Thesis

Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the introduction, background of the study, theoretical
framework, conceptual framework, statement of the problem, hypothesis, scope and
limitations, significance of the study and definition of terms.
Introduction
The educational system all over the world has been altered in many ways during
COVID-19 pandemic. The COVID-19 pandemic has disrupted student’s tires in
various ways which is a particular challenge for students. They will not complete the
curriculum and assessments in the usual way and they have also been separated
from their social group. Modular learning presents incredible challenges and
opportunities for teachers, parents and students globally and locally.
The COVID-19 pandemic has caused changes in patterns of interaction and
activity in almost aspects of human life. Including the education sector. Parents are
partners of teachers in education. They are home facilitators, but they will not teach
the subject matter. No one expects parents to be educational and content matter
experts provide support, encouragement and guide their child.
However there are challenge that the parents encountered in modular distance
learning education which the researchers have heard and therefore, needed to be
investigated and explored in order for this learning program to be sustained. Hence,
this study focused on the perception encountered by the parents in the distance
education of their children in these difficult times.
This study shall be developed to investigate parent’s perceptions and attitudes
towards distance learning in response to many school closures due to the COVID-19
pandemic. This research will use a qualitative approach. The research subjects
consist of parents of Muntindilaw Elementary School Grade IV students.
Modular learning has been innovative at the time due to the pandemic. All
students as well as the parents are new to this set up. The researchers will conduct
this study to find out the real impact or whether the modular learning that children are
undertaking now is effective. Also, to understand the parents’ perspective to the
current approach of learning.
We all know that the parents are one of the purposes that children could learn
excellently. Then, we have to work together and fulfil our different roles, the parents’
primary role in modular learning is to establish a connection and guide the child.
The researchers choose this study to know the experiences of parents in
guiding their child in learning during this pandemic. We know that we are all new in
this up to date set up of learning. Also, we are not used to in modular learning.
Background of the Study
In a modular learning approach, parents would have to play an active role in
the learning process. They would be the one to facilitate and guide their children
through the modular lessons that would be sent to students while doing remote
learning.
The modular approach situates Filipino students to learn in the comfort of their
homes. Limited contact with teachers will place parents or guardians as the learner’s
model.
The influence of the parents over their children’s education within family
environment. It will focus issues because each family has different educational
potentials. In nowadays social circumstances, the family has a huge and very tough
responsibility; as it has to take proper care on their health, their physical.
Development, their overall education, the development of their intellectual affinities,

as well as creation for a better moral values and convictions and attitudes, habits to a
firm and well-behaved cultural relation in the family itself as well as in the society
where the child lives.6
Parent involvement in a child's education is consistently found to be positively
associated with a child's academic performance. However, there has been little
investigation of the mechanisms that explain this association. The present study
examines two potential mechanisms of this association: the child's perception of
cognitive competence and the quality of the student-teacher relationship. This study
used a sample of 158 seven-year-old participants, their mothers, and their teachers.
Results indicated a statistically significant association between parent involvement
and a child's academic performance, over and above the impact of the child's
intelligence. A multiple mediation model indicated that the child's perception of
cognitive competence fully mediated the relation between parent involvement and the
child's performance on a standardized achievement test. The quality of the student-
teacher relationship fully mediated the relation between parent involvement and
teacher ratings of the child's classroom academic performance. Limitations, future
research directions, and implications for public policy initiatives were discussed.7
-The study aimed at understanding and analyzing the roles of parents in the
reading engagement and modular distance learning of their children, the challenges
met, and the approaches employed in their children’s learning activities in light of the
COVID-19 pandemic. To gain a profound understanding of the phenomenon, a case
study method was used. Eight parents of Junior High School students served as the
respondents, majority of whom attained high school education and were from low-
income families. Semi-structured interviews were personally carried out to gather
valuable information. Thematic analysis was applied in dealing with the data obtained
from personal dialogues. Generated themes revealed that parents carried out roles
such as rule-setter, monitor, giver of attention, encouragement and inspiration, and

provider. However, parental involvement in these trying times was tough because of
limited vocabulary, scarce knowledge about the lessons, and inadequate English
communication and comprehension skills. Prevalence of poverty hampered the
parents in intellectually assisting their children, which eventually led them to utilize
dispensed parenting approaches like relying on Google Translate to interpret
unfamiliar words, using the Internet to look for needed information, consulting the
dictionary to unlock vocabulary issues, and seeking the help of more knowledgeable
relatives. This study established that parenting amidst the pandemic is an arduous
task, especially in the economically disadvantaged families. Incidences of low self-
efficacy and weak parental motivation trigger children’s poor regard for learning and
hamper their drive to engage in reading activities that are deemed helpful in their
literacy advancement. It is therefore suggested that a family literacy program be
developed and be introduced to bolster a solid home-school partnership. Through
this, appreciation for reading and learning will be inculcated in the minds of the
adolescent learners. 8
-Parental involvement practices, regardless of other practices applied at home or
at school, have been found to influence children's academic performance. Parents
play a dynamic role in nurturing their children's educational development. They
provide financial support, emotional support, motivational support and facilitate the
sources for studying and encouraging the achievement. For teachers, parents can
serve as educational partners by assisting them in developing students' full academic
potential and monitoring the quality of teaching and teaching facilities available in
school. Increasing or enhancing parental involvement has thus featured as a central
component in major educational policies and reforms worldwide. With this concern
the present study aimed at analyzing the role of parental involvement on the basis of
some empirical research study. As all of the literature have suggested therefore,
parents by their involvement in their children's education create the third link in the
triangle with their children and their children's teachers in developing necessary
settings for the success of their children. In order to make an effective parent school
relation for enhancing the child's academic performance, this paper has suggested
some strategies for the increasing the parental involvement.19
-These themes underscore the experience of parental involvement in the remote
learning of their children amid crisis as 1.) journeying through a myriad of changes;
2.) connecting with the child physically and emotionally; 3.) experiencing multifaceted
difficulties in the process; and 4.) responding to the call of new challenges of
parenting. These themes are further elaborated through textural and structural
descriptions. A statement of the essence of the lived experience of parents as a result
of intuitive integration is offered. Aside from theoretical contributions, the outcomes
gained in this paper offer several future practical insights for crisis planning in
education.17
The aforementioned studies focused on parents involvement on their child
perofrmance. The most important responsible in the child's development is their
parents. This is due to parental responsibility and talent in shaping and developing
their children become driven, motivated, and tolerant persons through their active
participation in learning activities. Parents who become passionately engaged in their
children's learning at home or at school throw powerful message to their children,
illustrating their attention in their tasks and perpetuating the idea that education is
important. Parents' financial stability and beneficial aspiration appear to play an
important role in their children's education. This aims to address the effects of
parental collaboration on child's learning outcomes.
The COVID-19 pandemic brought considerable changes in education system,
particularly the non-face to face implementation of classes. Hence, this case study
aims at assessing the changes in both parents and teacher's involvement and
practices, respectively as perceived by students. Ten parents, their respective

children from an intact class of Grade 8 students in a public high school were
randomly selected as respondents of the study. Five teachers from the same grade
levels were also interviewed. A validated interview questionnaire was used as guide
to illicit responses from the respondents through Google Meet and personal
messaging. Answers were transcribed and thematically analyzed though qualitative
software Quirks. Quirk size per themes were basis for tabulation and referred for
further grouping per category. Results showed that material and emotional support of
the parents were recognized as the primary parental involvement in the schooling of
the child at home. Parents value to continue education and recognize the need to
adapt in the new normal of schooling. Monitoring offline and online activities at home,
teaching the concept, and building communication with the child are strategies
employed to help understand science concept. Parents perceived communication
with school through teachers for updates as the most important factor for them to
execute their roles. Teachers are easy to deal with and can easily resolved problems
regarding academic issues of the child however they are challenged with teacher's
availability, attitudes, time constraints and internet connections. Teachers involved
stakeholders, initiate, and reciprocate the communication established by parents
through messaging and portal through social media platform but are confronted with
parents and students who seldom goes online. The use of various learning materials
and assessment delivered in various modalities are teachers’ mechanism to
strengthen science concept the way parents recognize teachers’ pedagogic
capabilities. Students highly appreciate actions taken both by parents and teachers
and acknowledge the need for parental program to be beneficial. Internet
connectivity, knowledge on the use of technology for distance learning and capacity
on digital literacy are factors that limits the three group of respondents. Developing
differentiated and inclusive communication strategies for parents, giving focus on
designing resilient, flexible and self-directed asynchronous learning with parental

involvement experiences and standardizing minimum requirement for a learning
space at home are recommended for implementation in the next phase of this
research.20
Both academics and parents have been affected by the COVID-19 pandemic's
widespread incidence. Modular Distance Learning was established as an early
response to the global health crisis to assure educational continuity. The primary goal
of this study is to learn about the challenges parents face when implementing
Modular Distance Learning at Sibonga Central Elementary School (SCES), Sibonga,

Cebu, Philippines during the School Year 2020-2021. These issues were discovered
using a quantitative technique, which included conducting surveys with the 70
participants who were selected through grab or opportunity sampling. The descriptive
survey method was utilized in gathering and interpreting the data findings. Research
findings revealed that parents are having a very serious problem in terms of
communication, wherein the indicator that has the highest weighted mean states that
“I am not knowledgeable enough when it comes to having a system in facilitating
instructions to my child/children” and in terms of learning at home, wherein the
indicator that has the highest weighted mean states that “My child/children cannot
focus entirely on academic work when they are doing it at home”. On the other hand,
the totality of the problems encountered by parents is under the categorical response
Strongly Agree and interpreted as Very Serious Problem. Moreover, the overall
standard deviation entails that the responses are not widely spread, or it is
homogeneous which means that the results are highly reliable. According to the
findings of this study, educators and policymakers may consider establishing a
Home-School Link program for parents to learn about effective modular distance
learning at home. This could serve as a springboard for further development and
support of Modular Distance Learning as one of the Department of Education's
suggested and executed options based on the existing Learning Continuity Plan
(LCP) during the CoViD-19 pandemic.21
-The COVID-19 pandemic brought considerable changes in education system,
particularly the non-face to face implementation of classes. Hence, this case study
aims at assessing the changes in both parents and teacher's involvement and
practices, respectively as perceived by students. Ten parents, their respective
children from an intact class of Grade 8 students in a public high school were
randomly selected as respondents of the study. Five teachers from the same grade
levels were also interviewed. A validated interview questionnaire was used as guide
to illicit responses from the respondents through Google Meet and personal
messaging. Answers were transcribed and thematically analyzed though qualitative
software Quirks. Quirk size per themes were basis for tabulation and referred for
further grouping per category. Results showed that material and emotional support of
the parents were recognized as the primary parental involvement in the schooling of
the child at home. Parents value to continue education and recognize the need to
adapt in the new normal of schooling. Monitoring offline and online activities at home,
teaching the concept, and building communication with the child are strategies
employed to help understand science concept. Parents perceived communication
with school through teachers for updates as the most important factor for them to
execute their roles. Teachers are easy to deal with and can easily resolved problems
regarding academic issues of the child however they are challenged with teacher's
availability, attitudes, time constraints and internet connections. Teachers involved
stakeholders, initiate, and reciprocate the communication established by parents
through messaging and portal through social media platform but are confronted with
parents and students who seldom goes online. The use of various learning materials
and assessment delivered in various modalities are teachers’ mechanism to
strengthen science concept the way parents recognize teachers’ pedagogic
capabilities. Students highly appreciate actions taken both by parents and teachers
and acknowledge the need for parental program to be beneficial. Internet
connectivity, knowledge on the use of technology for distance learning and capacity
on digital literacy are factors that limits the three group of respondents. Developing
differentiated and inclusive communication strategies for parents, giving focus on
designing resilient, flexible and self-directed asynchronous learning with parental
involvement experiences and standardizing minimum requirement for a learning
space at home are recommended for implementation in the next phase of this
research.20
-Related problems are more caused by parent’s readiness to become teachers
at home. Parents are required to facilitate the modular learning needs of children at
home, which are the provision of providing time efforts or sharing gadgets with
children: additional expenses to purchase the data plan of parents must manage and
divide their time between doing daily tasks and ultimately parents acting as teachers
for their children’s.
Inadequate involvement of parents and families to support children’s distance
learning activities at home is predominantly due to parent’s limited time and ability to
accompany children in learning.
The aim of this study is intended to investigate how education institutions mainly
elementary school education levels apply distance learning studying from home
during the Covid-19 pandemic.12
-During the escalating coronavirus disease-2019 (COVID-19) pandemic,
attempting to contain its spread, a large number of educational institutions shut down
face-to-face teaching and learning activities globally due to a complete lockdown.
This lockdown revealed emerging vulnerabilities of education systems in the low- and
middle-income countries of the world, with Nigeria being no exception. Given these
concerns, this research study assessed parental involvement, learning participation
and the commitment to online learning of adolescent learners during the COVID-19
lockdown in Nigeria. An online survey questionnaire was employed to examine the
level of online learning commitment and the contributory roles of each of the factors
to online learning commitment of adolescent learners. In total, 1407 adolescents
(male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD =
4.24) responded to the online survey, which was open for 2 months. Data were
analyzed using descriptive statistics of frequency distribution and inferential statistics
of multiple regression. The findings revealed that the commitment level of adolescent
learners to online learning was high. The findings further yielded a coefficient of R =
0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental
involvement contributed 32% (β = 0.322, p < 0.05) and learning participation
contributed 23% (β = 0.234, p < 0.05) towards online learning. The study concludes
that parental involvement and learning participation played a significant and positive
role in the commitment of adolescent learners towards online learning during the
COVID-19 lockdown in Nigeria.13
-This became the main source of teaching on the present since it’s become
convenient and efficient to everyone. As COVID-19 pandemic creates a devastating
effect throughout the world, Philippines become innovative on how they will able to
adapt and continue the classes with the use of parents as the Molder of their children.
The main objective of the study is to correlate the level of parent’s involvement on
students’ performance in distance learning of Negros Occidental High School during
these times of pandemic. A sample size of three hundred thirty-six (336) students
were accommodated in the study covered the Senior High School Day class students
for S.Y. 2020-2021 who are under the two learning modalities — print and digital
learning and were randomly selected from different strands both Academic and Non-
Academic Tracks composed of grade levels namely Grade 11 and 12. A researcher
made survey questionnaire was used as a research instrument to gathered data.
Proper encryption and verification of data was done to derive a certain result. Results
shown that parent's involvement in distance learning have no significant relationship
towards the performance of the student. The proponents suggested continuing the
wider scope of the same study with having larger samples in expanding the range to
both Junior High School and Senior High School in order to show various results may
add to the body of knowledge in parent’s involvement and student’s performance. 11
-The purpose of this research is to determine how parents are involved in
distance learning during the Covid-19 pandemic. This research used survey method
by distributing research questionnaires using google form. The sampling technique

used purposive sampling with the sample criteria being parents who have children
aged 3-6 years. The questionnaire was distributed online through application
WhatsApp. From 39 parents it was found that 57% of parents were at the
undergraduate level of education. The results showed as many as 25 respondents or
83% of parents were in the good category in their involvement in accompanying
children during distance learning. Based on the results of the study, it can be
concluded that the involvement of parents in distance learning during the Covid-19
pandemic was in a good category.9
-This has become a tough routine for the parents working online at home since
they have to ensure their children’s education. The study presented was designed to
explore the experiences of home learning in times of COVID-19. A descriptive
qualitative study was planned to explore the experiences of parents about home
learning and management during COVID-19 to get an insight into real-life
experiences.2
-The study revealed that, support from the school in crafting modules for modular
distance learning is very important to make an effective and efficient material for
effective instructional delivery. It further explains that there is no significant difference
among teachers’ critical challenges and opportunities in modular distance learning
delivery. This means that the participants profile does not define their effectivity. No
matter what the challenges in terms of modular distance learning delivery they do not
back out they pass through it. The result of the study recommends to the DepEd
School heads and administrators to support on crafting educational modules to create
a well-crafted instructional material to address the needs of the learners especially in
modular distance learning. Aside from that, teachers also ensure that the modules
created suits to the needs of the learners4.
-Collaboration between educators and parents is the foundation of the education
system in the ‘new normal’ as they are the first point of contact for students for all the
educational needs. All the stakeholders should come together to support this
partnership to ensure that children receive education seamlessly in the times of the
pandemic.18
The study aimed to assess the parent teacher-learner collaboration in facilitating
modular instruction in San Juan Daan Elementary School for school year 2020-2021.
It used the qualitative research method since a structured interview was utilized in
gathering the primary data. Using this method, interviews were conducted to get the
needed data from the 40 participants. The participants were the 20 learners with their
20 respective parents of San Juan Daan Elementary School in Bulan District. This
method was able to showcase the collaborative efforts of the parents, the learners,
and the teacher in ensuring the continuity of the teaching and learning process
amidst the new normal.1
-This study was primarily focused on proposing a guide to strengthen parents’
role in Modular Distance Learning. This assessment of parents’ level of engagement
in MDL in terms of sustaining motivating, coaching, and tutoring, and monitoring
students' compliance. It determines the challenges parents encountered and
identifies their best practices in supporting MDL. The descriptive type of research was
used with 358 parents of Grade 11 and 12 senior high school students of Calaca
Senior High School for the academic year 2020-2021 as respondents. A research-
made survey-questionnaire and interview served as tools to gather pertinent data.
Results revealed that parents are highly engaged in the MDL in terms of level of
engagement such as sustaining motivation, coaching and tutoring and monitoring
students’ compliance data. Results revealed that parents are highly engaged in the
MDL in terms of level of engagement such as sustaining motivation, coaching and
tutoring and monitoring students’ compliance. It was also evident that parents are
highly engaged specifically on preparation of healthy meals, purchase of school
supplies, participation on meetings to explicit encouragement and motivation. As

parents tutor and coach, the students, they used strategies and techniques to help
the learners such as translation of items to mother tongue, scheduling and monitoring
of activities and setting goals. The parents also monitor student’s compliance and
progress through inspection of accomplished outputs, organization of learning kits
and communication with school. Based on the results, a parent’s guide was prepared
which contains strategies and tips for parents in strengthening their engagement in
MDL of their children. The study recommends the distribution of the guide to intensify
and strengthen parents’ engagement in modular distance learning.10
-Related problems are more caused by parent’s readiness to become teachers
at home. Parents are required to facilitate the modular learning needs of children at
home, which are the provision of providing time efforts or sharing gadgets with
children: additional expenses to purchase the data plan of parents must manage and
divide their time between doing daily tasks and ultimately parents acting as teachers
for their children’s.
Inadequate involvement of parents and families to support children’s distance
learning activities at home is predominantly due to parent’s limited time and ability to
accompany children in learning.
The aim of this study is intended to investigate how education institutions mainly
elementary school education levels apply distance learning studying from home
during the Covid-19 pandemic.14
-The parents serve as home facilitate and guide their students in answering the
modular lessons they sent during the modular learning.15
-Parental involvement practices, regardless of other practices applied at home or
at school, have been found to influence children's academic performance. Parents
play a dynamic role in nurturing their children's educational development. They
provide financial support, emotional support, motivational support and facilitate the
sources for studying and encouraging the achievement. For teachers, parents can
serve as educational partners by assisting them in developing students' full academic
potential and monitoring the quality of teaching and teaching facilities available in
school. Increasing or enhancing parental involvement has thus featured as a central
component in major educational policies and reforms worldwide. With this concern
the present study aimed at analyzing the role of parental involvement on the basis of
some empirical research study. As all of the literature have suggested therefore,
parents by their involvement in their children's education create the third link in the
triangle with their children and their children's teachers in developing necessary
settings for the success of their children. In order to make an effective parent school
relation for enhancing the child's academic performance, this paper has suggested
some strategies for the increasing the parental involvement.19
Most parents have had no choice but to become more involved than ever before
in their child's learning. This is very new to everyone especially to parents since they
will take a big part in the new normal setup.Learning will be moved to the students
homes and parents will somewhat take on the role of teachers. Parents had the
opportunity to appreciate more fully the importance of a strong home or school
partnership built on trust . Furthermore parents are more involved in their child's
education than even before ,and they say they have never felt more invested in it.
The time has come to ensure that with increased parental responsibility.
Parents’ perceptions were along the manner of distributing modules, retrieval of
modules, time allotment for learning activities, the learning activities in the module,
assessment and observance of safety and health protocols in the distribution and
retrieval of modules. Questionnaires were distributed to the parents through the
Purok Leaders who were responsible in the distribution and retrieval of the learning
modules. Weighted mean was used to analyzed the responses of the parents in the
questionnaires. Finding revealed that parents mostly agreed to the strategies in the
distributing modules, retrieval of modules, time allotment for learning activities, the
learning activities in the module, assessment and highly agreed to the observance of
safety and health protocols in the distribution and retrieval of modules. However,
parents claimed that time allotment in the completion of learning activities was
insufficient since the activities were so many. In addition, some parents claimed that
they could not understand some topics in the module so they could not help their
children in answering the learning activities. The research then recommended for a
review of the learning activities and conduct seminar for parents to guide them in
assisting their children during their “classes “at home. An action plan was developed
to improve the implementation of the modular learning in the new normal.16
Many authors have emphasize the importance of parents perception in modular
distance learning regarding their ability to raise their children successfully and
challenges towards home learning during the pandemic. The results of showed that
the implementation of home learning brought two perceptions on the benefits were
regarding the possibility of home learning to provide on individualized experience and
flexibility system of education. Further perception mentioned that the implementation
of home learning also brought certain challenges to those parents such overwhelming
in learning , raising the work load of the parents , different educational backgrounds
and inefficiency time to assist the children during the learning.

Theoretical Framework
This research was based on the study of Clinton and Hattie, 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 to refer to parents enquiring about the performance of a learner in school, but also
in them taking a role 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.
Conceptual Framework
The conceptual model of the study is shown in the paradigm which contains the
possible solution for the stated problem which is geared by the independent variable
and the dependent variable.
The independent variables include age, sex, educational attainment, and
employment status.
The dependent variables include role of parents as a facilitator in modular
learning at Muntindilaw Elementary School.
The line shows that both variables are associated and significant to one another.
Conceptual Model
INDEPENDENT VARIABLES DEPENDENT VARIABLES

Figure 1
Conceptual Model Showing The Role of Parents as Facilitator in Modular Distance
Learning.

Statement of the Problem
The purpose of this study was to determine the Role of Parents as Facilitator in
Modular Distance Learning.
Specifically, the study will be sought to answer the questions;
• What considerations are taken by the researchers in conducting the study?
• What is the profile of the respondents in terms of:
• Age
• Sex, and
• Educational Attainment
• Employment Status
• How do the parents perceive their roles as facilitator of their children with respect
to:
• Learning Process
• Learning Materials
• Learning Motivation
• Is there a significant difference on the perception of the parents on their role as
facilitator of modular distance learning with respect to the aforementioned variables
in terms of their profile?

• What are the comments and suggestions of the respondents for the improvement of
the study?
Hypothesis
This study tested the null hypothesis which states that there is no significant
difference on the perception of the parents on their role as facilitator of modular distance
learning with respect to the aforementioned variables in terms of their profile.
Scope And Limitation
The study entitled Role of Parents as Facilitator in Modular Distance Learning.
The respondents are consisting of 102 parents in grade IV students in Muntindilaw
Elementary School and conducted during the 2nd semester of school year 2021-2022.
The researchers aimed to seek answers to the parents on their role as a
facilitator in modular distance learning on their child.
The researchers asked a permission to the office of principal to conduct and
collect information that needed among parents of grade IV and approved by the
principal.
The researchers distributed questionnaire-checklist to the respondents via
Google Forms to determine the perception of the parents as a facilitator in distance
modular learning.
The demographic profile of this study are age, sex, educational attainment,
employment status, and monthly income and the variables are learning process,
learning materials, and learning motivation.
Significance of the Study
The result of the study would be beneficial to the following:
Students. This study will help them to improve the relationship with their parents.
Parents. This study can help them to identify and assess their selves if they are an
effective in tutoring their siblings. At the end of this study parents would finally know
why the parental involvement in their child education a play more significant role in
learning and development.
Teachers. This study will benefit the teachers in establishing a relationship with
parents in order to provide adequate counsel to students.
School. This study would them to be aware on point of view of the parents.
Community. This study would help them to provide enriched learning opportunities
for parents, students, and school.
Other Researchers. The study will provide other researchers with the information
they may need when they conduct studies related to the present study.
The administration. This study will be used as basis for implementing the raised
curriculum and how to enhance the learning process for the 21st generation of
learners.
Definition of Terms
For better understanding of the study, the following terms were conceptually and
operationally defined.
Age. This refers to the length of time during which a person or animal has lived.
(Merriam -Webster)
Educational attainment. This refers to the level of education that an individual has
completed.
Employed in the field of specialization. This refers to the process that occurs when
employees gain knowledge, education, and experience in a specific area of expertise.
(Dictionary.com)
Involvement. This refers to the act or an instance of involving someone or something.
(Merriam -Webster)
Perspective of parents. This refers to the mental view or prospect of parents. (Merriam
-Webster)
Parents Role. This refers to any legally entitled adult who takes care of the children and
are seen as reference figures by them.
Sex. This refers to the two major forms of individuals that occur in many species and
that are distinguished respectively. (Merriam -Webster)
Under employed. This refers when a person is actively looking for a person is actively
looking for a job but experiences an extended period without getting hired.
(Dictionary.com)
Unemployed. This refers to the term of when a person who is actively seeking a job is
unable to find work. (ansus.gov)

NOTES
1
Acilej Gift R. Guan and Noel G. (July 2021), Benavides, Parent-Teacher-Learner
Collaboration in Facilitating Modular Instruction, Retrieved from
https://uijrt.com/articles/v2/i7/UIJRTV2I70012.pdf, Retrieved on April 16, 2022.
2
Ahmed et. al. (Jun 2020), Retrieved from https://eric.ed.gov/?id=EJ1259928,
Retrieved on April 16, 2022.
3
Alexandra Marie R. Intig et. al. (Oct 12, 2021), Student’s Performance and Parent’s
Involvement in Distance Learning: A Correlational Study, Retrieved from
https://ijmaberjournal.org/index.php/ijmaber/article/view/204, Retrieved on April 16,
2022.
4
Bernardo, J. (2020, July 30), Modular Learning most preferred parents: DepEd.
ABS-CBN, Retrieved from https://news.abs- HYPERLINK "https://news.abs-
cbn.com/404?ref=/news/07/30/20/modular-learning-most-preferred-by-
parentsdeped"cbn.com/404?ref=/news/07/30/20/modular-learning-most-preferred-
by-parentsdeped, Retrieved on April 16, 2022.
5
CB Agaton, LJ Cueto (2008-2022), ROLE OF PARENTAL INVOLVEMENT AND
SOME STRATEGIES THAT PROMOTE PARENTAL, INVOLVEMENT, Retrieved
from, https://scholar.google.com.ph/scholar?hl=en HYPERLINK
"https://scholar.google.com.ph/scholar?
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Chapter 2
RESEARCH METHODOLOGY
This chapter presents the research design, subject of the study, procedure of
the study, instrumentation, and statistical treatment.
Research Design
In this study, the researchers will use descriptive design. Descriptive survey
research will describe the status of an identified variable as they exist. Moreover," In
survey method research, participants answer questions administered through
questionnaires."(Hale, 2018).
Descriptive survey method was considered appropriate to the study because the
problem at hand calls for data collection using questionnaires are necessary in
making a description on how the study will determine the perspective of parents on
their role and engagement as a facilitator in modular learning.
Sampling Technique
In the selection of the respondent of the study, Stratified and Random

Sampling technique convenience sampling was used.
The Stratified Sampling Technique Stratified sampling defined as a probability
sampling method in which the researcher divides the entire population into subgroups
or strata, then randomly selects the final participants proportionally from each strata.
This determination of sample size is based on the availability of the number of
populations. It gives the researchers an idea of how large his sample size needs to
ensure a reasonable accuracy result.
The researchers used this method in the study to determine the appropriate
number of participants per sections.
The respondents consist of five sections. In section Narra there are thirty-nine
total of parents. In section Acacia there are forty-two total of parents. In section
Molave there are forty-two total of parents. In section Mahogany there are forty-one
total of parents responded and in section Kakawate there are forty total of parents.
There are two-hundred four total of parents in modular distance learning and the
researchers got at least fifty percent of the parents.
The Random Sampling Technique defined as a type of probability sampling in
which a researcher selects a portion of a population at random. Each individual has
an equal probability of being chosen. The data is then collected from as much of this
random selection as possible. The researchers used Random Sampling Technique to
consider the availability among the parents of grade IV students at Muntindilaw
Elementary School. The respondents consist of five sections. In section Narra out of
thirty-nine parents, there are twenty responded. In section Acacia out of forty-two
parents, there are twenty responded. In section Molave out of forty-two parents, there
are twenty-one responded. In section Mahogany out of forty-one parents, there are
twenty-one responded and in section Kakawate out of forty parents, there are twenty
responded. There are total of one-hundred two parents that responded.

Subject of the Study
The respondents of this study consist of one hundred two (102) parents in grade
IV of Muntindilaw Elementary School with five sections. The researchers will use a
social media platform, specifically Facebook account and Messenger to reach out with
parents.
Setting of the Study
The Researchers will conduct their study at Muntindilaw Elementary School

province of Rizal in Antipolo City, Region IV-A. Muntindilaw Elementary School is
located at Falcon Street, Brookside Hills Subdivision, City of Antipolo.Muntindilaw
Elementary School was established on June 1993 as a complete Elementary School
headed by their Teacher-In-Charge Mr. Eligio Pagkalinawan from 1993 to 1998. Since
then, principals come and go in the person of the follwing: Mrs. Fe Macahis,1998-2000,
Mr. Antonio Pagcaoile, 2000-2003. Mr. Tito Cabacaba, 2003-2004, Mr Alfonso
Villanueva 2004-2007, Mrs. Fely Aminoso, 2007-2008, Dr. Mario Naungayan 2008-
2009, Mrs. Mary Jane Halili 2009-2011, and Mrs. Carolina A. Tapar 2011-2016, Mr.
Amado Cabus 2016-2017, Mrs. Luningning Tapales 2017-2021, and Mr. Celso R.
Baguno The school has a total land area of ten thousand five hundred fifty-three square
meters (10,553 sq. m). it is 8 kilometers away from the Division of Antipolo City.
Today Muntindilaw has a total of 43 teachers. Their clientele are the children of
vendors, factory workers, drivers, teachers, ordinary employee, and migrants from
different provinces. residents vary on their attitudes, indifference, constant struggles
caused by poverty and financial burdens but is not a hindrance to our pupils. They are
actively participating during school activities and competitions. Almost 95% of the
parents are cooperative, responsive and supportive involving themselves on the
different school programs and projects, academic or non-academic. The School Head,
teachers and pupils are always doing their best to uplift the performance of the school
and never surrender, they are always on the go.
Figure 2
Muntindilaw Elementary School

Figure 3
Vicinity Map of Muntindilaw Elementary School
Sources of Data
The researchers will prepare the questionnaire checklist to collect the necessary
data.
The instrument is made up of variables that will examine in order to determine
parents' perspectives on their role and participation as facilitators in modular learning.
In part I of the questionnaire checklist, included the profile of the parents in terms
of age, sex, educational attainment, employment status, and their monthly family
income.
In part II of the questionnaire checklist, included the variables which are the
learning process, learning materials, and learning motivation.
In part III of the questionnaire checklist, included the comments and suggestions
of the parents.
The researchers will utilize the Likert point scale to assess the questionnaire
items, which allow them to collect data by asking respondents questions that will reveal
the perspectives of parents.

The above-mentioned variables will measure or asses using the Likert scale,
shown in table 1.
Table 1
Likert Scale
Scale Range Value Verbal Interpretation

5 4.20 - 5.00 Strongly Agree
4 3.40- 4.19 Agree
3 2.60 - 3.39 Moderately Agree
2 1.80 - 2.59 Disagree
1 1.00 - 1.79 Strongly Disagree

Procedure of the Study
This study will be conducted during the school year 2021-2022 at University of
Rizal System Cainta Campus.
The title defense was held at virtual environment at University of Rizal System
Cainta Campus. The researchers presented five titles to the panel. Out of five titles, the
third title was selected and modified by the panel.
Once the five titles for the study was decided, the researchers began writing their
thesis. Chapter 1 was drafted with the gathered information for the existing problem and
it is background that required the researchers to go in the nearby University and search
related literature and studies while the researchers did not complete the required
number of literature and studies, they conducted next on the internet to gather the
necessary data for the study. After that Chapter 2 was began written together with the
gathered information about the research methodology.

Statistical Treatment
To answer the questions in the statement of the problem, the following statistical
treatment were used in the study.
• To determine the considerations taken by the researchers in conducting the
study, qualitative discussion was used
• To determine the profile of the respondents in terms of age, sex, educational
attainment, employment status and monthly family income the frequency,
percentage, and rank distribution was used.

• To determine the perception of the parents on their role as facilitators in modular
distance learning process, learning materials and learning motivation, mean and
standard deviation was used.
• To determine the significant difference on the perception of the parents as
facilitator in modular distance learning one way annova was used.

NOTES
1
Hale,J(2018). The 3 basic types of descriptive research methods.
Psychcentral.Retrieved from https://psychcentral.com/blog/the-3-basic-types-of-
descriptive -research -methods/
2
https://www.google.com/maps/place/Muntindilaw+Elementary+School/
@14.5973537,121.1240529,17z/data=!3m1!4b1!4m5!3m4!
1s0x3397b8879c195c49:0x1dca8869956876e5!8m2!3d14.5973537!4d121.1262416

Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deals with the presentation of the results, analysis and
interpretation of the data gathered.
The Considerations Taken by the Researchers in Conducting the Study
The researchers considered the profile of the parents at Muntindilaw Elementary

School in terms of age, sex, highest educational attainment, employement status, and
monthly family income. They also considered the perspective of the parents as a
facilitator in modular distance learning with these considerations, the researchers
proved that there is no significant difference on the perception of the parents on their
role as facilitator of modular distance learning with respect to the aforementioned
variables in terms of their profile.
Profile of the Respondents in terms of Age, Sex, Highest Educational Attainment,
Employment Status and Monthly Family Income
Table 2 presents the profile of the respondents in terms of Age.

Table 2

Frequency, Percentage and Rank Distribution of the
Respondents in terms of Age
Age Frequency Percentage Rank

20 years old below 1 1.00 4
21-30 years old 35 34.30 2
31-40 years old 47 46.10 1
41 years old above 19 18.60 3
Total 102 100.0
The table shows that out of 102 respondents, most were 31-40 years old with the
frequency of 47 or 46.10 percent and obtain the first rank; followed by 21-30 years old
with the frequency of 35 respondents or 34.30 percent and obtained the 2nd rank; 41
years old above with the frequency of 19 respondents or 18.60 percent and obtained
the 3rd rank; 20 years old below with the frequency of 1 respondent or 1.00 percent and
obtained the 4th rank.
This implied that majority of the respondents are 31-40 years old.
Table 3

Frequency, Percentage and Rank Distribution of the
Respondents in terms of Sex
Sex Frequency Percentage Rank
Male 13 12.70 2
Female 89 87.30 1
Total 102 100.0

The table shows 3 that 89 of the respondents or 87.30 percent were female; the
remaining 13 or 12.70 percent of the respondents were male.
This implied that the majority of the respondents were female.
Table 4

Frequency, Percentage and Rank Distribution of the Respondents in terms of
Highest Educational Attainment
Highest Educational Frequency Percentage Rank

Attainment
Elementary Graduate 4 3.90 6
High School Undergraduate 13 12.70 3.5
High School Graduate 13 12.70 3.5
College Undergraduate 36 36.30 1
College Graduate 29 28.40 2
Others 7 6.00 5
Total 102 100.0
The table 4 shows that most of the respondents had the Educational Attainment
of College undergraduate with the frequency of 36 or 36.30 percent and obtained the 1 st
rank; followed by College Graduate with the frequency of 29 respondents or 28.40
percent and obtained the 2nd rank; High School Graduate and Undergraduate with the
frequency of 13 respondents or 12.70 percent, both obtained the rank of 3.5; and 7 of
the respondents or 6.00 percent had the other educational attainment and obtained the
4th rank; Elementary Graduate with the frequency of 4 respondents or 3.90 percent and
obtained the last rank.
This implied that the majority of the respondents were College
Undergraduate.
Table 5
Employment Frequency Percentage Rank
Status
Employed 41 39.20 2
Unemployed 58 57.80 1
Under-employed 3 2.90 3
Total 102 100.0

Employment Status
The table shows that 58 of the respondents or 57.80 percent were unemployed and
obtained the 1st rank; 41 or 39.20 percent were employed and obtained the 2nd rank; 3
or 2.90 percent were under-employed and obtained the 3rd rank.
This implied that the majority of the respondents were unemployed.

Table 6
Monthly Family Income

Monthly Family Income Frequency Percentage Rank
Php 7,000.00 – Above 50 49.00 1
Php 6,000.00 – Php 6,999.99 8 7.90 5
Php 5,000.00 – Php 5,999.99 7 7.80 6
Php 4,000.00 – Php 4,999.99 9 8.80 4
Php 3,000.00 – Php 3,999.99 11 10.80 3
2,999.99 – Below 17 15.70 2
Total 102 100.0

The table shows that most of the respondents monthly family income came from
the bracket of 7,000.00 – Above with the frequency of 50 respondents or 49.00 percent;
followed by 2,999.99 – Below with the frequency of 17 respondents or 15.70 percent
and obtained the 2nd rank; 3,000.00 – 3,999.99 with the frequency of 11 respondents or
10.80 percent and obtained the 3rd rank; 4,000.00 – 4,999.99 with the frequency of 9
respondents or 8.80 percent and obtained the fourth rank; 6,000.00 – 6,999.99 with the
frequency of 8 or 7.90 percent and obtained the 5th rank; 5,000.00 – 5,999.99 with the
frequency of 7 or 7.80 percent and obtained the last rank.
This implied that the majority of the respondents had the family income of
7,000.00 – Above.
Role of Parents as a Facilitator in Modular Distance Learning as Evaluated by
the Respondents in terms of Learning Process, Learning Materials and Learning
Motivation.
Table 7 on the next page shows the computed mean and standard deviation on
the role of parents as a facilitator in modular distance learning as evaluated by the
respondents in terms of learning process.
Table 7
• Learning Process X SD RANK VI
1. I have strong capacity to teach my child at 3.77 0.83 8 A
home.
2. I devote enough time and effort to my child's 3.72 0.86 9 A
learning.
3. I am challenged to teach my child during this 4.1 0.76 2 A
pandemic.
4. I am capable of striking a work-life balance 3.68 0.86 10 A
while teaching my child on his or her modules.
5. I assist my child in making adequate progress 3.86 0.84 7 A
as a result of modular learning.
6. I enjoy assisting my child in modular learning 3.87 0.84 6 A
despite my age.
7. I establish good relationship and communication 3.98 0.72 4 A
to facilitate better learning.
8. I motivate my child to answer challenging 4.15 0.7 1 A
lessons in modular learning.
9. I facilitate better understanding in modular 3.89 0.76 5 A
learning.
10. I explain and assist my child in topics that are 4.03 0.79 3 A
quite difficult to do.
Average 3.91 0.80 A
Computed Mean and Standard Deviation on the Role of Parents as Facilitator in
Modular Distance Learning as evaluated by the respondents in terms of Learning
Process
Legend: 4.20 – 5.00 – Strongly Agree, 3.40 – 4.19 – Agree, 2.60 – 3.39 – Moderately
Agree, 1.80 – 2.59 – Disagree, 1.00 – 1.79 – Strongly Disagree.
This shows that the item no. 8 “I motivate my child to answer challenging
lessons in modular learning” ranked first and obtained a mean of 4.15 with a standard
deviation of 0.70 which means that the answer of the respondents are similar and
verbally interpreted as agree. Followed by item no. 3 “I am challenged to teach my
child during this pandemic” ranked second and obtained a mean of 4.10 with a
standard deviation of 0.76 and verbally interpreted as agree. Followed by item no. 10 “I
explain and assist my child in topics that are quite difficult to do” ranked third and
obtained a mean of 4.03 with standard deviation of 0.79 and verbally interpreted as
agree. Followed by item no. 7 “I establish good relationship and communication to
facilitate better learning” ranked fourth and obtained a mean of 3.98 with standard
deviation of 0.72 and verbally interpreted as agree. Followed by item no. 9 “I facilitate
better understanding in modular learning” ranked fifth and obtained a mean of 3.89
with standard deviation of 0.76 and verbally interpreted as agree. Followed by item no.
6 “I enjoy assisting my child in modular learning despite my age” ranked sixth and
agree. Followed by item no. 5 “I assist my child in making adequate progress as a

result of modular learning” ranked seventh and obtained a mean of 3.86 with standard
deviation of 0.84 and verbally interpreted as agree. Followed by item no. 1 “I have
strong capacity to teach my child at home” ranked eight and obtained a mean of 3.77
with standard deviation of 0.83 and verbally interpreted as agree. Followed by item no.
2 “I devote enough time and effort to my child's learning” ranked nineth and obtained a
mean of 3.72 with standard deviation of 0.86 and verbally interpreted as agree.
Followed by item no. 4 “I am capable of striking a work-life balance while teaching my
child on his or her modules” least ranked and obtained a mean of 3.68 with standard
deviation of 0.86 and verbally interpreted as agree.
This implies that the Role of Parents as Facilitator in Modular Distance Learning
are agree as evaluated by the respondents in terms of learning process and the overall
result of the standard deviation of 0.80 which means that the parents have the same
perception on their role as facilitator in modular distance learning.
Table 8 shows the computed mean and standard deviation on the role of
parents as a facilitator of distance modular learning as evaluated by the respondent in
terms of learning materials.
Table 8
Materials
Learning Materials Mean SD RANK VI
1. I provide appropriate materials to support modular 3.99 0.72 4 A
learning.
2. I manage to give my child additional resources in 3.93 0.69 8 A
modular learning.
3. I am resourceful enough to provide support 3.87 0.75 9 A

materials in learning.
4. I use relevant learning materials for my child. 3.94 0.74 7 A

5 I use simple but practical resources when needed 4.05 0.67 2 A
6 I see to it that that the materials in module 3.95 0.72 6 A
learning are appropriate and relevant to the lessons
in modular learning.
7. I make use of learning materials as a support for 3.96 0.72 5 A
modular learning.
8. I provide additional learning resources for my 3.83 0.76 10 A
child’s modular learning.
9 I encourage my child to evaluate the lesson 4.04 0.73 3 A
learned for the day.
10. I make sure my child feels satisfied and happy in 4.11 0.72 1 A
doing his/ her modular activities.
Average 3.97 0.72 A
This shows that the item no. 10 “I make sure my child feels satisfied and happy
in doing his/ her modular activities” ranked first and obtained a mean 4.11 with a
use simple but practical resources when needed” ranked second and obtained a mean
of 4.05 with a standard deviation of 0.67 and verbally interpreted as agree. Followed
by item no. 9 “I encourage my child to evaluate the lesson learned for the day” ranked
third and obtained a mean of 4.04 with a standard deviation of 0.72 and verbally
interpreted as agree. Followed by item no. 1 “I provide appropriate materials to support
modular learning” ranked four and obtained a mean of 3.99 with a standard deviation
of 0.72 and verbally interpreted as agree. Followed by item no. 7 “I make use of
learning materials as a support for modular learning” ranked fifth and obtained a mean
of 3.96 with a standard deviation of 0.72 and verbally interpreted as agree. Followed
by item no. 6 “I see to it that that the materials in module learning are appropriate and
relevant to the lessons in modular learning” ranked sixth and obtained a mean of 3.95
with a standard deviation of 0.72 and verbally interpreted as agree. Followed by item
no. 4 “I use relevant learning materials for my child” ranked seventh and obtained a
mean of 3.94 with a standard deviation of 0.74 and verbally interpreted as agree.
Followed by item no. 2 “I manage to give my child additional resources in modular
learning” ranked eight and obtained a mean of 3.93 with a standard deviation of 0.69
and verbally interpreted as agree. Followed by item no. 3 “I am resourceful enough to

provide support materials in learning” ranked nineth and obtained a mean of 3.87 with
a standard deviation of 0.75 and verbally interpreted as agree. Followed by item no. 8
“I provide additional learning resources for my child’s modular learning” least ranked
and obtained of 3.83 with a standard deviation of 0.76 and verbally interpreted as
agree.
are agree as evaluated by the respondents in terms of learning materials and the result
of overall standard deviation of 0.72 which means that the parents have the same
Table 9 on the next page shows the computed mean and standard deviation on the
role of parents as a facilitator of distance modular learning as evaluated by the
respondent in terms of learning motivation.
Table 9
Motivation
Learning Motivation Mean SD RANK VI
1. I found-out that motivating my child to do his/her 4.21 0.79 2 SA
modular activities is challenging.
2. I use simple rewards as motivation to do his/her 4.14 0.73 4.5 A
modular activities
3. I ensure that to motivate my child she/he has a 4.13 0.73 5 A
quite space to focus on his/her modular activities.
4. I am capable of motivating my child to do his/her 4.03 0.76 8 A
modular activities
5. I encourage my child to express his opinion talk 4.16 0.69 3 A
about his feelings and make choices
6. I motivate my child by having something that they 4.1 0.7 6 A
can work towards.
7. I discuss to my child the joy and benefits of learning 4.23 0.76 1 SA
and studying.
8. I provide time for exercise before my child is 3.98 0.83 9 A
expected to focus on his/ her modular activities.
9. I reduce distractions when my child doing his or her 4.08 0.85 7 A
modular activities.
10. I provide immediate and positive feedback 4.14 0.8 4.5 A
whenever my child completes an activity.
Average 4.12 0.47 A
This shows that item no. 7 “I discuss to my child the joy and benefits of learning
and studying” ranked first and obtained a mean of 4.23 with a standard deviation of
0.76 and verbally interpreted as agree. Followed by item no. 1 “I found-out that
motivating my child to do his/her modular activities is challenging” ranked second and
obtained a mean of 4.21 with a standard deviation of 0.79 and verbally interpreted as
agree. Followed by item no. 5 “I encourage my child to express his opinion talk about
his feelings and make choices” ranked third and obtained a mean of 4.16 with a
use simple rewards as motivation to do his/her modular activities” and item no. 10 “I
provide immediate and positive feedback whenever my child completes an activity”
ranked fourth and obtained a mean of 4.14 with standard deviation of 4.50 and verbally
interpreted as agree. Followed by item no. 3 “I ensure that to motivate my child she/he
has a quite space to focus on his/her modular activities” ranked fifth with a mean of
4.13 with standard deviation of 0.73 and verbally interpreted as agree. Followed by
item no. “I motivate my child by having something that they can work towards” sixth
ranked with a mean of 4.10 with standard deviation of 0.70 and verbally interpreted as
agree. Followed by item 9 “I reduce distractions when my child doing his or her
modular activities” ranked seventh and obtained a mean of 4.08 with standard
deviation of 0.85 and verbally interpreted as agree. Followed by item no. 4 “I am
capable of motivating my child to do his/her modular activities” ranked eight and
agree. Followed by item no. 8 “I provide time for exercise before my child is expected
to focus on his/ her modular activities” least ranked and obtained a mean of 3.98 with
standard deviation of 0.83 and verbally interpreted as agree.
are agree as evaluated by the respondents in terms of learning motivation the result of
overall standard deviation of 0.47 which means that the parents have the same
Table 10
Composite Table on Role of Parents as a Facilitator in Modular Distance
Learning at Muntindilaw Elementary School
Aspects Mean SD Rank VI
• Learning Process 3.91 0.80 3 Agree
• Learning Materials 3.97 0.72 2 Agree
• Learning Motivation 4.12 0.47 1 Agree
OVERALL AVERAGE 4.00 0.66 Agree

The table shows that “Learning Motivation” ranked 1st with the total weighted
mean of 4.12 and standard deviation of 0.47 which means that the parents have
similar perception and verbally interpreted as a “Agree”.
This is followed by “Learning Materials” which ranked 2nd with a total weighted
mean of 3.97 and standard deviation of 0.72 which means that the parents have
similar perception and verbally interpreted as a “Agree”.
Last is “Learning Process” which ranked 3rd with a total weighted mean of 3.91
and standard deviation of 0.80 which means that the parents have similar perception
and verbally interpreted as a “Agree”.
It implies that the role of parents as a facilitator in modular distance learning is agree
with an average weighted mean of 4.00.
The Significant Difference on the Role of Parents as a Facilitator in Modular Distance
Learning as assessed by the Respondents in terms of their profile with respect to
Learning Process, Learning Materials and Learning Motivation.
Table 11 on the next page presents the computed F-values, P-values and
decision on the significant difference on the role of parents as a facilitator in modular
distance learning as assessed by the respondents in terms of sex with respect to
learning process, learning materials and learning motivation.
Table 11
Computed F-values, P-values and Decision on the Significance Difference on
the Role of Parents as a Facilitator in Modular Distance Learning at Muntindilaw
Elementary School Skills as Assessed by the Respondents in terms of sex with respect
to Learning Process, Learning Materials and Learning Motivation.

Sum of Mean
SEX Squares df Square F Sig. Ho VI
Learning Between
1.135 3 .378 .948 .421
Process Groups
Within
39.125 98 .399
Groups
Total 40.260 101 FR NS
Learning Between 2.360 3 .787 2.015 .117 FR NS
Materials Groups
Within
38.263 98 .390
Groups
Total 40.623 101
Learning Between
2.471 3 .824 1.960 .125
Motivation Groups
Within
41.177 98 .420
Groups
The table shows that in terms of sex, the p values of .421, .117, .125 exceed the
0.05 level of significance, thus the null hypothesis is failed to reject which means there
is no significant difference in the Role of Parents as a facilitator in Modular Distance
Learning at Muntindilaw Elementary School as assessed by the respondents in terms of
sex with respect to learning process, learning materials and learning motivation.
This implies that the sex of the respondents is not a variable to consider in
determining the significant difference on the Role of Parents as a Facilitator in Modular
Distance Learning as assessed by the respondents in terms of sex with respect to
distance learning as assessed by the respondents in terms of age with respect to
learning process, learning materials and learning motivation.
Table 12
Elementary School Skills as Assessed by the Respondents in terms of age with
respect to Learning Process, Learning Materials and Learning Motivation.
-AGE Sum of Df Mean F Sig. Ho VI

Squares Square
Learning Between
.601 2 .301 .750 .475
Process Groups
Within
39.659 99 .401
Groups
Learning Between
.327 2 .164 .402 .670
Materials Groups
Within
40.296 99 .407
Groups
Learning Between
1.266 2 .633 1.479 .233
Motivation Groups
Within
42.382 99 .428
Groups
The table shows that in terms of age, the p values of .475, .670, .233 exceed the
0.05 level of significance, thus the null hypothesis is failed to reject which means there
is no significant difference in the Role of Parents as a facilitator in Modular Distance
Learning at Muntindilaw Elementary School as assessed by the respondents in terms of
age with respect to learning process, learning materials and learning motivation.
This implies that the age of the respondents is not a variable to consider in
determining the significant difference on the Role of Parents as a Facilitator in Modular
Distance Learning as assessed by the respondents in terms of age with respect to
distance learning as assessed by the respondents in terms of highest educational
attainment with respect to learning process, learning materials and learning motivation.
Table 13

Elementary School Skills as Assessed by the Respondents in terms of Highest
Educational Attainment with respect to Learning Process, Learning Materials and
Learning Motivation.
Highest Educ. Sum of Mean
Attainment Squares Df Square F Sig. Ho VI
Learning Between
2.849 5 .570 1.462 .209
Process Groups
Within
37.411 96 .390
Groups
Learning Between
1.979 5 .396 .983 .432
Materials Groups
Within
38.644 96 .403
Groups
Learning Between
3.047 5 .609 1.441 .217
Motivation Groups
Within
40.601 96 .423
Groups
The table shows that in terms of Highest Educational Attainment, the p- values of
.209, .432, .217exceed the 0.05 level of significance, thus the null hypothesis is failed to
reject which means there is no significant difference in the Role of Parents as a
facilitator in Modular Distance Learning at Muntindilaw Elementary School as assessed
by the respondents in terms of age with respect to learning process, learning materials
and learning motivation.
This implies that the Highest Educational Attainment of the respondents is not a
variable to consider in determining the significant difference on the Role of Parents as a
Facilitator in Modular Distance Learning as assessed by the respondents in terms of
Highest Educational Attainment with respect to Learning Process, Learning Materials
and Learning Motivation.

distance learning as assessed by the respondents in terms of employment status with
respect to learning process, learning materials and learning motivation.
Table 14
Computed F-values, P-values and Decision on the Significance Difference on the Role
of Parents as a Facilitator in Modular Distance Learning at Muntindilaw Elementary
School Skills as Assessed by the Respondents in terms of Employment status with
respect to Learning Process, Learning Materials and Learning Motivation.

Sum of Mean
Employment Status Squares Df Square F Sig. Ho VI
Learning Between
1.016 2 .508 1.281 .282
Process Groups
Within
39.244 99 .396
Groups
Learning Between
1.018 2 .509 1.272 .285
Materials Groups
Within
39.605 99 .400
Groups
Learning Between
.252 2 .126 .287 .751
Motivation Groups
Within
43.396 99 .438
Groups
The table shows that in terms of Employment Status, the p values of .282, .285
and .751 exceed the 0.05 level of significance, thus the null hypothesis is failed to reject
which means there is no significant difference in the Role of Parents as a facilitator in
Modular Distance Learning at Muntindilaw Elementary School as assessed by the
respondents in terms of Employment Status with respect to learning process, learning
materials and learning motivation.
This implies that the Employment Status of the respondents is not a variable to
consider in determining the significant difference on the Role of Parents as a Facilitator
in Modular Distance Learning as assessed by the respondents in terms of Employment

Status with respect to Learning Process, Learning Materials and Learning Motivation.
distance learning as assessed by the respondents in terms of monthly family income
with respect to learning process, learning materials and learning motivation.
Table 15
Elementary School Skills as Assessed by the Respondents in terms of Monthly Family
Income with respect to Learning Process, Learning Materials and Learning Motivation
Monthly Family Sum of Mean
Income Squares Df Square F Sig. Ho VI
Learning Between
1.016 2 .508 1.281 .282
Process Groups
Within
39.244 99 .396
Groups
Learning Between
1.018 2 .509 1.272 .285
Materials Groups
Within
39.605 99 .400
Groups
Learning Between .252 2 .126 .287 .751 FR NS
Motivatio Groups
n Within
43.396 99 .438
Groups
Total 43.648 101
The table shows that in terms of Monthly Family Income, the p values
of .282, .285 and .751 exceed the 0.05 level of significance, thus the null hypothesis is
failed to reject which means there is no significant difference in the Role of Parents as a
facilitator in Modular Distance Learning at Muntindilaw Elementary School as assessed
by the respondents in terms of Family Income with respect to learning process, learning
This implies that the Family Income of the respondents is not a variable to
consider in determining the significant difference on the Role of Parents as a Facilitator
in Modular Distance Learning as assessed by the respondents in terms of Family
Income with respect to Learning Process, Learning Materials and Learning Motivation.
Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and
recommendations of the study.
Summary of Findings
Based on the presentation, analysis, and interpretation of data the following are hereby
summarized
1. On the Profile of the Parents of Muntindilaw Elementary School on their Role as a
Facilitator in Modular Distance Learning.

1.1 Majority of the respondents in terms of age were 31-40 years old with the
frequency of 47 or 46.10 percent.
1.2 Majority of the respondents were female with the frequency of 89 or 87.3
percent.
1.3 Majority of the respondents in terms of Highest Educational Attainment were
College Graduate with the frequency of 36 or 36.3 percent.
1.4 Majority of the respondents in terms of Employment Status were Unemployed
with the frequency of 58 or 57. 8 percent.
1.5 Majority of the respondents belong to families who can earn Php. 7,000.00 -
Above.
2. On the Role of Parents as a facilitator in Modular Distance Learning as assessed by
the respondents:
2.1 In terms of Learning Process, it obtained a mean of 3.91 with standard
deviation of 0.80 which ranked 3, and verbally interpreted as agree.
2.2 In terms of Learning Materials, it obtained a mean of 3.97 with standard
2.3 In terms of Learning Motivation, it obtained a mean of 4.12 with standard

3. On the significant difference on the Role of Parents as a Facilitator in Modular
Distance Learning in terms of their profile with respect to the Learning Process,
Learning Materials and Learning Motivation:
3.1 In terms of sex, with respect to the Learning Process, Learning Materials and
Learning Motivation there is no sufficient evidence to show that there is significant
difference in the Role of Parents in Modular Distance Learning as assessed by the
respondents.
3.2 In terms of age, with respect to the Learning Process, Learning Materials and
Learning Motivation there is no sufficient evidence to show that there is significant
difference in the Role of Parents in Modular Distance Learning as assessed by the
respondents.
3.3 In terms of Highest Educational Attainment, with respect to the Learning
Process, Learning Materials and Learning Motivation there is no sufficient evidence to
show that there is significant difference in the Role of Parents in Modular Distance
Learning as assessed by the respondents.
3.4 In terms of Employment Status, with respect to the Learning Process,
Learning Materials and Learning Motivation there is no sufficient evidence to show that
there is significant difference in the Role of Parents in Modular Distance Learning as
assessed by the respondents.
3.5 In terms of Monthly Family Income, with respect to the Learning Process,
Learning Materials and Learning Motivation there is no sufficient evidence to show that
there is significant difference in the Role of Parents in Modular Distance Learning as
assessed by the respondents.
Conclusions
Based on the findings of the study, the following conclusions were drawn.
1. Highest rank in profile of the respondents, most of them were 31-40 years old,
female, and their highest educational attainment was College Undergraduate and
Unemployed who earn Php 7,000 – above.
2. Parents agree that they have significant role as facilitator in terms of Learning
Process, Learning Materials and Learning Motivation. The learning Process are the
aspects that obtain the lowest rank.
3. There is sufficient evidence to prove that there is no significant difference of the
parents on their Role of Parents as a Facilitator in Modular Distance Learning skills as

assessed by the respondents in terms of sex, age, highest educational attainment,
employment status and monthly family income with respect to learning process, learning
Recommendations
• In terms of learning process parents are encouraged to find time in making
follow-ups regarding their child’s performance in answering his/ her modules.
• In terms of learning materials, parents should reassure that their assistance in
terms of material support are suited to the learning needs of their children.
• In terms of learning motivation, parents should provide appropriate time to
motivate their children in answering their modules.
• It is very evident that the learning process is quite difficult to achieve however,
parents are highly recommended to guide their children positively in the
accomplishment of modular learning and activities.

• Parallel study can be conducted using other variables.
• Even the result revealed that the learning process is quite difficult to achieve
even the parents are present, still parents are highly recommended to support
and guide their children positively for the success of their learning.
• Although it proven that parents has a significant role in learning process of their
children, it’s still needed their extensive reinforcement, support and proper
guidance to drive their children in effective learning and accomplishment of
modular activities.
• It is also suggested to continue this study and apply necessary information from
the data that will gather.

REFERENCES
A. Internet Media
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2022.
Student’s Performance and Parent’s Involvement in Distance Learning: A
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Ceka, A., & Murati, R. (2016). The Role of Parents in the Education of Children.
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33984352. Retrieved from April 16, 2022.
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Parents’ Involvement in Distance Learning During the Covid-19 Pandemic (2020)
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Parents Involvement in Accomplishing Students Learning Tasks in the New Normal
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adolescent learners during the COVID-19 lockdown | Research in Learning Technology
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Marilyn G. Olivo (April 12, 2021)
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Parents’ Perception on Printed Modular Distance Learning in Canarem Elementary
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16, 2022.
Involvement of Parents in Remote Learning of Children amid COVID-19 Crisis in the
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descriptive -research -methods/
https://www.google.com/maps/place/Muntindilaw+Elementary+School/
@14.5973537,121.1240529,17z/data=!3m1!4b1!4m5!3m4!
1s0x3397b8879c195c49:0x1dca8869956876e5!8m2!3d14.5973537!4d121.1262416

APPENDICES
APPENDIX A
GANTT CHART OF ACTIVITIES
Activities 2021 2022
Au Sep Nov Jan Feb Mar Apr May

g
Development of
Thesis Title
Title Defense
Development of
Chapter 1
Development of
Chapter 2
Colloquium
Questionnaire Draft
Finalizing
Questionnaire
Conducting Survey
Gathering of Data
Analization and
Interpretation of
Data
Summary of Findings,
Conclusions &
Recommendations
Final Oral Defense
APPENDIX B
LETTER OF REQUEST TO CONDUCT STUDY
APPENDIX C
LETTER TO THE RESPONDENTS
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Cainta Campus
Dear Respondents,
Greetings!
The researchers are conducting a study entitled “ROLE OF PARENTS AS A
FACILITATOR IN MODULAR DISTANCE LEARNING AT MUNTINDILAW
ELEMENTARY SCHOOL '’ in partial fulfilment of the requirement for the degree in
Bachelor of Elementary Education.
In line with this, we would like to inform you that you have been chosen as one of
the respondents in our study and we ask for you help to provide the necessary data.
Rest assured that the information that you will be given will keep confidentially.
Your support in this research study will be highly appreciated. Thank you very much.
Respectfully yours,
ROSEMARIE F. BALO
STEPHANNIE C. BAUTISTA
LYRA SP. MABUTI
RONALIE C. PORNELOSA
JOSEPHINE S. TIAMZON
Noted by:
JOY DEE FERNANDEZ LPT,

Research Adviser
APPENDIX D
Republic of the Philippines

Cainta, Rizal
College of Education
CERTIFICATE OF CONTENT VALIDATION
This certify that the questionnaire checklist used by the researchers to conduct the study
entitled “Role and Engagement as a Facilitator in Modular Learning at Muntindilaw
Elementary School ” has been content validated by the experts.
Experts Signature
• Prof. Shirley Opanda
• Prof. Jameson C. Martinez
• Prof. Jackielou B. Elardo
• Prof. Marjorie DF. San Juan
APPENDIX E.1
QUESTIONNAIRE-CHECKLIST
ROLE OF PARENTS AS A FACILITATOR IN MODULAR DISTANCE LEARNING AT

MUNTINDILAW ELEMENTARY SCHOOL
• PART I. PROFILE OF THE RESPONDENTS

Name: _________________________
(Optional)
Age:
___ {20 years old below}
___ {21-30 years old}
___ {31-40 years old}
___ {41 years old and above}
Sex: M_____ F ______
Highest Educational Attainment: ( ) Elementary Graduate

( ) High School Undergraduate
( ) College Undergraduate
( ) College Graduate
______ Others (please specify)
Employment Status: ( ) Employed

( ) Unemployed
( ) Under-employed
Monthly Family Income:

______Below – 2,999.99
______3,000.00 – 3,999.99
______4,000.00 – 4,999.99
______5,000.00 – 5,999.99
______6,000.00 – 6,999.99
______7,000.00 – Above
PART II.
DIRECTIONS: Kindly check the box that corresponds to the Role of Parents as
Facilitator in Modular Distance Learning at Muntindilaw Elementary School.
Scale Verbal Interpretation

5 Strongly Agree
4 Agree
3 Moderately Agree
2 Disagree
1 Strongly Disagree
5 4 3 2 1
A. Learning Process
1. I have strong capacity to teach my child at
home.
2. I devote enough time and effort to my
child's learning.
3. I am challenged to teach my child during
this pandemic.
4. I am capable of striking a work-life
balance while teaching my child on his or her
modules.
5. I assist my child in making adequate
progress as a result of modular learning.
6. I enjoy assisting my child in modular
learning despite my age.
7. I establish good relationship and

communication to facilitate better learning.
8. I motivate my child to answer challenging
lessons in modular learning.
9. I facilitate better understanding in modular

learning.
10. I explain and assist my child in topics

that are quite difficult to do.
5 4 3 2 1
• B. Learning Materials
1. I provide appropriate materials to
support modular learning.
2. I manage to give my child additional
resources in modular learning.
3. I am resourceful enough to provide
support materials in learning.
4. I use relevant learning materials for my
child.
5. I use simple but practical resources
when needed
6. I see to it that that the materials in
module learning are appropriate and
relevant to the lessons in modular
learning.
7. I make use of learning materials as a
support for modular learning.
8. I provide additional learning resources
for my child’s modular learning.
9. I encourage my child to evaluate the
lesson learned for the day.
10. I make sure my child feels satisfied
and happy in doing his/ her modular
activities.
5 4 3 2 1
C. Learning Motivation
1. I found-out that motivating my child to
do his/her modular activities is
challenging.
2. I use simple rewards as motivation to
do his/her modular activities
3. I ensure that to motivate my child
she/he has a quite space to focus on
his/her modular activities.
4. I am capable of motivating my child to
do his/her modular activities
5. I encourage my child to express his
opinion talk about his feelings and make
choices
6. I motivate my child by having
something that they can work towards.
7. I discuss to my child the joy and
benefits of learning and studying.
8. I provide time for exercise before my
child is expected to focus on his/ her
modular activities.
9. I reduce distractions when my child
doing his or her modular activities.
10. I provide immediate and positive
feedback whenever my child completes
an activity.
Comments and suggestions:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
APPENDIX E.2
QUESTIONNAIRE-CHECKLIST – GOOGLE FORMS

CURRICULUM
VITAE
ROSEMARIE F. BALO
Address: Zone I Isaac Mahabang Parang Angono, Rizal
Contact: 09076987129
Email: rosemariebalo102000@gmail.com
PERSONAL INFORMATION:
Date of birth: January 10 ,2000
Age: 22
Citizenship: Filipino
Civil Status: Single
Religion: Iglesia Ni Cristo
Father’s Name: Rolando S. Balo Occupation: Security Guard
Mother’s Name: Josephine F. Balo Occupation: none
EDUCATIONAL BACKGROUND
• COLLEGE
BACHELOR OF ELEMENTARY EDUCATION
S.Y. 2019 TO PRESENT
• SENIOR HIGH SCHOOL

Carlos” Botong” V. Francisco Memorial National High School
S.Y. 2017-2019
• JUNIOR HIGH SCHOOL

Carlos” Botong” V. Francisco Memorial National High School
S.Y. 2013-2017
• ELEMENTARY
Sitio Mata Elementary School
S.Y. 2008 - 2013
SEMINAR/S ATTENDED
VIRTUAL CAREER ORIENTATION
Webinar on Gender-Responsive Higher Education Institution
September 9, 2020
Relationship Management in a Virtual World

January 29, 2021
“The Bottom Line: Facing Moderation and Balance in Academic”

February 4, 2022
Student’s Webinar Program as Response to Covid-19 Challenge

February 6, 2021
Online Class Ethics and Discipline

February 6, 2021
WEBINAR TRAINING
“Getting Acquainted with ZOOM Virtual Platform Management”
August 10, 2020
“Getting Know Google Virtual Platform Management”

August 12, 2020
“Getting Acquainted with Microsoft Teams Virtual Platform Management”

August 13, 2020
“Getting Acquainted with Google Forms”

August 14, 2020
“Getting Acquainted with Google Classroom”

August 15, 2020
Statistics Your Path to Academic and Thesis Writing Success

March 5, 2022
WEBINAR ON MENTAL HEALTH

International Conference on Future Thinking Towards Sustainable Development Goals
December 17, 2021
Psychological Wellness
December 10, 2020
STEPHANIE C. BAUTISTA
Address: 102 Riverside St. Bilibiran Binangonan Rizal
Contact: 09614134949
Email: bautistastephanie115@gmail.com
Date of birth: January 20, 2001
Age: 21
Religion: Roman Catholic
Father’s Name: Zosimo C. Bautista Occupation: none
Mother’s Name: Dorina C. Bautista Occupation: none
• COLLEGE

Don Jose M. Ynares Sr. High School
S.Y. 2019 to present

Don Jose M. Ynares Sr. High School
S.Y. 2019 to present
• ELEMENTARY
Bilibiran Elementary School
S.Y. 2005 - 2012
SEMINAR/S ATTENDED
September 9, 2020

January 29, 2021

February 4, 2022

February 6, 2021

February 6, 2021
WEBINAR TRAINING
August 10, 2020

August 12, 2020

August 13, 2020

August 14, 2020

August 15, 2020

March 5, 2022

December 17, 2021
December 10, 2020
JOSEPHINE S. TIAMZON
Address: Sitio Bulao, Brgy. Muntindilaw, Antipolo City
Contact: 009187981395
Email: josephinetiamzon@gmail.com
Date of birth: July 25, 1992
Age: 29
Civil Status: Married
Father’s Name: Jose A. Sumang Occupation: Barangay Secretary
Mother’s Name: Teofila C. Sumang Occupation: Sewer
• COLLEGE
• HIGH SCHOOL
Caduang Tete National High School
S.Y. 2004-2008
• ELEMENTARY
Sto. Rosario Elementary School
S.Y. 1998-2004
_______________________________________________________________
SEMINAR/S ATTENDED
September 9, 2020

January 29, 2021

February 4, 2022

February 6, 2021

February 6, 2021
WEBINAR TRAINING
August 10, 2020
August 12, 2020

August 13, 2020

August 14, 2020

August 15, 2020

March 5, 2022

December 17, 2021
December 10, 2020
LYRA SP. MABUTI

Address: 141 Sitio Victoria' Cainta, Rizal
Contact: 09367944644
Email: goodslyreng@gmail.com
Date of birth: April 07, 2000
Age: 22
Father’s Name: Leodegario Mabuti Occupation: none
Mother’s Name: Lucita Mabuti Occupation: Sewer
• COLLEGE

College of Saint John Paul II Arts and Sciences
S.Y. 2017-2019

Francisco P. Felix Memorial National High School
S.Y. 2013-2017
• ELEMENTARY
Cainta Elementary School
S.Y. 2008-2013
SEMINAR/S ATTENDED
September 9, 2020

January 29, 2021

February 4, 2022

February 6, 2021

February 6, 2021
WEBINAR TRAINING
August 10, 2020

August 12, 2020

August 13, 2020
August 14, 2020

August 15, 2020

March 5, 2022

December 17, 2021
December 10, 2020
RONALIE C. PORNELOSA
Address: Hapay na Mangga Brgy. Dolores Taytay, Rizal
Contact: 09562657388
Email: ronpornelosa@gmail.com
Date of birth: May 15, 2000
Age: 22
Father’s Name: Domingo C. Pornelosa Occupation: Company Director
Mother’s Name: Merlie C. Pornelosa Occupation: Sewer
• COLLEGE

College of Saint John Paul II Arts and Sciences
S.Y. 2017-2019
Casimiro A. Ynares Sr. Memorial National High School
S.Y. 2013-2017
• ELEMENTARY
Hapay na Mangga Elementary School
S.Y. 2008 – 2013
SEMINAR/S ATTENDED
September 9, 2020

January 29, 2021

February 4, 2022

February 6, 2021

February 6, 2021
WEBINAR TRAINING
August 10, 2020

August 12, 2020

August 13, 2020

August 14, 2020

August 15, 2020

March 5, 2022
December 17, 2021
December 10, 2020

Thesis

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Thesis

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the study, theoretical

framework, conceptual framework, statement of the problem, hypothesis, scope and

limitations, significance of the study and definition of terms.

opportunities for teachers, parents and students globally and locally.

The COVID-19 pandemic has caused changes in patterns of interaction and

experts provide support, encouragement and guide their child.

education of their children in these difficult times.

This study shall be developed to investigate parent’s perceptions and attitudes

consist of parents of Muntindilaw Elementary School Grade IV students.

undertaking now is effective. Also, to understand the parents’ perspective to the

current approach of learning.

The researchers choose this study to know the experiences of parents in

Background of the Study

In a modular learning approach, parents would have to play an active role in

responsibility; as it has to take proper care on their health, their physical.

Development, their overall education, the development of their intellectual affinities,

where the child lives.6

Parent involvement in a child's education is consistently found to be positively

examines two potential mechanisms of this association: the child's perception of

Results indicated a statistically significant association between parent involvement

intelligence. A multiple mediation model indicated that the child's perception of

child's performance on a standardized achievement test. The quality of the student-

teacher ratings of the child's classroom academic performance. Limitations, future

COVID-19 pandemic. To gain a profound understanding of the phenomenon, a case

income families. Semi-structured interviews were personally carried out to gather

such as rule-setter, monitor, giver of attention, encouragement and inspiration, and

communication and comprehension skills. Prevalence of poverty hampered the

dispensed parenting approaches like relying on Google Translate to interpret

literacy advancement. It is therefore suggested that a family literacy program be

developed and be introduced to bolster a solid home-school partnership. Through

-Parental involvement practices, regardless of other practices applied at home or

at school, have been found to influence children's academic performance. Parents

play a dynamic role in nurturing their children's educational development. They

serve as educational partners by assisting them in developing students' full academic

school. Increasing or enhancing parental involvement has thus featured as a central

some strategies for the increasing the parental involvement.19

-These themes underscore the experience of parental involvement in the remote

descriptions. A statement of the essence of the lived experience of parents as a result

of intuitive integration is offered. Aside from theoretical contributions, the outcomes

The aforementioned studies focused on parents involvement on their child

perofrmance. The most important responsible in the child's development is their

participation in learning activities. Parents who become passionately engaged in their

children's learning at home or at school throw powerful message to their children,

important. Parents' financial stability and beneficial aspiration appear to play an

parental collaboration on child's learning outcomes.

The COVID-19 pandemic brought considerable changes in education system,

practices, respectively as perceived by students. Ten parents, their respective

messaging. Answers were transcribed and thematically analyzed though qualitative

employed to help understand science concept. Parents perceived communication

availability, attitudes, time constraints and internet connections. Teachers involved

stakeholders, initiate, and reciprocate the communication established by parents

and assessment delivered in various modalities are teachers’ mechanism to

strengthen science concept the way parents recognize teachers’ pedagogic

and acknowledge the need for parental program to be beneficial. Internet

differentiated and inclusive communication strategies for parents, giving focus on

designing resilient, flexible and self-directed asynchronous learning with parental

widespread incidence. Modular Distance Learning was established as an early

Modular Distance Learning at Sibonga Central Elementary School (SCES), Sibonga,

using a quantitative technique, which included conducting surveys with the 70

“I am not knowledgeable enough when it comes to having a system in facilitating