Research-Home Visitation-RowenaAragon

BUILDING POSITIVE HOME-SCHOOL RELATIONSHIPS IN IMPLEMENTING PRINTED
MODULAR DISTANCE LEARNING THRU HOME VISITATION
Building Positive Home-School Relationships in Implementing
Printed Modular Distance Learning Thru Home Visitation
Rowena A. Aragon
Calao Elementary School
Brgy. Maria Aurora, Aurora
Division of Aurora
Building Positive Home-School Relationships in Implementing
Printed Modular Distance Learning Thru Home Visitation
The delivery of education of the Department of Education (DepEd) has increasingly
diversified over the years to accomodate the various circumstances and situations of learners and
their communities. To fulfill 1987 Philippine Constitution (Article XIV, Sec 2.1) “establish,
maintain and support a complete, adequate and integrated system of education relevant to the
needs of the people and society” collaboration and partnership with the border community is
necessary, as they share a stake in ensuring quality education for all. Increased stakeholder
participation improves the educational system’s responsiveness to the diverse contexts of
learners.
Face to face learning engagement of learners and teachers within the school has been
suspended due to COVID -19 pandemic. This pandemic has paved the way to the
implementation of Modular Distance Learning as an urgent response to ensure continuity of
education. The Philippines is in the process of adapting to the new normal form of Education at
present, and continuos innovations of educators and active involvement of other stakeholders are
the driving force for its sucess.
In order that the Department of Education continue its vision, mission and goals and to
continue serve, promote and protect the right of every learner to quality, equitable, culture-based,
and complete basic education where students learn in child friendly, gender sensitive, safe and
motivating environment. Dimas (2021) conclusion in her research, stated that The academic
performance of learners after the implementation of Modular Distance Learning (MDL)
decreased. It only means that face-to-face which is the most important side of physical learning
was more favorable and more effective in terms of children’s learning. It was determined that
there were more negative effects of MDL than positive ones. According to the respondents,
limited interaction between the teacher and the learners was the main problem that emerged in
the implementation of Modular Distance Learning. Another problem is that there are too many
tasks/ activities incorporated in the modules. Hence, constant monitoring of teachers (home
visitation) on the progress of learners to be able to give feedback mechanisms and guide those
learners who need special attention is a must. They should conduct training, seminars, or
workshops for teachers and parents to be acquainted and so that their skills in the use of Modular
Distance Learning (MDL) will be enhanced.
According to Matitu (2015) Home visits can be considered as a new way of creating
connections between home and school partnerships and enhancing parents involvement in their
children’s education. Home visits by either teacher or principal are a time honored method of
gaining information about the students and in giving them teachnical assistance in their academic
status. The traditional justification for such visits is still valid; knowledge of the home and
community background will the teacher understand the student better. Participation in school
affairs can broaden and deepen parents knowledge and appreciation of what the school is
attempting informed of their child’s academic standing.
Over the past few decades, home visits have become increasingly popular with policy
makers and programs that deliver services to families (Gomby et al.2009) and according to Menn
and Meyer (2006), identify home visits as a means for teachers to create an initial positive
impression and gain support from parents. Reagardless of the intent, visiting the homes of
students can send a very significant message of care and concern for future opportunities of the
learners (Stenberg, 2006). Home visits enable teachers to have experiences with their students
and their students families to help them better understand their students lives and needs (Allen
and Tracey, 2004). Teachers can also gain an understanding of the impact children’s home
environment can have on children’s academic performance.
Results of the study of Smith, (2013) suggest that the benefit of home visits is a means of
stregthening positive home school partnerships. Teachers perceive that home visits result in more
positive relationships with children and their families. Further, the teachers believe that the visits
lead to improved communication with the parents, better understanding of the child and better
understanding of the impact of the child’s home environment as it relates to school performance.
Home visits help to establish strong positive communication between teacher and parent
relationship.
As this Printed Modular Distance Learning was implemented by the Department of
Education in Schools for the school year 2021-2022, home visits is a creative plan to give
technical assistance to parents, in order that parents can apply appropriate teaching strategies and
approaches that best suit specific objectives and outcomes to facilitate the process of knowledge
transmission .
Calao Elementary School is a small school located in mountainous areas where the
parents are mostly farmer, laborer and construction worker. Teaching their children is not their
priority because they needed to support their family with their basic necessity which is food,
moreover most of the parents are not trained and capable to make strategies to facilitate learning
that their children will easily learn. In connection to this situation, the researcher planned to do
home visits to provide necessary technical assistance to parents and pupils that will help them to
gain more knowledge by knowing how will they provide conducive learning environment to
their children.
Amidst the public health emergency brought about by the COVID-19 pandemic, the
Department of Education (DepEd) is committed to ensure unhampered delivery of basic
eductation services to its learners and the community, in line with the constitutional mandate of
the State “to establish, maintain and support a complete and adequate and integrated system of
education relevant to the needs of the people, the country and society at large,” pursuant to
section 2 (1), Article XIV of the 1987 Constitution, as reirated in Republic Act No. 10533
Therefore, in order that teachers may continually monitor learner’s progress, home visit is
one of the best way to cater the needs of learners in providing technical assitance to parents at
home. Study of Wright (2018), shown a positive relationship between teacher home visit
programs and students’ academic achievement. Teachers, students and parents perceived teacher
home visit programs as a key factors for student academic sucess in the classroom (Meyer &
Mann 2006; Simmington, 2003). In a study involving 26 elementary teachers, 73% of the
teachers surveyed felt their students were better prepared for class after utilization of teacher
home-visit.
Building positive home-school relationships through home visitation during the Covid-19
pandemic is a crucial role for the educators to support families that are not able to provide
learning to their children. There are 7 key roles why building home-school relationship is needed
in providing assistance to parents according to Dewey (2020), providing physical communication
with parents. One Covid-19 study of over 1,300 home visiting programs found that over half the
families did not have access to internet or a device to have virtual visit. Advocacy for increased
technological capacity for this deographic is underway but did not make it into recent federal
legislation through the CARES Act or likewise. Leaders of home visiting programs also
articulated end-of-month challenges when government-issued phones run out of minutes. It is
essential to bridge the digital divide to combat structural inequalities. Technology needs to be
embraced beyond a crisis-driven solution, but also as a complement to in-person services during
unhealthy times. The second key roles is supporting the families who will be visited, one stregth
of home visiting is that the staff often come from the same communities as the families they
serve and share similar lived experiences. However, during a pandemic, this means that many
teachers are experiencing similar health hardships, family grief, economic strain, and childcare
struggles. Leaders of home visiting programs in Rhode Island expressed the need for reflective
practice and supervision during these unprecedented times. They said it has become easier to
authentically ask a home visitor about their own personal challenges, and some teams speak less
about their caseloads and more about their staff’s social-emotional needs during check-ins.the
third key roles is motivating fathers to be involved in Modular Distance Learning of their
children, home visits could play a transformative role to include fathers in their child’s
development, both during and after the crisis. Another key role is mitigating domestic violence.
Domestic violence has increased worldwide during COVID-19 — home visitors are on the
frontlines to identify and support families experiencing it. Home visitors are trained to first ask
the parent if they are comfortable speaking before continuing with a scheduled session. In one
instance, a mother asked to reschedule when her partner would not be home. She was later
supported to move to a domestic violence shelter. Home visitors are skilled at navigating these
sensitive issues and provide critical support at a time when families are isolated and no one else
is conducting in-home visits to recognize the signs of domestic violence. Fifth key role is
supporting pre-natal care Prenatal visits are being delayed, rescheduled, or rerouted to new
providers because of COVID-19. Furthermore, there is increased fear of giving birth in hospitals.
Home visitors play a crucial role in educating families about safe birth plans, advocating for their
prenatal visits, and providing support throughout the pregnancy and post-birth. Another key role
is providing a sense of normalcy. For single-parent families, the home visitor might be the only
adult that they interact with in a given day, providing an emotional break during a time that is
even more stressful than usual. Home visitors set up routines in the home, especially when
parents are juggling the needs of school-age children, infants, household responsibilities, and
employment.
The learning facilitators shall be capacitated on their roles through a capacity-building
program, giving technical assitsance thru home visitation shall be organized by the schools
through the supervision of the ROs and SDOs. The school-level capacity building program can
be implemented if parents were properly given information about the program by personally
communicating to them.
For learners without available learning facilitators at home, subject teachers or a cluster
learning facilitator may conduct home visits following social distancing protocols or they may
communicate through text messages, phone/live chats, or through other available forms of
communication to provide assistance or remediation. Teachers/Learning facilitators may be
provided with load allowance, and travelling expenses chargeable against local funds subject to
availability of funds and applicable rules and regulations.
Strong school, home, and community partnerships shall be forged to ensure the
effectiveness of any DLDM chosen. In the context of the present crisis, dialogue with parents
and the wider community is a key step to ensure that the school, parents/guardians and the wider
community have reached a degree of shared accountability and responsibility for the learning
delivery modality/ies chosen. School administrators, teachers, parents/guardians, and community
partners shall provide adequate and appropriate guidance and support for the learners to ensure
that their new experience with these learning modalities shall be properly transitioned both at
home and in school. While mass gathering is not yet allowed by the IATF, schools shall initiate
online orientation program for parents, online trainings for learning facilitators, and webinars on
home-school partnership.
Homeroom visits/guidance is a program wherein parents can realize their roles as
learning facilitator who can be able to track the performance standards and learning objectives of
their children if it was attained or needing remediation/additional activities. Therefore this
research will provide information and will give strategies on how to continue learning modalities
in school year 2021-2022.
On Home Visitation
Home visit is a way to bridge
the gap between school and
home for students, families and
teachers. A growing amount
of research points to the
importance of parents
supporting their
children’s learning in the
home. Parent-teacher
conferences, phone calls,
sending letters and
progress reports are part of the
communications to follow up
students especially those who
are
On Home Visitation
Home visit is a way to bridge
the gap between school and
home for students, families and
teachers. A growing amount

of research points to the
importance of parents
supporting their
children’s learning in the
home. Parent-teacher
conferences, phone calls,
sending letters and
progress reports are part of the
communications to follow up
students especially those who
are .
Coleman (2012) explained that home visit is to socialize and build positive family teacher
partnerships. It includes sharing information about your classroom, completing forms,
and reviewing children’s educational progress. In addition to home visits to establish
relationships and communication, home visitation programs developed over the past several
decades focus specifically on teachers educating and supporting parents and children in the home
(Gestwicki, 2012).
Home visitation supports and encourages parents to take more of an active role in the
learning activities of their children. The Parents as Teachers Program (Parents as Teachers
National Center, 2008) recognizes parents as the primary teachers of children, and bring
resources to parents in order to help them to develop into effective parent-teachers. Through
home visits, schools can help establish positive relationships with the families, leading to more
involvement with the schools and better student success. Teachers who make these home visits
can take with them simple materials that can be left with the child, such as crayons and paper, or
a child's book. They can make suggestions for ways the parents can help the child prepare for
school. Schools can also use a hand-off procedure in which teachers might take initial home
visits, but if there is a need for ongoing support in the home, either other school staff can take
over, or the school can link with other community agencies that might be staffed for more
intensive home visiting services.
Home visits allowed teachers to develop deeper level of empathy with children whose
home life was in some way lacking. For example, during your home visits you might find that
some parents cannot write or that they show their children little affection.
Conceptual Framework
A positive home-school partnership is characterized by the relationship that teachers and
parents hold. The learners, being the central focus in this kind of partnership serves as the
binding force in the relationship. The level of relationship is influenced by several factors. And
without the cooperation of parents, teacher will fail to reach out their learners to attain specific
learning competencies. Genuine partnership is one based on mutual trust, common goals and two
way communication (Smit, Wolf, & Sleegers, 2001). The paradigm of the study adopted the
Input-Process-Output (IPO) as shown in figure 1.
The paradigm of the study adopted the Iput-Provcess-Output (IPO) model as shown in figure 1.
Describing: Description of
1. Learning Learner’s
Resources Learning
Survey Reources,
2. Learners
Monitoring monitoring
Plan plans, task and
Interpretation environment
3. Learners
and analysis of
Task
data Remarkable
4. Learning
Environment Improvements
of learners of Learners
thru Home after Home
Visitation Visitation
Figure 1. The Research Paradigm
The data will be gathered from survey questionnaire among the Grade 6 parents of Calao
Elementary School. The researcher will conduct a weekly home visitation to build a positive
home school relationship thru providing technical assistance while implementing Printed
Modular Distance Learning.
Research Question
This study aims to conduct homeroom visitation of teacher to give technical assistance to
parents in assisting their children in printed modular distance learning.. Specifically, it will seek
to answer the following questions:
1. How may the teacher helps the parents thru home visitation in providing the following
learner’s needs?J
a. Learning Resources
b. Learning Monitoring Plan
c. Learners Task
d. Learning Environment
3. What are the remarkable improvements of learners before and after home visitation?
Significance of the Study
The study is deemed important for building positive home school relationship among
teacher and parents as a leaner’s facilitator implementing the Printed Modular Distance learning
in School Year 2021-2022. Therefore, the findings of this research are useful to the following, to
wit:
Pupils. The learners will be motivated to finish their learning task because of home
visitation. They will also be more self-independent learners because of the technical assitance
that will be provided by the teacher to their parents.
Teachers. The findings of the study may heighten their awareness in collaborating with
the parents to attained the learning objectives in order that the learners may also complete the
curriculum for their grades. Teachers will also identify the learning tasks that are well developed
as well as the least. This may further be a motivating factor to adapt measures and new strategies
for the improvement of instructions in teaching subject. Through Home Visitation, it may also
function as instructional material and source of activities in facilitating the lesson to the pupils.
Parents. The result of this study may serve as bird's eye view of the parents to know the
needs of their children with regards in facilitating the learning objectives. They will realize that
their role as parent is essential to gain good performance.
School Administrator and Supervisors. The results of this investigation may encourage
administrators and supervisors help their teachers and parents to achieve better performance of
learners; through closer supervision, faculty development, and training programs.
Department of Education, Maria Aurora West District. With the use of the results of
the study, the municipality of Maria Aurora will be benefitted as it may improve the quality of
working force of the municipality or the quality of life of their respective constituents.
Curriculum planners. The findings of this study may assist the planners in the proper
selection of methods, techniques, and strategies that need to be reinforced.
Community.The result of this study may benefit the community in as much as they know
that the teachers and parents are equipped with the necessary tools and competence in teaching
them.
Future researchers. The information and insights gained from this study may serve as
guide for other researchers in framing their intervention material and designs and at the same
time encourage them to conduct lateral studies within their area of preferences.
Scope and Delimitation
This study covered the school year 2021-2022 at Calao Elementary School in Brgy.
Wenceslao, Maria Aurora, Aurora. The participants will be the parents Grade 6 pupils. It will be
conducted for 3rd and 4th quarter.

The focus of this study is to build positive home-school relationships through homeroom
visitation in implementing Printed Modular Distance Learning.
Method
Type of Research
In order to gather the desired result a mixed method of quantitative and qualitative types
of research design will be employed. It includes studies presenting the facts concerning the
nature and status of teachers homeroom visitation, this means that it gives meaning to the
quality and standing facts that are going on. For instance, the information about the group of
person, number of objects , a set of conditions, a class of events, a system of thoughts, or any
other kind of phenomenon.
Participants
The participants will be Grade 6 parents in Calao Elementary School, Brgy. Wenceslao
Maria Aurora, Aurora
Table 1
Participants of the study
Grade Number of Parents
Grade 6 24
Total 24
Sampling Method
The total enumeration sampling was applied. All parents of Grades 6 will be included as
the respondent of the study.
Sources of Data
The sources of data will be collected from the responses of the parents through the survey
questionnaire, anectodal record and home visitation form.
Instruments
The home visitation form, survey-questionnaire, and document analysis guide or
anecdotal record are the instruments that will be used by the researcher in gathering the data.
To establish the content validity of the instruments, DepEd Orders governing the policy
guidelines on the Implementation of the Homeroom Visitation during crisis situation in K-12
Basic Education Program School Based continuing professional development strategy for the
improvement of teaching and learning was used.
Data Collection Procedure
The Grade 6 teacher will conduct a scheduled weekly Homeroom Visitation in each
grade 6 parents to provide technical assistance/intervention program on how they will facilitate
learning process using Modular Distance Learning. To evaluate the implementation of 3rd and
4th quarter Homeroom Visitation the researcher will guide the participants of the study on how
they will answer the survey-questionnaire. After answering the questionnaire, the researcher will
get the frequencies and mean then the result will be interpreted according to the descriptive
values and indicators.
Ethical Considerations
Upon the signature of the members of the Division Research Evaluation Committee of
the research proposal. The researcher will seek approval to the immediate head and to the public
schools district supervisor to conduct homerom visitation to Grade 6 parents. Once approval
from the school head was attained, a letter of consent, homeroom visitation form will be given to
the parents as the participants of the study.
Data Analysis
Descriptive statistics will be used in the study. The data will be analyzed, and computed
using the Microsoft Excel Spreadsheet and then will be presented in table form. Responses of
parents under the intervention program/ technical assistance provided will be assessed using
frequencies and mean with corresponding descriptive values and indicators.
Timetable/Gantt Chart
Activities Date Data to be Collected
Submitting of Research Proposal January 2022 Approved Research proposal
Weekly Homeroom Visitation of February-June 2022 Teachers assistance to the parents

Teacher
Guiding the Parents in answering June 2022 Results of the evaluation of Parents
the Survey questionnaire in the conduct of Home Visitation
Consolidation of the result of July 2022 Result of the responses.

responses of the parents through
assessing of the frequencies and
mean with corresponding
descriptive values and indicators
Submitting Final Research paper August 2022 Chapter 1-5 Research Output
Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Schools Division of Aurora
Maria Aurora West District
CALAO ELEMENTARY SCHOOL
COST ESTIMATES
Particulars Amount
Implementation of the Approved Research Proposal
Supplies and Materials for the Conduct of Research 1,000.00
(supplies to be used in the study)
Local Transportation for Validation/Pilot Testing of Instrument and 1,000.00

Gathering of Data/Signing of MOA
(local travel)
(food for interviews during FGD if applicable)
Communication and Wifi Load 3,000.00
Reproduction of Research 1,000.00
Reproduction of Final Copy of Research Paper 1,000.00
Results and Dissemination
School INSET/ District /Division Research Congress/ Colloquium 1,000.00
Grand Total 8,000.00

Prepared by:
ROWENA A. ARAGON
Researcher
Plan for Dissemination and Advocacy
The research result will be cascaded to the internal and external stakeholders of the
school during the parent-teachers meeting:school management committee meeting; district,
division, and regional research conferences. The researcher will also share her research output
during school/district based training or Learning Action Cell workshop. The unspoiled avenues
will be utilized to share reflections about the current research results and recommend future
actions beneficial to the K to 12 curriculum. The present and timely study will also ensure that
the research findings will be used for decision making and policy formulation on instructional
leaders and human resource development management in support to the enhanced basic
education curriculum (EBEC).
The findings of this study can be utilized and integrated into the school improvement plan
(SIP) that effect changes on instructional, supervisory practices of the school head. In addition,
teachers, school heads and supervisors will be topped and encouraged by parents/ household
partners in the implementation of Printed Modular Distance Learning.

References
Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (1999). The Home Instruction Program
for Preschool Youngsters (HIPPY). The Future of Children, 9(1), 116- 133.
Dangle, Y. & Sumaoang J. (2020). The Implementation of Modular Distance Learning in the
Philippine Secondary Public School ICATE Dublin, Republic of Ireland
Department of Education Resources (2015). Most friendly and accessible source of teachers
and students resource. Online Resources
DepEd Memorandum . 2020-00155 series of 2012. Policy Guidelines on the Implementation of
the Homeroom Guidance during Crisis Situation.
DepEd Order No. 012 series of 2020. Adoption of the Vasic Education Learning Continuity Plan
for School Year 2020-2021 in the light of Health Public Emergency
Enhanced Basic Education Act of 2013 Section 5 of Republic Act 10533
Hall, C. & Barnes M. (2016). Inference Instruction to support Reading Comprehension for
Elementary Students with Learning Disabilities Retrieved from:
http://www.journals.sage.pub.com
Johnson, B. D., Huebner, C. E., Anderson, M. L., Tyll, L. T., & Thompson, R. S. (2006).
Healthy steps in an integrated delivery system: Child and parent outcomes at 30

months. Archives of Pediatrics & Adolescent Medicine, 160(8), 793-800.K to 12
Curriculum Guide (May 2016).
Logsdon, A. (2013). Essentials of Learning for Instruction. 2nd Edition. New Jersey:
Matitu, Carlos R. (2015), Home Visitation; An Effective Way to Boost Students in Schools
Mayer, James and Mann, Mary Beth (2016), Teachers Perception of the Benefits of Home Visits
for Elementary Children Early
Smith, Brian R. (2013), Why Home Visits are Worth it.https://www.netxv.net/pm_attach/67/TRI-
Comprehension_Instr.
A. Appendices
QUESTIONNAIRE
I. How may the teacher helps the parents thru home visitation in providing the following
learner’s needs?
Check the box to indicate your assessment guided by the scale below.
Sufficiently observed and Commendable - 4

Sufficiently Observed - 3
Observed but not sufficient - 2
Not Observed - 1
Learning Resources 4 3 2 1
1. The teacher uses the time of homeroom visitation to
provides and completes Self Learning Modules/Learning
Activity Sheets in each subject areas.
2. The teacher uses the time of homeroom visitation to give
additional information in the direction given in summative
and performance task.
technical assistance to parents and learners in using goggle
chrome for searching.
4. Homeroom visitation gives the teacher and parent to
communicate in explaining the errors in some self-learning
modules.
remind learners to return the modules and LAS neat and
clean
suggestion to learners on what learning resources are suited
to the learning competencies that they are learning in each
subject
provide other forms of learning resources like save
educational videos to explain the lesson well.
communicate with parent in explaining other forms of
learning resources like DepEd commons and DepEd TV
station that their children can access through using ICT.
instruct the learners on how will they use textbooks from
DepEd, encyclopedia, dictionary, story books in answering
their modules, summative test and performance task.
give information and instruction that they can also do real
life application of the lesson as a learning resources
Learning Monitoring Plan 4 3 2 1
monitor the learner’s needs and collaborate with the parents
on how it will provide.
provide intervention strategies that will help the learners
improves its learning needs
monitor the learner’s status in reading, writing and
arithmetic skills
monitor the insignificant progress, significant progress and
mastery of each learners
feedback to parents about the learner’s status
Learning Task 4 3 2 1
1. The teacher uses the time of homeroom visitation to help
the parent to manage time wisely in giving schedule of what
their children need to do.
the parent assess the weaknesses and strength of their
children in some areas.
instructional methods that encourage relevant learner
participation in the learning process
provides individual attention when the learner did not
submit or comply learning task
encourages the learners to apply their realizations on the
lesson (insights).
Learning Environment 4 3 2 1
the parents an idea on how will they approach their children
when problem in discipline arises.
motivate parent in giving assistance to their children.
the parent to develop good habits among their learners.
provide DepEd updates from time to time.
encourage parents to provide “sulok aralan” where their
learners can easily access pens, correction tape, books and
other materials for their learning activity
2. What are the remarkable improvements of learners before and after home visitation?
Describe your learners improvement before and after the homeroom visitation?
Name of Learners: (optional)

Before the Home Visitation were done After the Home Visitation were done
Consent and Assent Letters

Region III
September 06, 2021

Elementary School Principal II
Maria Aurora, Aurora
Sir:
Greetings!
The undersigned is currently working on her action research entitled “Building Positive Home-
School Relationships in Implementing Printed Modular Distance Learning Thru Home
Visitation” in a will to help parents to facilitate learning process among their children through
Modular Distance Learning.
In this regard, the undersigned would like to ask permission from your good office to conduct
this applied research that involves those Grade 6 parents during this school year 2021-2022.
Your approval in this endeavour is highly appreciated. Thank you very much.
Very truly yours,
ROWENA A. ARAGON
Teacher III

Region III
September 06, 2021
CATALINA P. PAEZ, Ph.D, CESO V

Schools Division Superintendent
Division of Aurora
San Luis, Aurora
Madam:
Greetings of Peace!
I am a Grade 6 teacher of Calao Elementary School and I am planning to conduct an

applied research entitled “Building Positive Home-School Relationships in Implementing
Printed Modular Distance Learning Thru Home Visitation” in a will to help parents to
facilitate learning process among their children through Modular Distance Learning. In this
connection, may I ask your permission to please allow me to conduct my study in my school at
Calao Elementary School.
I am hoping for your positive response regarding this request. Thank you very much and
God Bless!
Truly yours,
ROWENA A. ARAGON
Researcher
Approved by:
CATALINA P. PAEZ, Ph.D. CESO V

Schools Division Superintendent

Region III
September 06, 2021
Dear Parents/Guardian:
I am currently conducting an action research entitled: “Building Positive Home-School

Relationships in Implementing Printed Modular Distance Learning Thru Home Visitation”
The purpose of this research is to help parents to facilitate learning process among their children
through Modular Distance Learning.
I will be conducting my action research from February 2022 to June 2022. The activities related
to research will take place starting on October during the orientation and will end on June after
the 4th quarter of the school year. The gathering of information during these activities offers no
risks of any kind of your schedule.
The result of the study will be used to share what I have learned in this research with other
professionals in the field of education. Participation in this study is completely voluntary. You
may choose to withdraw from the study at any time. If you choose not to participate, information
gathered will not be included in the report.
If you agree to have your student participate in the project, please sign the attached CONSENT
and return it to me.
Sincerely,
ROWENA A. ARAGON
Researcher

Region III
Consent to Participate in a Research Study
I, _______________________, the parent/guardian of_______________________,
acknowledge that the researcher has explained to me the purpose of this research, identified
risks involved, and offered to answer any questions I may have about the nature of my child’s
participation. I freely and voluntarily consent to my child’s participation in this project. I
understand all information gathered during this project will be completely confidential. I also
understand that I may keep a copy of this consent form for my own information.
_____________________________________________
Signature over Printed Name of Parent/Guardian
_______________________
Date

Region III
CERTIFICATE OF ACCEPTANCE
(School Level)
This research proposal entitled “Parents as Learner’s Facilitator: Building Positive

Home-School Relationships in Modular Distance Learning” prepared and submitted by
ROWENA A. ARAGON, of CALAO ELEMENTARY SCHOOL, was evaluated by the
School Research Committee and is hereby accepted this 25th, day of September, 2020
_____________________________________________________________
School Research Committee
__ JAYRALD R. MANGAOANG_ ALONA G. CASTILLO___
Member Member
JOHN C. NISPEROS, Ph.D.
School Principal-II
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office
functions.
JOHN C. NISPEROS, Ph.D.

School Principal-II
September 06, 2021
A. RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF

IMMEDIATE SUPERVISOR
A.1 RESEARCH INFORMATION
RESEARCH TITLE: “Parents as Learner’s Facilitator: Building Positive Home-

School Relationships in Modular Distance Learning”
SHORT DESCRIPTION OF THE RESEARCH
This study aims to build a Positive Home-School Relationships through scheduled

home visits, its purpose is to help the parents facilitate learning process among their
children Its purpose is to give technical assistance/ intervention programs and strategies to
parents as a learner’s facilitator in Modular Distance Learning.
RESEARCH CATEGORY (Check RESEARCH AGENDA CATEGORY

only one) (Check only one main research theme)
Teaching and Learning

National Child Protection
Regional Human Resource Development
Schools Division Governance
District
School (Check up to one cross-cutting theme, if
applicable)
(Check only one)
Applied Research DRRM
Action Research Gender and Development
Inclusive Education
Others (please specify):__________
FUND SOURCE (e.g. BERF, SEF, AMOUNT

others)*
PERF 6,000.00php
TOTAL AMOUNT
*Indicate also if proponent will use personal funds
A. PROPONENT INFORMATION
LEAD PROPONENT/INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:
ARAGON ROWENA ABENOJAR

BIRTHDATE (MM/DD/YY) SEX: POSITION:
08/08/1990 FEMALE TEACHER III
REGION/DISIVISION/SCHOOL
Region III/Schools Division of Aurora/ Calao Elementary School
Contact Number 1: Contact Number 2: Email Address:
09294136677 09338788700 rowena.aragon001@deped.gov.ph

EDUCATIONAL ATTAINMENT: TITLE OF THESIS/RELATED
RESEARCH PROJECT
BACHELOR OF ELEMENTARY EDUCATION “The Teaching Strategies in
Multigrade Schools of Maria
Aurora, 3202 Aurora”
Master of Arts in Education major in “Self Learning Kit As A Tool In
EDUCATIONAL MANAGEMENT- Mastering Araling Panlipunan
Learning Competencies Of Grade 5
Pupils”,
SIGNATURE OF PROPONENT:
A. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM
1. I, ROWENA A. ARAGON, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly
copying the whole work of another person and/or using some parts of their work without
proper acknowledgement and referencing.
2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealth with accordingly by the Department of Education and
Basic Education Research Fund (BERF).
PROPONENT:
ROWENA A. ARAGON
_______________________
September 06, 2021
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, ROWENA A. ARAGON, understand that conflict of interest refers to situatins un
which financil or other personal consideratins may compromisee my judgment in
evaluating , conducting, or reporting resrach.
2. I hereby declare that i do not have any personal conflict of interest that may arise from
the applcation and submission of my resrach prposal. I uderstand that my research
prposal may be returned to me if found out that there is conflict of interest during the
initial screening as per (insert RMG provision).
3. Further, in case of ny form of conflict of interest (possibble or actual) which may
inadvertntly emerge during the conduct of my research, i will duly report it to the
reeasrch committee for immediate action.
4. I understand that i may be held accountable by the Department of Education and (insert
grant mechanics) for any conflict of interest which i have intentionally concealed.
PROPONENT:
ROWENA A. ARAGON
_______________________
September 06, 2021

Research-Home Visitation-RowenaAragon

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Research-Home Visitation-RowenaAragon

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BUILDING POSITIVE HOME-SCHOOL RELATIONSHIPS IN IMPLEMENTING PRINTED

MODULAR DISTANCE LEARNING THRU HOME VISITATION

Building Positive Home-School Relationships in Implementing

Printed Modular Distance Learning Thru Home Visitation

Building Positive Home-School Relationships in Implementing

Printed Modular Distance Learning Thru Home Visitation

The delivery of education of the Department of Education (DepEd) has increasingly

participation improves the educational system’s responsiveness to the diverse contexts of

implementation of Modular Distance Learning as an urgent response to ensure continuity of

the driving force for its sucess.

performance of learners after the implementation of Modular Distance Learning (MDL)

Distance Learning (MDL) will be enhanced.

attempting informed of their child’s academic standing.

environment can have on children’s academic performance.

As this Printed Modular Distance Learning was implemented by the Department of

Department of Education (DepEd) is committed to ensure unhampered delivery of basic

in providing assistance to parents according to Dewey (2020), providing physical communication

articulated end-of-month challenges when government-issued phones run out of minutes. It is

The learning facilitators shall be capacitated on their roles through a capacity-building

communication to provide assistance or remediation. Teachers/Learning facilitators may be

availability of funds and applicable rules and regulations.

delivery modality/ies chosen. School administrators, teachers, parents/guardians, and community

Homeroom visits/guidance is a program wherein parents can realize their roles as

their children if it was attained or needing remediation/additional activities. Therefore this

in school year 2021-2022.

teachers. A growing amount

partnerships. It includes sharing information about your classroom, completing forms,

and reviewing children’s educational progress. In addition to home visits to establish

intensive home visiting services.

A positive home-school partnership is characterized by the relationship that teachers and

Input-Process-Output (IPO) as shown in figure 1.

Figure 1. The Research Paradigm

Modular Distance Learning.

to answer the following questions:

b. Learning Monitoring Plan

Significance of the Study

that will be provided by the teacher to their parents.

their role as parent is essential to gain good performance.

learners; through closer supervision, faculty development, and training programs.

selection of methods, techniques, and strategies that need to be reinforced.

Scope and Delimitation

conducted for 3rd and 4th quarter.

visitation in implementing Printed Modular Distance Learning.

other kind of phenomenon.

Maria Aurora, Aurora

the respondent of the study.

questionnaire, anectodal record and home visitation form.

improvement of teaching and learning was used.

Data Collection Procedure

values and indicators.

the parents as the participants of the study.

frequencies and mean with corresponding descriptive values and indicators.

Activities Date Data to be Collected

Submitting of Research Proposal January 2022 Approved Research proposal

Weekly Homeroom Visitation of February-June 2022 Teachers assistance to the parents

Consolidation of the result of July 2022 Result of the responses.

Republic of the Philippines

Local Transportation for Validation/Pilot Testing of Instrument and 1,000.00

Communication and Wifi Load 3,000.00

Reproduction of Research 1,000.00

Reproduction of Final Copy of Research Paper 1,000.00

Results and Dissemination

School INSET/ District /Division Research Congress/ Colloquium 1,000.00

Grand Total 8,000.00

I, _, the parent/guardian of_,