CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter summarizes the data presented in the previous chapter

and states the conclusions drawn from the results and recommendations in

accordance with the findings.

Summary

This study was conducted to determine the “Parental Involvement of

Grade 10 Students of Dacanlao G. Agoncillo National High School-

Calantas Annex in Modular Distance Learning in Technology and

Livelihood Education Subject”. It was focused on assessing the

involvement of parents in modular distance learning.

Specifically, this study sought to answer the following questions:

1. Determine the profile of the respondents in terms of:

a. Sex;

b. Civil Status;

c. Employment Status;

d. Number of Siblings;

e. Parents’ Educational Attainment.

 105

2. To assess the involvement of parents of Grade 10 Students of

Dacanlao G. Agoncillo National High School- Calantas Annex in

Modular Distance Learning in Technology and Livelihood

Education Subject in terms of:

2.1 Parenting;

2.2 Communicating;

2.3 Learning at Home;

2.4 Collaborating with the Community

3. Determine the significant difference on the factors of parental

involvement in modular distance learning when grouped

according to their profile variable.

4. Enhancement activities may be proposed to strengthen parental

involvement in modular distance learning.

Quantitative type of research was used in this study with the

self-made questionnaire as an instrument in data gathering from 75

students in Dacanlao G. Agoncillo National High School- Calantas

Annex.
 106

Findings

Based on the study conducted, the researcher yielded the following

findings:

1. The profile of the respondents in terms of:

1.1 Sex

Based on the research, the researcher figures out that 56.0 of

the respondents are male and 44.0 percent are female respondents.

1.2 Employment Status

The researcher found out that 38.7 percent of the

respondents’ parents are unemployed, 26.7 percent are

temporary/contractual, 25.3 percent are permanent and 9.3 percent

are job order worker.

1.3 Number of Siblings

Based on the research, those 56.0 percent have 1-3 siblings,

36.0 percent have 4-6 siblings, 5.3 percent have 7-9 siblings and 10

and above siblings have 2.7 percent.

1.4 Parents’ Educational Attainment

Based on the research, those 61.3 percent are high school

graduate, 29.3 percent are elementary graduate and 9.3 percent are

college graduate.
 107

2. Assessment on the Factors of Parental Involvement in Modular

Distance Learning in terms of:

2.1 Parenting

The computed composite mean of 3.3167 is a proof that

parents of Grade 10 Students are involved in modular distance

learning in terms of parenting.

2.2 Communicating

The computed composite mean of 2.8483 is an shows that

parents are involved in communicating in modular distance learning.

2.3 Learning at Home

The computed composite mean of 2.6317 is a manifestation

that parents are involved in modular distance learning of the

students in terms of learning at home.

2.4 Collaborating with the Community

The computed composite mean of 2.6419 is a proof that

parents are involved in terms of collaborating with the community in

modular distance learning.

 108

3. Significant Difference of Parental Involvement when Grouped

according to Profile Variable

3.1 Significant Difference on Parents’ Involvement in Modular

Distance Learning when Grouped According to Sex

Since the computed p-value of .628 equal variances assumed

and .627 equal variances not assumed in terms of parenting, .098

equal variances assumed and .094 equal variances not assumed for

communicating, .203 equal variances assumed and .198 for equal

variances not assumed for learning at home and .554 for the equal

variances assumed and .553 for equal variances not assumed.

Since, all p-values under lavene’s test for equality of variances are

all greater than 0.05 (p>0.05), there is no significant difference

between the factors of parental involvement in modular distance

learning when grouped according to sex.

3.2 Significant Difference on Parents’ Involvement in Modular

Distance Learning when Grouped According to Employment

Status

Since the computed p-value in terms of parenting is .948, not

significant. .665 p-value in terms of communicating, not significant.

Also, learning at home is not significant with a computed p-value

 109

of .737. Lastly, collaborating with the community has a computed p-

value of .652 which is also not significant. Since, the computed p-

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

significant difference between the factors of parental involvement in

modular distance learning when grouped according to employment

status.

3.3 Significant Difference on Parents’ Involvement in Modular

Distance Learning when Grouped According to Number of

Siblings

The computed p-values in terms of parenting is .002 which is

less than 0.05 (p<0.05), significant. In communicating, .446, not

significant. In learning at home is .912 which is not significant.

Lastly, .926, not significant for collaborating with the community.

Moreover, the computed p-values for number of siblings were all

greater than 0.05 (p>0.05) except for parenting.

3.4 Significant Difference on Parents’ Involvement in Modular

Distance Learning when Grouped According to Parents’

Educational Attainment

Since the computed p-values for parenting is .170 which

means not significant. In terms of communicating is .360, not

 110

significant. Meanwhile, learning at home got .464 which also not

significant. Lastly, collaborating with the community is not significant

with a computed p-values of .328. Moreover, the computed p-values

for parents’ educational attainment were all greater than 0.05

(p>0.05) which signifies that there is no significant difference

between the factors of parental involvement in modular distance

learning when grouped according to parents’ educational attainment.

4. Proposed Enhancement Activities

The researcher found out that parental involvement is relevant

in modular distance learning of the students. It makes an impact in

the education of the child when parents give their time and focus to

their child. Parental involvement will give huge help for the school to

continue quality education amidst pandemic. Parental involvement

plays an important role in achieving good grades and knowledge

applied in this time of pandemic. The researcher offers

enhancement activities in different factors in such terms of parenting,

communicating, learning at home and collaborating with the

community that will help the school and parents to strengthen

parental involvement.
 111

Conclusions

With reference to the above findings of the study, the following

conclusions were drawn:

1. Majority of the respondents are female with 1-3 number of siblings

whose parents are high school graduates while most of them are

unemployed.

2. The respondents agreed on the parental involvement in modular

distance learning in terms of parenting, communicating, learning at

home and collaborating with the community.

3. There is no significant difference on profile of the respondents in

terms of sex, employment status, number of siblings except

parenting and parents’ educational attainment when grouped

according to their profile variables.

4. There is a significant difference on number of siblings in terms of

parenting when grouped according to profile variable.

5. Enhancement activities were proposed to strengthen parental

involvement.

Recommendations

Based on the findings and conclusions, the researcher formulates

the following recommendations:

 112

1. Students should have an open communication with their parents

about their module to inform the parents about their studies.

2. The proposed enhancement activities for parents may be used to

strengthen parental involvement.

3. Similar studies can be conducted focusing on parental involvement

to strengthen the relationship between their child.