CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter shows the presentation, analysis and interpretation of

data concerning the parental involvement of Grade 10 students in modular

distance learning in Dacanlao G. Agoncillo National High School Calantas-

Annex in Technology and Livelihood Education Subject. The data gathered

were summarized, tallied and presented in tabular form together with the

analysis and interpretation in accordance with the specific questions

posited in the objectives of the study.

1. Profile of the Respondents

Table 4.1-4.4 shows the profile of the respondents in terms of sex,

civil status, employment status, number of siblings and parents’

educational attainment. The percentage shows the result of the number of

the profile of the respondents according to their frequency.

4.1 Sex

One of the profiles of the respondent is sex. These consists

the number of male and female Grade 10 students who undergone

 73

modular distance learning in Dacanlao G. Agoncillo National High School-

Calantas Annex.

Table 4.1 manifests the frequency distribution of the respondents in

Table 4.1

Profile of the Respondents according to Sex

Sex Frequency Percentage

Male 42 56.0
Female 33 44.0
Total 75 100

terms of sex with 42 or 56.0 percent male and 33 or 44.0 female. These

findings clearly indicates that there are more male than female among the

respondents of the study.

4.2 Employment Status

Employment status is also one of the profiles of the respondents.

These shows the number of respondents in terms of their employment

status such as permanent, temporary/contractual, unemployed and job

order worker.
 74

Table 4.2 showed that 38.7% of the respondents were unemployed

with a frequency of 29.

Table 4.2

Profile of the Respondents according to Employment Status

Employment Status Frequency Percentage

Permanent 19 25.3
Temporary/Contractual 20 26.7
Unemployed 29 38.7
Job Order Worker 7 9.3
Total 75 100

26.7% of the respondents were temporary/contractual with a frequency of

20. 25.3% of the respondents were permanent with a frequency of 19 and

9.3% of the respondents were job order worker with a frequency of 7.

4.3 Number of Siblings

One of the profiles of the respondents is number of siblings. These

constitutes the number of siblings brackets of the Grade 10 students of

Dacanlao G. Agoncillo National High School- Calantas Annex who

undergone modular distance learning.

 75

Table 4.3 revealed that majority of the respondents were have a

sibling of 1-3 which

Table 4.3

Profile of the Respondents according to Number of Siblings

Number of Siblings Frequency Percentage

1-3 42 56.0
4-6 27 36.0
7-9 4 5.3
10 and above 2 2.7
Total 75 100

is 56.0 with a frequency of 42. Also, the respondents have a 36.0 in the 4-6

number of siblings with a frequency of 27. In 7-9 number of siblings, it has

5.3 with a frequency of 4. Lastly, for the 10 and above number of siblings

got 2.7 with a frequency of 2. It shows that more of the respondents were

given priority since the parents can manage their child once need.

4.4 Parents Educational Attainment

Parents educational attainment is the last profile variable in the

study. It is considered since the researcher wants to determine if it will

 76

affect the involvement of the parents in modular distance learning of their

child.

Table 4.5 showed that majority of the respondents parents’ were

high school graduate with 61.3% and a frequency of 46. While, 29.3% with

Table 4.4

Profile of the Respondents according to Parents Educational

Attainment

Parents Educational Attainment Frequency Percentage

Elementary Graduate 22 29.3

High School Graduate 46 61.3
College Graduate 7 9.3
Total 75 100

a frequency of 22 is elementary graduate. Among the 75

respondents, there are 9.3% college graduate with a frequency of 7.

It is parallel in the study of Lara et. al (2019) that majority of the

respondents were high school graduate followed by elementary graduate.

2. Assessment on the Factors of Parental Involvement in Modular

Distance Learning
 77

Table 4.5-4.12 shows the assessment on the factors of Parental

Involvement of Grade 10 Students in Dacanlao G. Agoncillo National High

School- Calantas Annex in Modular Distance Learning in Technology and

Livelihood Education Subject in terms of parenting, communicating,

learning at home and collaborating in the community. The weighted mean

of each indicators shows the result of the data gathered from the

respondents to verbally interpret.

4.5 Parenting

Parenting is when assist families with parenting skills, family

support, understanding child and adolescent development, and setting

home conditions to support learning at each age and grade level. Assist

schools in understanding families’ backgrounds, cultures, and goals for

children.

Based on the data gathered it shows the assessment on the parents’

involvement in modular distance learning in terms of parenting item

number 2 indicate that “Give me their academic support” have a highest

weighted mean of 3.760 verbally interpreted as “Strongly Agree”.

 78

Table 4.5

Assessment on the Parents’ Involvement in Modular Distance

Learning in terms of Parenting

Weighted Mean Verbal Interpretation

1. Help me to take the 3.347 Agree

challenges and
problems that I
encounter in this time
of pandemic 3.760 Strongly Agree
2. Give me their academic
support 3.213 Agree
3. Offers quality time to
show their concern in 3.333 Agree
my module
4. Ensure that I still excel
in my schooling even
modular distance 3.187 Agree
learning
5. Give time to discuss 3.213 Agree
the real world after the
education process
6. Give more motivation to 2.893 Agree
fulfill my responsibilities
as student 3.587 Strongly Agree
7. Asked me to share my
learnings every module
given to me
8. Maintain consistency
asking if I already
finished my module
COMPOSITE MEAN 3.3167 Agree
Legend: 3.50-5.00- Strongly Agree (SA) 3.49-2.50- Agree (A) 2.49-1.50-

Disagree (D) 1.49-1.00- Strongly Disagree (SD)

 79

It is similar in the study of Ranka (2021) which found out that

students whose parents provide high levels of support are more likely to

have a mastery goal orientation and an in-depth approach to learning

regardless of the level of demands. Indeed, the researcher recommended

that parents should provide their children with a high level of support for

learning so that they can achieve the possible results. It was followed by

item number 8 that indicates “Maintain consistency asking if I already

finished my module” with a weighted mean of 3.587 verbally interpreted as

“Strongly Agree”. It is parallel in the findings in the study of Ribeiro (2021)

which parents supported their children during the pandemic mainly through

the monitoring of attention in classes and task realization.

Also, item number 5 “Give time to discuss the real world after the

education process” got a weighted mean of 3.187 verbally interpreted as

“Agree”. It shows that parents give emphasis how education is important to

one’s life. Parents had time to discuss the life of the child once finished the

study. It is supported by the conclusion in the study of Shute (2011) which

said that parents appear to have an important opportunity to influence their

children’s academic achievement through the influence may not be as

great as traditionally believe. Lastly, item number 7 got the lowest

weighted mean of 2.893 among the indicators of parenting which was

 80

verbally interpreted as “Agree”. This corresponds to Medicinenet (2021)

that good parenting helps to foster empathy, honesty, self-reliance, self-

control, kindness, cooperation and cheerfulness. It also promotes

intellectual curiosity, motivation and encourages a desire to achieve. It is

also parallel to the findings in the study of Hallstorm (2011) which said that

parents’ participation can increased understanding of what their child was

learning.

The views of the respondents about the assessment of parental

involvement in parenting got a composite mean of 3.3167 verbally

interpreted as “Agree”. It means that the parents involved in modular

distance learning in terms of parenting.

4.6 Communicating

Communicate with families about school programs and student

progress. Create two-way communication channels between school and

home.

Table 4.6 showed that based on the data garnered, the item number

6 that indicates “Know the different school policies and regulations about

the distribution of module” got a weighted mean of 3.520 that was verbally
 81

Table 4.6

Assessment on the Parents’ Involvement in Modular Distance

Learning in terms of Communicating

Weighted Mean Verbal Interpretation

1. Asked my teacher on 2.640 Agree

how to compute my
grades Give me their
academic support 3.027 Agree
2. Know the different
programs and activities
in school even in this
time of pandemic 3.200 Agree
3. Attend meeting when 2.853 Agree
the school called for it
4. Inform the teacher for 3.013 Agree
my absence
5. Inform the teacher
when I cannot be able 3.520 Strongly Agree
to submit my module
6. Know the different
school policies and 1.627 Disagree
regulations about the
distribution of module 2.907 Agree
7. Is included in the group
chat of my section
8. Receive my card
formally during the
distribution
COMPOSITE MEAN 2.8483 Agree
Legend: 3.50-5.00- Strongly Agree (SA) 3.49-2.50- Agree (A) 2.49-1.50-

Disagree (D) 1.49-1.00- Strongly Disagree (SD)

interpreted as “Strongly Agree”.It pertains to the modular distance

learning that the students experience nowadays. It is parallel in the

 82

concept of Hunt (2007) says that communication enables communities and

civil society to engage with educational issues at the school level, raise

issues with educational providers and promote accountability of provision

and promote public engagement with education reform programs. Also, it

is parallel in the implication of the study of Ribeiro (2021) which is the

policies, schools, families must be discussed in order to promote children’s

learning and success. It was followed by item number 3 “Attend meeting

when the school called for it” with a weighted mean of 3.200 having a

verbal interpretation of “Agree”. It is parallel in the study of Alhashem

(2016) which found out that teachers and parents need to open

communication with each other such as email and text messages to

communicate with one another. Through this, collaborating with the

parents and the workplace and involving more with the parents during

parental meeting will be more effective.

Meanwhile, item number 1 got the second to the lowest which

indicates “Asked my teacher on how to compute my grades” with a

weighted mean of 2.640 verbally interpreted as “Agree”. This shows that

parents asked the teacher about the performance of their child. It is similar

in the findings of the study if Magouirk (2015) that in a simple involvement

idea, beliefs that parents will engage in involvement activities, thus

 83

facilitating their child’s academic performance. Lastly, item number 7

indicates the lowest weighted mean of 1.627 which was verbally

interpreted as “Disagree”. It shows that majority of the parents of Grade 10

students are not include in the group chat of section. It is parallel in the

result of the study of Smokoska (2020) that African American and Hispanic

students which has a low level of communication with the school.

The views of the respondents about the assessment of parental

involvement in communicating got a composite mean of 2.8483 verbally

interpreted as “Agree”. It means that through communication, this type of

factor will help the parents to involve in modular distance learning. It also

supported by the study of Paulynice (2020) which found out that

communication can be an effective way of increasing parental involvement.

4.7 Learning at Home

Involve families with their children in academic learning at

home, including homework, goal setting, and other curriculum-related

activities. Encourage teachers to design homework that enables students

to share and discuss interesting tasks.

Table 4.7 revealed that based on the data gathered it shows the
 84

Table 4.7

Assessment on the Parents’ Involvement in Modular Distance

Learning in terms of Learning at Home

Weighted Mean Verbal Interpretation

1. Help me to finish my 2.427 Disagree

module
2. Encourage me to do 3.547 Strongly Agree
my activities rather than
surfing internet 2.267 Disagree
3. Stands as my tutor 2.640 Agree
4. Help me to fulfill my
actual school projects
at home 2.827 Agree
5. Secure a space in our
home that will serve as 2.280 Disagree
my study room
6. Give me a reward once 2.507 Agree
I finished my module
7. Give time to review my
answer in my module 2.560 Agree
activities
8. Reminds me the
allotted time in
answering the module
each subject
COMPOSITE MEAN 2.6317 Agree
Legend: 3.50-5.00- Strongly Agree (SA) 3.49-2.50- Agree (A) 2.49-1.50-

Disagree (D) 1.49-1.00- Strongly Disagree (SD)

Assessment on the Parents’ Involvement in Modular Distance

Learning in terms of Learning at Home which item number 2 “Encourage

me to do my activities rather than surfing internet” got a highest weighted

 85

mean of 3.547 verbally interpreted as “Strongly Agree”. It is evident that in

this time of pandemic parents give their time to remind their child to give

focus in answering module than surfing internet. Parents were concerned

in the academic performance of their child even in this trying times. It is

highlighted by the findings of the study of Ribeiro (2021) that there is a

need for a significant investment of time from parents particularly primary

school children. It was followed by item number 5 “Secure a space in our

home that will serve as my study room” with a weighted mean of 2.827

with verbal interpretation of “Agree”. It is very important to still have a

conducive learning environment to achieve the quality learning through the

involvement of parents in modular distance learning. It is parallel in the

concept of National Literacy Trust (2018) which said that the physical

home and the interactions in and around the home can implicitly and

explicitly support a child’s learning.

Moreover, item number 6 “Give me a reward once I finished my

module” got a weighted mean of 2.280 which was verbally interpreted as

“Disagree”. Some parents were not giving any motivational reward for their

child since we are facing pandemic that can really affect the nature of

work. Income of every parent can also be affected. It is parallel in the study

of Mahuro (2016) which found out that parental participation plays a pivotal
 86

role in motivating children to improve their academic grades. For students

to reap maximum benefits in an educational system, the learning should

not be solely left to the student-teacher relationship but should be

extended to include active parental involvement among other education

stakeholders. Also, the lowest weighted mean in terms of learning at home

is “Stands as my tutor” got 2.267 which was verbally interpreted as

“Disagree”. It is evident for some parents since most of them are working.

Parents were not involved in modular distance learning. It is parallel in the

findings of Nyembeke (2016) which was revealed that parents of registered

students in community secondary schools were not effectively involved in

their children’s academic activities such as guiding students in attempting

homework, checking daily student’s work, tracking students’ attendance,

volunteering in school activities, communicating with teachers and other

school personnel including heads of school.

The assessment of the respondents about the Parents’ Involvement

in Modular Distance Learning in terms of Learning at Home got a

composite mean of 2.6317 verbally interpreted as “Agree”. Based on the

assessment, it means that parents were still involved in modular distance

learning as they guide their child in learning at home. Students were

supported by their parents to achieve good academic achievement. It is

 87

supported by the study of Gijselaers (2018) which found out that parental

involvement showed promises according to their correlations with

academic achievement are reading at home, parents that are holding high

expectations/aspirations for their children’s academic achievement and

schooling, communication between parents and children regarding school

and parental encouragement and support for learning.

4.8 Collaborating with the Community

Coordinate resources and services for families, students, and

the school with community groups, including businesses, agencies, cultural

and civic organizations, and colleges or universities. Enable all to

contribute service to the community.

Table 4.8 revealed the assessment on Parents’ Involvement in

Modular Distance Learning in terms of Collaborating with the Community.

It showed that item number 7 “Recognize and accept the clear need for

partnership with the school” got the highest weighted mean of 3.320

verbally interpreted as “Agree”. It means that the parents of the students

give importance and recognize their great contribution for the development

of the school through partnership. It is supported by the study of

Nyembeke (2016) which recommended that the government and other

 88

Table 4.8

Assessment on the Parents’ Involvement in Modular Distance

Learning in terms of Collaborating with the Community

Weighted Mean Verbal Interpretation

1. Join in the distribution 1.880 Disagree

of the module house to
house
1.547 Disagree
2. Donate an instructional
material to be used in
the modular distance
learning such as bond
paper, ink and so on. 2.747 Agree
3. Join in the retrieval of
the module in the 2.973 Agree
assigned date
4. Access up-to-date
information about the 2.467 Disagree
new trends in education
5. Join in the different 3.040 Agree
activities implemented
by the school 3.320 Agree
6. Attend PTA meeting
regularly
7. Recognize and accept 3.081 Agree
the clear need for
partnership with the
school
8. Know the vision and
mission of the school
COMPOSITE MEAN 2.6419 Agree
Legend: 3.50-5.00- Strongly Agree (SA) 3.49-2.50- Agree (A) 2.49-1.50-

Disagree (D) 1.49-1.00- Strongly Disagree (SD)

 89

stakeholders in education should educate school community

members to allow parents develop awareness of the need to get involved

in academic activities of their children and education policy makers should

prepare parental involvement policy which describes specific roles that

parents of students in community secondary school. Moreover, Nyembeke

(2016) recommended that teacher should demonstrate friendliness, care of

warmth, respect and recognition of parents of students registered in

community secondary schools who come to school in order to encourage

them to get involved in school activities. Meanwhile, item number 8 “Know

the vision and mission of the school” got the second to the highest

weighted mean of 3.081 which was verbally interpreted as “Agree”. It is

observable that parents are aware on how the school develop the learners.

It is parallel in the findings in the study of Bailey (2017) said that schools

offer insightful personal accounts that may aid in the success of other

students, families and schools. Also, in the study of Bartolome (2017)

recommended that programs and activities should not just focus on the

established models but also in cultural factors that influences the holistic

development of a child.

Furthermore, item number 1 got the second to the lowest weighted

mean of 1.880 which was verbally interpreted as “Disagree”. It implied that

 90

the parents are not joining in the distribution of the module house to house

for any other reason. For some reason, parents don’t have any means to

distribute the module. It is parallel to the recommendation of Paulynice

(2020) to his study which to increase the parental involvement of the

parents in the school is to provide transportation services to the parents.

Through that, distribution of the module house to house will be easy for the

parents’ involvement. Likewise, item number 2 “Donate an instructional

material to be used in the modular distance learning such as bond paper,

ink and so on” got a lowest weighted mean of 1.547 which was verbally

interpreted as “Disagree”. It is parallel in the recommendation in the study

of Nyembeke (2016) which the parents should provide their children with

basic needs such as food, shelter and clothes, learning materials like

exercises books, pens and instruments including calculator, adequate

academic, moral attention, unconditional love and the opportunity to

develop responsible citizenship. Meanwhile, it is supported by the findings

of Wheeler (2019) said that engaging parents in transparent conversations

and providing resources will shift the trajectory of the current state of

affairs to a collaborative, respectful, highly effective partnership where

students excel socially, emotionally and academically.

 91

The assessment of the respondents about the Parents’ Involvement

in Modular Distance Learning in terms of Collaborating with the Community

got a composite mean of 2.6419 verbally interpreted as “Agree”. Based on

the assessment, it is revealed that parents were still involved in

collaborating with the community. It is supported by the concept of

Bunijevac (2017) which pertains to identifying and integrating communities

services and resources to support and strengthen schools, students and

their families. Furthermore, it is parallel in the recommendation of

Bartolome (2017) which said that for the sake of a holistic education,

parents need to play a supportive role in education and Philippine

government must take into account the enactment of a council or policy for

family affairs.

3. Significant Difference of Parental Involvement when Grouped

according to Profile Variable

Table 4.9-Table 4.12 showed the significant difference of parental

involvement when grouped according to profile variable such as sex,

parents’ educational attainment, employment status and number of

siblings.
 92

4.9 Significant Difference When Grouped According to Sex

Table 4.9 revealed that since all p-values under lavene’s test for

equality of variances are all greater than 0.05 (p>0.05), we will consider

equal variances assumed. Under equal variances assumed, we will

consider all p-values. Since all values are greater than 0.05, this means

Table 4.9

Significant Difference on the Assessment on the Parents’

Involvement in Modular Distance Learning when Grouped According

to Sex

Parents Lavene’s T df p- Interpreta

Involvement Test for valu tion
Equality e
of
Variances
f Sig
Parenting Equal .337 .563 -.486 73 .628 Not
Variances Significant
assumed
Equal -.488 69.888 .627
variances
not
assumed
Communicating Equal .547 .462 -1.676 73 .098 Not
Variances Significant
assumed
Equal -1.697 71.558 .094
variances
not
assumed
Learning at Equal .882 .351 1.285 73 .203 Not
Home Variances Significant
 93

assumed
Equal 1.300 71.342 .198
variances
not
assumed
Collaborating Equal .052 .821 -.594 72 .554 Not
with the Variances Significant
Community assumed
Equal -.596 69.594 .553
variances
not
assumed
*** p < 0.05 Significant

that there is no significant difference on the assessment of parents’

involvement when grouped according to sex. This means that whatever the

sex of the student is, the parental involvement of the parents is still

observable. It is very evident that parents nowadays were still present in

the modular distance learning of their child whatever the sex of their child

is. It is supported by the study of Ribeiro (2021) that several variables appear

to significantly determine parental involvement time which is higher when

students attend public schools, when they are less autonomous and younger,

when parents’ level of education is lower, when the child is a boy (except in

secondary education where gender is not relevant), and when the online school

time is higher.
 94

4.10 Significant Difference When Grouped According to Employment

Status

Table 4.10 showed that based from the table, the computed p-

values were all greater than 0.05 (p > 0.05) This means that there is no

significant difference on the assessment on the parents’ involvement in

Modular Distance Learning when grouped according to employment

status. This means that parents were still focused on their child even if

they their work either permanent, temporary/contractual, unemployed and

job order worker. Parents give their time and guidance to their child during

Table 4.10

Significant Difference on the Assessment on the Parents’

Involvement in Modular Distance Learning when Grouped According

to Employment Status

Parents Lavene’s T df p- Interpretati

Involvement Test for value on
Equality of
Variances
f Sig
Parenting Between .055 3 .018 .121 .948 Not
Groups Significant
Within .150
Groups 71
10.67
Total 5 74
10.72
9
 95

Communicatin Between .391 3 .130 .527 .665 Not

g Groups Significant
Within
Groups 71
17.55 .247
Total 6 74
17.94
7

Learning at Between .411 3 .137 .423 .737 Not

Home Groups Significant
Within
Groups 71
23.02 .324
Total 3 74
23.43
4

Collaborating Between .365 3 .122 .547 .652 Not

with the Groups Significant
Community Within
Groups 70
15.58 .223
Total 2 73
15.94
8
*** p < 0.05 Significant

modular distance learning. It is opposite in the result in the study of

Paulynice (2020) revealed that there is significant difference when opening

a new kind of schedule for the working parents that include alternative

times and Saturday with morning and afternoon opportunity for them to

attend the meeting and consulting the parents to know and understand

their situation, their problems, and their needs and using the
 96

paraprofessional educators during the meeting to communicate and to

translate the information for them.

4.11 Significant Difference When Grouped According to Number of

Siblings

Table 4.11 revealed that based from the table, the computed p-

values were all greater than 0.05 (p > 0.05) except for parenting. This

means that there is significant difference on the assessment on the

parents’ involvement in modular distance learning in terms of parenting

when grouped according to number of siblings. It is observed nowadays

that parents still manage their child in modular distance learning even if

they have many children. It is parallel and opposite in the result of the two

studies; Lara (2019) results show that there are differences in children’s

academic achievement between the parental involvement profiles,

indicating children whose parents have a low involvement have lower

academic achievement. Findings are in line with international research

evidence, suggesting the need to focus on this variable too in Latin

American contexts.
 97

Also, Ranka (2021) the data obtained indicate that there is a

statistically significant difference in learning goal orientations and

Table 4.11

Significant Difference on the Assessment on the Parents’

Involvement in Modular Distance Learning when Grouped According

to Number of Siblings

Parents Lavene’s Mean f p- Interpretati

Involvement Test for Squar value on
Equality of e
Variances
f Sig
Parenting Between 2.019 3 .673 5.487 .002 Significant
Groups
Within
Groups 71
8.710 .123
Total
74
10.72
9

Communicatin Between .658 3 .219 .900 .446 Not

g Groups Significant
Within
Groups 71
17.28 .244
Total 9 74
17.94
7

Learning at Between .173 3 .058 .176 .912 Not

Home Groups Significant
Within
Groups 71
 98

Total 23.26 .328

1 74

23.43
4

Collaborating Between .105 3 .035 .155 .926 Not

with the Groups Significant
Community Within
Groups 70
15.84 .226
Total 2 73
15.94
8
*** p < 0.05 Significant

approaches to learning among students depending on the level of

parental demands and the level of parental involvement.

4.12 Significant Difference When Grouped According to Parents’

Educational Attainment

Table 4.12 revealed that based from the table, the computed p-

values were all greater than 0.05 (p > 0.05) This means that there is no

significant difference on the assessment on the parents’ involvement in

Modular Distance Learning when grouped according to parents’

educational attainment. Parents’ Educational Attainment is a big factor for

the study to completely support the student in modular distance learning.

Educational attainment of the parents is relevant to help the students in

 99

answering the module. It is parallel in the study result of Ribeiro (2021) that

several variables appear to significantly determine parental involvement

time, which is higher when students attend public schools, when they are

less autonomous and younger, when parents’ level of education is lower,

when the child is a boy (except in secondary education where gender is

not relevant), and when the online school time is higher.

Table 4.12

Significant Difference on the Assessment on the Parents’

Involvement in Modular Distance Learning when Grouped According

to Parents’ Educational Attainment

Parents Lavene’s Mean f p- Interpretati

Involvement Test for Squar value on
Equality of e
Variances
f Sig
Parenting Between .515 2 .257 1.814 .170 Not
Groups Significant
Within
Groups 72
10.21
Total 5 74
10.72
9

Communicatin Between .502 2 .251 1.036 .360 Not

g Groups Significant
Within
 100

Groups 17.44 72 .242

Total 5
74
17.94
7

Learning at Between .495 2 .247 .776 .464 Not

Home Groups Significant
Within
Groups 72
22.93 .319
Total 9 74
23.43
4

Collaborating Between .493 2 .247 1.133 .328 Not

with the Groups Significant
Community Within
Groups 71
15.45 .218
Total 5
73
15.94
8
*** p < 0.05 Significant

4. Proposed Enhancement Activities

Parental Involvement was very relevant that matters in this time of

pandemic. Presence of parents were very much appreciated by the school

as they involved in modular distance learning of their child. Parents

nowadays play an active role as they guide their child in answering and

submitting the module.

 101

As revealed in the data gathered, Grade 10 parents of the students

of Dacanlao G. Agoncillo National High School- Calantas Annex in

Technology and Livelihood Education Subject were strongly agree as they

involved in modular distance learning amidst pandemic in terms of

parenting, communicating, learning at home and collaborating with the

community.

To strengthen parental involvement of the respondents of the study,

the researcher made a plan of action that makes an impact for the study.

Table 4.13

Proposed Enhancement Activities to Strengthen Parental

Involvement

Factors of Objectives Strategies Concerned Expected

Parental People Outcomes
Involvement
1. Parenting To conduct a Short Teachers, Improved
simple Program to School parenting
program that Improve Administrator skills that
will notify the Parenting s and Parents will help the
parents on Skills students in
how to show modular
their support distance
and give their learning.
proper care
and
responsibilities
to their child
 102

while the
students were
in the school.
2. Communicating To strengthen Conduct a Teachers, Develop
communicatio seminar, School communicat
n between training and Administrator ion and
parents and workshop s and Parents camaraderi
schools. on how to e between
build a the
strong relationship
relationship of school
between and
school and parents.
parents
3. Learning at To include and Conduct Teachers, Parents will
Home promote the training for Parents, become
involvement of parents to Barangay involved in
parents in promote Officials and modular
modular their School distance
distance involvement learning of
learning in modular their child.
distance
learning
amidst
pandemic;
they can
discuss the
parts of
Weekly
Home Work
Plan and
Parts of
Module
4. Collaborating To promote To conduct Teachers, Secure
with the the unity and a simple Parents, partnership
Community cooperation of survey for Barangay of the
the community those Officials and school to
to school parents who School community.
are willing
to join and
partner for
the school
for several
 103

programs
and events.