 4 hours and above and 7 or
26.92 % who spend 1 hour and below. The mean time-spend was
2.71.
1.7 Number of children; Out of the 26 total Grade V-Magsaysay
Pupil’s Parents/Guardian respondents, mostly have 2-3 children
with 22 or 84.62 %, 3 or 11.545 who have 4 children and above
and 1 or 3.85 % who only have 1. The mean number of children
was 2.67 or 3.
2. Parental- involvement effectiveness in Modular learning
1.1 Reading
Out of the twenty-six (26) respondents, the highest rating is at 3.46
(strongly effective, rank 1.5) to the statement 3, “In module, I make the instructions
clear so that my child can understand what he/she read”, and the statement 4, “I feel
confident to support my child to enjoy reading”. The statement 1, “I read aloud to my
children and encourage them to do so to me” (strongly effective, rank 3). The
statement 2, “I understand carefully the modules before instructing my child to
answer activities” (strongly effective, rank 4). The statement 5, “I and my child read
or share stories with other family members about modules” got the lowest rating of
3.23 (effective, rank 5). Overall, reading with a mean rating of 3.38 was perceived
strongly effective in Level of parental involvement in modular learning.

1.2 Writing
Out of the twenty-six (26) respondents, the highest rating is at 3.58 (strongly
effective, rank 1) to the statement 2, “I review my child’s notes, handouts, and
assignment requirements before beginning to write suggestions and answer”. The
statement 1, “I can write a good academic paragraph” got the lowest rating of 3.15
(effective, rank 5). Overall, writing with a mean rating of 3.30 was perceived strongly
effective in the level of parental involvement in modular learning.
1.2 Parenting
Out of the twenty-six (26) respondents, the highest rating is at 3.58
(strongly effective, rank 1) to the statement 5, “I have goals and plan for
improving my child’s learning”. The statement 1, “I keep my child informed
regularly of how he/she is being graded” got the lowest rating of 3.35 (strongly
effective, rank 5). Overall, parenting with a mean rating of 3.44 was perceived
strongly effective in the level of parental involvement in modular learning.
3. Test of significant difference on the perception of the respondents on the
level of parental involvement in modular learning of Grade V- Magsaysay
pupils when grouped according to profile variables.
3.1 Age Profile Variable
3.2 Sex Profile Variable
3.3
Conclusion:
Based on the findings in the study, the researchers concluded that:
1. The results revealed that most of the respondents were typically female with an
average age between thirty-six and above, in terms of parental responsibility most
of them are the parents of the grade V- pupils and almost all belongs to high
school graduate. In terms of socio-economic status, the majority belongs to lower-
middle and the respondents almost spend two to three hours in teaching their
children, most of the respondents have two to three children.

2. The level of parental- involvement in modular learning, in reading, out of the
twenty-six (26) respondents, the highest rating is at 3.46 (strongly effective, rank
1.5) to the statement 3, “In module, I make the instructions clear so that my child
can understand what he/she read”, and the statement 4, “I feel confident to
support my child to enjoy reading”. The statement 1, “I read aloud to my children
and encourage them to do so to me” (strongly effective, rank 3). The statement 2,
“I understand carefully the modules before instructing my child to answer
activities” (strongly effective, rank 4). The statement 5, “I and my child read or
share stories with other family members about modules” got the lowest rating of
3.23 (effective, rank 5). Overall, reading with a mean rating of 3.38 was perceived
strongly effective in Level of parental involvement in modular learning. In
Writing, out of the twenty-six (26) respondents, the highest rating is at 3.58
(strongly effective, rank 1) to the statement 2, “I review my child’s notes,
handouts, and assignment requirements before beginning to write suggestions and
answer”. The statement 1, “I can write a good academic paragraph” got the lowest
rating of 3.1 (effective, rank 5). Overall, writing with a mean rating of 3.30 was
perceived strongly effective in the level of parental involvement in modular
learning. In parenting, out of the twenty-six (26) respondents, the highest rating is
at 3.58 (strongly effective, rank 1) to the statement 5, “I have goals and plan for
improving my child’s learning”. The statement 1, “I keep my child informed
regularly of how he/she is being graded” got the lowest rating of 3.35 (strongly
effective, rank 5). Overall, parenting with a mean rating of 3.44 was perceived
strongly effective in the level of parental involvement in modular learning.

3. There is no significant difference on the perception on the on the level of
parental involvement in modular learning to the respondents when grouped
according to profile variables.
Recommendations
Based from the findings and conclusion obtained in the study, the researcher
recommended the following:
1. Parents need to read to their children, assist in answering modules, limit the
use of social media when doing school activities, take their children to
interesting places and spent a good time in parenting, have some games to
avoid being boredness of their child .
2. Parents should monitor their child's homework and activities, when teachers,
parents and pupils work together to determine the parental involvement in
modular learning, the pupils will experience higher level of achievement.
3. Teacher should provide explicit directions, instructions and expectations as to
what parents should be doing at home to further or enhance their child's
education. They also need to make sure they show appreciation to parents for
their support.
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PARENTAL INVOLVEMENT EFFECTIVENESS IN MODULAR LEARNING

TO GRADEV - MAGSAYSAY PUPILS OF BULAWEN ELEMENTARY

SCHOOL YEAR 2020 – 2021

Presented to the Faculty of the

College of Teacher Education

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

PARENTAL INVOLVEMENT EFFECTIVENESS IN MODULAR LEARNING

The study hereto attached entitled, prepared and submitted by

LOIWEZA C. ABAGA, ELVIRA A. CUESTA, JONALYN R. NONATURA

Who are hereby recommended for oral defense.

TERESA V. APAGALANG, MAEd.

Approved by the Committee of Oral Examiners:

BABY S. ABAGON, Ed.D.

REY E. DALUSONG, MAEd KATHERINE B. PARANGAT,

Accepted and approved as a requirement for the Degree

LILIAN F.UY, Ed.D.

to make this study successful.

support and encouragement to finish this study.

comments and amelfish time to provide suggestions and recommendations in order to

improve this study,

Josephine A. Acupan, Principal of Bulawen Elementary School for allowing them to

conduct the study,

blessings, knowledge, and wisdom bestowed upon the researchers.

This study aimed to relate the Parental Involvement Effectiveness in Modular

graduate. In terms of socio-economic status, the majority belongs to lower-middle and

respondents have two to three children.

parental involvement in modular learning to the respondents when grouped according to

modules, more example for each subject, home

given by teacher on what to answer in modules, online consultation with student,

teacher in the submission of students’ outputs. The proposed solutions of parents to

guidelines on the level of parental involvement in modular learning.

LIST OF TABLES viii

Significance of the Study 4

Statement of the Problem 5

Scope and Limitations of the Study 6

II. FRAMEWORK OF THE STUDY

Statistical Instrument of Data 23

Profile of the Parent Respondent 26

Summary of the Perception of Grade V-Magsaysay Pupils Parents Respondent 37

Analysis of Variance on the Difference in the Perception on the level of 38

Parental Involvement in Modular Learning when Grouped According to

Likert Scale on the Level of Parental Involvement in Modular Learning to 23

Frequency and Percentage Distribution of the Respondents’ Profile as to Age 26

Frequency and Percentage Distribution of the Respondents’ Profile as to Sex 27

Frequency and Percentage Distribution of the Respondents’ Profile as to 28

Frequency and Percentage Distribution of the Respondents’ Profile as to 28

Frequency and Percentage Distribution of the Respondents’ Profile as to 32

Frequency and Percentage Distribution of the Respondents’ Profile as to 32

Frequency and Percentage Distribution of the Respondents’ Profile as to 33

Mean Rating on the Perception of the respondents on the Modular Learning in 34

Mean Rating on the Perception of the Respondents on the Modular Learning 36

Mean Rating on the Perception of the Respondents on the Modular Learning 37

Summary of Mean Rating on the Perception of the Respondents on the 38

Analysis of Variance to Test the Significant Difference on Perception of the 41

Analysis of Variance to Test the Significant Difference on Perception of the 42

Analysis of Variance to Test the Significant Difference on Perception of the 43

Analysis of Variance to Test the Significant Difference on Perception of the 45

Analysis of Variance to Test the Significant Difference on Perception of the 46

Analysis of Variance to Test the Significant Difference on Perception of the 48

No. Title Page

pandemic puts face-to-face learning to a halt, parents find themselves at the

frontlines of education once more. One of the iterations of blended learning