PARENTS AS TEACHERS: ROLES AND STRATEGIES OF

PARENTS/GUARDIANS IN THE MODULE-BASED LEARNING OF

THEIR CHILDREN DURING THE COVID-19 PANDEMIC

THESIS

MADELYN A. CALVAN-QUIBOYEN
Bachelor of Arts in Sociology

Department of Social Sciences

College of Arts and Sciences
Mariano Marcos State University
City of Batac, 2906, Ilocos Norte
 PARENTS AS TEACHERS: ROLES AND STRATEGIES OF

PARENTS/GUARDIANS IN THE MODULE-BASED LEARNING OF

THEIR CHILDREN DURING THE COVID-19 PANDEMIC

MADELYN A. CALVAN-QUIBOYEN

Submitted To

The Faculty of the Department of Social Sciences in Partial Fullfilmentr of the

Requirement for the Degree Bachelor of Arts in Sociology

Bachelor of Arts in Sociology

May 2022
 ACCEPTANCE SHEET

This THESIS titled, PARENTS AS TEACHERS: ROLES AND STRATEGIES OF

PARENTS/GUARDIANS IN THE MODULE-BASED LEARNING OF THEIR
CHILDREN DURING THE COVID-19 PANDEMIC, prepared and submitted by
MADELYN A. CALVAN-QUIBOYEN with Contribution Number
_____________and URERB Number: 2022-089 in partial fulfillment of the
requirements for the degree BACHELOR OF ARTS IN SOCIOLOGY is endorsed:

ROMMEL M. DASCIL ______________

Adviser Date Signed

WEENA G. FRANCO ______________

Member, Advisory Committee Date Signed

MARJORIE P. GARCIA ______________

Member, Advisory Committee Date Signed

FLORESTO A. FRANCO ______________

Statistician Date Signed

KARLA AURIA S. GALEON _____________

English Critic Date Signed

Accepted in partial fulfillment of the requirements for the degree BACHELOR OF

ARTS IN SOCIOLOGY.

WEENA G. FRANCO
Chairperson, Social Sciences Department
Date Signed: ______________
 MARIVIC M. ALIMBUYUGUEN, Ph.D.
Dean, College of Arts and Sciences
Date Signed: __________
ABSTRACT

QUIBOYEN-CALVAN, MADELYN A. College of Arts and Sciences, May 2022,

PARENTS AS TEACHERS: ROLES AND STRATEGIES OF
PARENTS/GUARDIANS IN THE MODULE-BASED LEARNING OF THEIR
CHILDREN DURING COVID-19 PANDEMIC. Contribution Number: ___2022-
099. Adviser:
Prof. Rommel M. Dascil.

This study was conducted to determine the roles and strategies of

parents/guardians as teachers in the module-based learning of their children during

Covid-19 pandemic. Specifically, it sought to gather data and information on socio-

demographic profile interms of personal, familial, and economic characteristics of the

respondents and their roles and strategies in the module-based learning of their children.

The study utilized the descriptive research method and correlation analysis

wherein a total of 22 parents/guardians of the enrolled Kindergarten and Grade 1 pupils

were interviewed personally from Barangay Dibalio, Claveria, Cagayan. Frequency

counts, percentages, and means were used to describe the data, while Pearson r

Correlation analysis was applied to determine the significant relationship between

socio-demographic characteristics of the respondents and their roles in the module-

based learning of their children and the relationship between the socio-demographic

characteristics of the respondents and their strategies in the module-based learning of

their children.
 Moreover, most of the respondents are married, are 25 to 36 of age, and majority

of the respondents finished college. Most of them belong to nuclear families with 4 to 6

members. Majority of the respondents are employed having a monthly gross income of

Php 2,000.00-Php 15,000.00. Majority of the respondent have other sources of income

that includes piggery, sari-sari store and online selling.

The result of Pearson r correlation showed that the respondents’ gross monthly

income have a significant relationship to their roles in the module-based learning of

their children during Covid-19 pandemic.

Lastly, the age have a significant relationship to their roles and in the module-

based learning of their children during Covid-19 pandemic while the monthly gross

income is significant to strategies in the module-based learning of their children.

 CHAPTER 1

INTRODUCTION

Background of the Study

In December 2019, a cluster of pneumonia cases, caused by a newly identified

coronavirus occurred in Wuhan, China. This coronavirus, which resulted in global

health pandemic, was initially named as the 2019-novel coronavirus (2019-nCoV) on

12 January 2020 by (World Heath Ogranization, 2022).

The pandemic has caused drastic changes in almost everything including

education, a part of which included the transition from the face-to-face classes to

various learning modalities such as modular learning. Modular learning is done through

print materials that are composed of decongested learning competencies and are

distributed to learners (De Villa & Manalo,2020). As a matter of fact, the Department

of Education in the Philippines has been utilizing modular learning instead of the

traditional face-to-face for education to not be curbed increased infection (Abante et al.,

2021).

This has been the most convenient way for learning to be continued despite the

strict implementation of mass gathering. For generations, the practice of learning is

done through the teacher speaking in front while learners sit and listen. However,

modular learning is facilitated through print materials. This means that teachers are not

the ones teaching the learners, instead, assistance from the learner’s family member is a

must—apparently, from parents/guardians. Parents, especially mothers are known to be

their child’s first teacher and the immediate person to assist the education of her child
(Mazuru&Nyambi, 2012). Parents, as the learning-teaching immediate assistant,

experience extraordinary challenges that are brought by the shift of learning modality.

To support this claim, Bujard (2020) found out that parents struggle in caring and

assisting their child in the current learning modality that the pandemic has driven.

Additionally, they are affected with the increasing care task that they need to

portray which decreases their work time. In other words, the time that must be spent by

the parents/guardians at work, doing house chores and other parental duties, is now

affected by their role in assisting their children in the module-based education.

With the foregoing, this study seeks to determine the roles and strategies of

parents/guardians as teachers at the same time during Covid-19 pandemic. The

proposed study focused on the parents/guardians of the enrolled Kindergarten and

Grade 1 pupils in Dibalio Elementary School in Barangay Dibalio, Claveria, Cagayan

during the School Year 2020-2021, when the pandemic was still at its height.

Statement of the Problem

This study would determine the parental roles and strategies as teachers in the

module-based learning of their children who were in Kindergarten and Grade 1 levels in

Barangay Dibalio Elementary School during the School Year 2020-2021 because this

year they experience more challenges doing the module-based learning of their children

when it was still at its height. It sought to answer the following:

1. What is the socio-demographic profile of the respondents as to?

A. Personal Characteristics
 A.1. Age

A.2. Sex

A.3. Highest Educational Attainment

A.4. Civil status

B. Family Characteristics

B.1. Family size

B.2. Family structure

B.3. Number of children involved in module-based education

C. Economic Characteristics

C.1. Occupation during the period covered

C.2. Monthly gross income

C.3. Other source/s of income

C.4. Income from another source/s

C.5. Estimated monthly household expenses

2. What are the roles of parents/guardians as teachers in the module-based learning of

their children during Covid-19 pandemic?

3. What are the strategies of parents/guardians as teachers in the module-based learning

of their children during Covid-19 pandemic?

 4. Is there a significant relationship between the respondents’ socio-demographic

profile and their roles in the module-based learning of their children during Covid-19

pandemic?

5. Is there a significant relationship between the respondents’ socio-demographic profile

and their strategies in the module-based learning of their children during Covid-19

pandemic?

Significance of the Study

The study aimed to identify the roles and strategies of parents/guardians as

teachers in the module-based education in Kindergarten and Grade 1 pupils. Likewise,

the result of the study will be beneficial to the following:

Government and Non-Government Agencies. The results of the study will serve as

baseline information which will be helpful to the government and non-government

organizations, both national and local, to recognize the roles and strategies of

parents/guardians as teachers. As such, they will be able to design programs, if not

strengthen existing programs for, particularly in this time of the pandemic.

Department of Education. This study will help the institution asses and improve the

quality of module-based learning especially for the Kindergarten and Grade 1 pupils. It

is also a way to monitor the parent’s responsible management of their children’s

modular learning and balance their family responsibilities.

Teachers/Educators. The result of the study will help the teachers to be aware of what

the parents are struggling with in helping teach their children at home. It may also help

improve performance tasks given to children.

Parents/Guardians. The result of this study will inform parental strategies in the

productive performance of roles as parent and teacher.

Future Researcher. This study could be very useful to students and helpful to the

future researchers as an important basis and source of information who will be

interested in the same study.

Scope and Limitations of the Study

The study dealt only with the parents/guardians who have children who undergo

the module-based learning during Covid-19 pandemic. The parents/guardiands of the

enrolled Kindergarten and Grade 1 pupils of Dibalio Elementary School in the school

year 2020-2021 served as the respondent of the study because kindergarten are places

where children develop their abilities, talents and skills from their earliest age despite

the fact grade 1 pupils are eager learners. They are observant and curious about their

expanding world. The study was conducted on April 2022. Furthermore, the study was

limited to determining the roles and strategies of parents/guardians as teacher in the

module-based education of their children during the Covid-19 pandemic.

 The roles and strategies of parents/guardians as teacher in the module-based

education of their children during Covid-19 pandemic were measured by the statements

constructed by the reasercher. The results of this study are subjected to the limitations

of this data-gathering instrument.

Operational Definition of Terms

The following terms are defined in the context in which they will be used in the

study:

Age. This refers to how old the parents/guardians are during the conduct of the study.

Covid-19 Pandemic. This refers to the phenomena that affects the mode of learning

their children.

Educational attainment. This refers to the highest level of education that the

respondents had succesfully completed.

Family size. This refers to the total number of family members who are living with the

respondents.

Family structure. This refers to what type of household the parents/guardians belong.

Nuclear family– This refers to a family composed of the couple and their dependent

children only.
Extended family – This is a family that extends beyond the nuclear family which

includes grandparents, aunts, uncles, and other relatives, who live in one household

Module-based learning. This refers to the mode of learning of their children during the

covid-19 pandemic.

Monthly income. This refers to the gross income proceeds per month raised by the

parents/guardians.

Occupation. This refers to the type of work which is the source of income of the

respondents.

Other source of income. This refers to secondary grind of the parents/guardians or

their creativity to generate an income in addition to their salary per month.

Parents/Guardians as Teachers. This refer to a parents/guardians being the teacher of

their children in the module-based education of their children during Covid-19

pandemic.

Roles. This refers to the part of parents/guardians in helping their children in the

module-based education.

Strategies. This pertains to the techniques of the parents/guardians in the module-

based learning of their children during Covid-19 pandemic to achieve an overall aim.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents reviews of related literature and studies on the intersection

between the roles and strategies of parents/guardians as teachers in the module -based

learning of their children during the Covid-19 pandemic.

Parent Engagement

The purpose of Thompson’s et al (2014) study was to assess the existing

research evidence on the impact that parental engagement on the child’s learning and

achievement. Research clearly showed that parent engagement and involvement in

their child’s learning at home is positively related to the child’s academic achievement

and performance at school. When parents are engaged with student-learning in the

home and work collaboratively with their children on schoolwork, significant and

meaningful improvements are consistently observed for both standardized test scores

and grades (Sheldon and Epstein, 2005; Harris and Goodall, 2008; Altschul, 2011).

The results suggest that engaging parents in student learning both at home and in

school may benefit student academic performance. The institution established ties with

the parents through collaborative homework, provision of materials for family use;

activities that encourage home learning; regular academic advising with parents;
strengthening ties with school and PTA by seeking inputs from them used strategies for

parental involvement include: Nevertheless, given the strong research evidence of the

impact of collaborative learning in the home environment, students and schools would

benefit from linking any parent engagement initiative to the promotion of parent

engagement in their child’s learning at home (Thompson et al 2014).

A study from the Asian part of the world, was designed to explore the

experiences of home learning in times of Covid-19 (Bhamani et al, 2020). It described

the true reflections of the lived experiences of parents about home learning and

management during Covid-19. The findings revealed that the major concern of the

parents was related to children facing the problems due to sudden school closure and a

complete lockdown on social gatherings. Many newspaper opinions and notifications

also talked about the loss of learning and its impact on students (CDC, 2020; Jinshan,

2020; UNESCO, 2020). To address these challenges, schools have played a

phenomenal role in flipping the conventional model of teaching and learning. While

they have provided induction and paraphernalia for teachers to conduct online learning,

they have also persevered in inducting parents and students to use the online apps

(Razzaque, 2020; RNZ, 2020; UNESCO, 2020). Parents on the other hand, have had to

overcome the challenges of being Vol. 7 No. 1 (June 2020) 23 Bhamani, Makhdoom,

Bharuchi, Ali, Kaleem & Ahmed locked-down as well. While most parents have been

in quandary in keeping their children engaged, many have tried to befriend technology

and grapple with online learning.

 Those already familiar with technology and online tools were far more effective

in creating a routine of learning at home with their children, including activities and

home assignments given by the schools, and using more online resources for reading

and home-based activities. Many mothers have been using Facebook groups to interact

with the community on how to keep their children engaged with pot painting, indoor

gardening, simple games, worksheets and activities. Quite a few parents have been able

to use free services that have become available for pleasure reading, including

audiobooks, e-books and flipbooks.

As Canonizado (2021) puts it, the entire nation and academicians around the

world have come forward to support learning at home, offering a wide range of free

online avenues to support parents and children. Moreover, Bernardo (2021) claimed

that parents preferred modular-based learning since they were able to adapt quickly to

address the emerging learning gap found in their children’s academic lives during the

most challenging times of pandemic.

Parent Gender

It is more often the case that mothers fill the role of primary caregivers, even

when they are employed (Deutsch, 2011). Further, mothers on average hold more

empathic and nurturant attitudes toward children relative to fathers. For instance,

mothers are more motivated to incur costs to care for their children (Le & Impett, 2015)

and tend to be more child-centered and empathic during parent–child disagreements

(Hastings & Grusec, 1998). Mothers also report engaging in more nurturing behaviors
(Bentley & Fox, 1991) and providing more physical and emotional support to their

children relative to fathers (Moon & Hoffman, 2008). Children also tend to see their

mothers as more nurturant than their fathers, with adolescent children rating their

mothers as more affectionate, loving, interested, appreciative, trusting, and encouraging

(Starrels, 1994). Thus, research has consistently found mothers to be more nurturant,

empathic, and caring relative to fathers, as reported by both parents and children.

Parent age

This may also influence differences in parenting goals. Younger parents may

benefit from higher levels of energy; however, they may struggle with instability

relative to older parents who have settled into their careers or relationships. Some

research has indicated that older, relative to younger, mothers at the age of their first

birth are more positive (i.e., give more frequent hugs, kisses, praise, and supportive

statements). However, other research has indicated that older mothers are less nurturant

(Arnott & Brown, 2013) and older fathers are less sensitive with infants (Early and

Care, 2000; NICHD Early Child Care Research Network). Overall, research examining

how age shapes parenting has revealed mixed findings.

Social Background/Status

The indicators of social background include a socioeconomic status composition

of parents’ education, occupation, and income, and a selection of family possessions

and race or ethnicity (Catsambis, 2018). Moreover, it also indicates the importance of

parents’ occupational status. As Rehman et al (2015) emphasized that the higher status
of parents’ occupational prestige involves, hence, the higher choice of selecting a

private school over public for their children. This circumstance leads to the parents’

satisfaction with their preferences of choosing a school for their kids. Furthermore,

several points can contribute a major factors considered by the parents for instance, the

size of the family, parents’ education level, parents income level and the qualification

of staffs as well as the performances of the school. In addition, ethnic and racial income

disparities contribute to the large differences in private school attendance rates as

discussed by Farlie (2018). Private schools are available to a broader group of parents

because of the increasing availability of private-school vouchers that are targeted to

low- income households in low income, high minority, and school districts (Golding &

Rowley, 2018).

Income Level

Income level becomes an important factor which affects the parents’ choice in

their children education due to the involvement of monetary contribution (Rehman et al

2015). In certain cases, there are parents with middle income with better-educated

background who find ways to ensure their children are admitted to the best private

school. The cases also supported by Dronkers J. & S. Avram (2010), that wealthy

family in terms of the level of their education, as well as the occupational prestige,

represent the student’s socio-economic background.

Education and Covid 19

 While some countries are now moving to reopen schools, nearly 1.3 billion

children are still out of school and dependent on remote learning, due to nationwide

shutdowns. As national educational systems strive to meet this challenge, Multiple

Indicator Cluster Survey (MICS) data offer some important insights into how to ensure

that every child, like a Filipno, has an equal opportunity to learn remotely.

The MICS data highlights that many children and youth still do not have internet

access at home, and household wealth is the biggest determinant of home internet

access.

  This then underscores the essence of providing different learning tools including

offline options. Educational institutions will continue to advocate for innovative

solutions to provide connectivity for every school and every student. Meanwhile,

governments must also continue to invest in other distance learning technologies, such

as the use of television, radio broadcasts, and module-based learning in order to reach

all school-age students (Li, 2020).

Some key insights drawn from the UNICEF data (2020) are as follows: One, 90

per cent of the countries adopted digital and/or broadcast remote learning policies while

only 60 per cent did so for pre-primary education.  Second, the governments’ policy

measures to ensure learning continuity through broadcast or digital media reached 69

per cent of schoolchildren (at maximum) in pre-primary to secondary education

globally. Third, 31 per cent of schoolchildren worldwide (463 million) cannot be

reached by the broadcast- and Internet-based remote learning policies either due to the

lack of necessary technological assets at home, or because they were not targeted by the

adopted policies.  Fourth, online platforms that serve as learning deliveries of the

government were maximized at 83 per cent of the countries worldwide while schools

remain closed. Only about a quarter of schoolchildren worldwide were potentially

reached.  Fifth, television had the potential to reach the most students (62 per cent)

globally. Sixth, only 16 per cent of schoolchildren could be reached by radio-based

learning worldwide.  And globally, 3 out of 4 students who cannot be reached by the

remote learning policies come from rural areas and/or belong to the poorest

households.  Considering these data, it is important that countries do not rely on any

single remote learning channel to reach all children. Other learning deliveries such as

module-based learning maybe explored.

Self-Learning Modules (SLMs)

The Department of Education (DepEd) issued the enclosed Policy Guidelines

for the Provisions for the Learning Resources in the Implementation of the Basic

Education Learning Continuity Plan (BE-LCP), DepEd Order No. 018 s. 2020. The

policy established the guidelines for DepEd to provide learning in response to the

Covid-19 pandemic ensuring learners are provided learning opportunities in a safe

manner via different learning deliveries, such as the module-based learning.

 Distance Learning has three types of modality: Modular Distance Learning

(MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction. (Quinones,

2020). Modular learning is the most common type of Distance Learning. This learning

modality is used by all public schools at present in the Philippines. According to a

survey conducted by the Department of Education (DepEd), learning through printed

and digital modules emerged as the most preferred distance learning method of parents

who enrolled their children in the coming school year, based on a survey conducted by

the Department of Education (DepEd, 2020). Places where internet are not accessible

were considered for online learning.

Teachers were responsible in the distributions and retrievals of these printed

materials and were responsible in supervising and monitoring the progress of the

learners. Printed Modules will be delivered to students who are living in remote areas,

distributions and retrieval centers are designated for every sitio, subdivision and

barangay assisted by teachers and the local government units. Learners may seek

guidance from the teachers through Facebook Messenger, telephone, text message and

calls. If needed and allowed by the authority, teachers do home visits to learners

needing remediation or assistance (Llego,2020). According to Valerie G. Lebaste,

(2020), parents have an active role in the learning process.

They will facilitate and guide their children through the modular lessons that

would be sent to learners while doing remote learning. DepEd calls the parents and

guardians, guides, mentors, and facilitators and emphasized that there is no better time
to highlight these roles than today's time. It is noted that the teachers are literally not

around when learners are doing their modules. Instead, the parents or guardians are the

ones around and naturally, students will initially consult them. The parents’ role as

facilitator and mentor, does not stop there as they must also act as guides and confidants

since their homes will serve as the alternative classrooms of their children. Parents and

guardians are then duty-bound to assist their children (Bernando, 2020, Tria, 2020).

THEORETICAL FRAMEWORK

Theoretical perspectives provide the basis for research and encourage scholars to

explore social sciences. This holds true in the field of parent involvement. This section

outlines two major theories related to parent involvement: (1) Piaget’s cognitive

development theory, and (2) Vygotsky’s sociocultural theory. These two theories are

discussed with respect to parent involvement as emphasized in this study.

Cognitive Development Theory.

Jean Piaget, having been called a constructivist as well as an interactionist,

proposed a theory of cognitive development in children and emphasized the

constructive role of experience with peers and family members. The basic assumption

of his theory was that young children are active learners with a constant drive to match

their internal constructions (their own view of the real world) and external constructions

(the external realities they face with in their surroundings) (Piaget, 1981). Children, as
agents in his term, continually rework and revise-assimilate and accommodate their

internal constructions with each new experience (Hong, 2011). Other people and the

social milieu are important elements influencing the children’s environment. Children

embrace new learning and accommodate their own incorrect views of the world more

quickly if they are more actively involved with people and things in their surroundings.

In this regard, children learn best when they have opportunities to interact with their

environments, and particularly with their parents who are a vital part of children’s

environments (Jeynes, 2011). For example, parent involvement activities such as

practicing interactive home assignment creates chances for children to expressively

interact with their parents such that they construct their own knowledge within both a

social and physical environment (Bailey, Silvern, Brabham, & Ross, 2014).

Consequently, Piaget’s social development theory supports the idea that parent

involvement is a crucial factor in children’s development and achievement. Similarly,

this study will review the roles of parents amid the module-based learning delivery

brought about by the Covid-19 pandemic.

Sociocultural Theory.

Lev Vygotsky’s sociocultural theory emphasized the relationship between

human beings and their environment, both physical and social. The influences of social

and cultural actors on development and learning are abundant (Vygotsky, 1978).

Human beings are cordoned off by family members and are affected by the culture in

which they live (Rieber & Robinson, 2018). Children’s interaction with their family
members in the community is essential for their learning and development since their

first teacher is the family and their first learning takes place in the community. For this

reason, children gain knowledge about the world through this interaction. One can

easily argue that children’s school experience is not just made up of interactions

between them and the school or teacher. It also includes a broader system involving

parents, family, and community. As a result, understanding the influences of a child’s

environment provides theoretical support for the idea of parent involvement in young

children’s education. In the same manner, this study will also look into the strategies of

parents from certain environment in dealing with modular-based learning of their

children.

Conceptual Framework

The primary objective of this study was to determine the roles and strategies of

parents/guardians in the module-based learning of their children during the Covid-19

pandemic as to their personal, familial and economic characteristics.

This study includes both independent and dependent variables. The independent

variables composed of the respondents’ personal characteristics such as age, sex,

highest educational attainment and civil status. It also includes the familial

characteristics of the respondents such as family size, family structure and number of

children involved in the module-based learning. It also includes the economic

background of the respondents such as occupation during the period covered, monthly

gross income, other sources of income, income from other sources and estimated

monthly household expenses.

The dependent variables constitute the roles and strategies of parents/guardians

as teachers in the module-based learning of their children during Covid-19 Pandemic.

The study assumed that the socio-demographic profile of the respondents such as

personal, familial and economic characteristics are related to the roles and strategies in

the module-based learning of their children. It also assumes that there is an interplay of

the roles and strategies adopted by the parents/guardians.

In terms of personal characteristics, the study assumes that if the respondents are

older, male, single, with low educational attainment, the more they encounter problems

of their roles and strategies in the module-based learning of their children.

In terms of familial characteristics, also factors that related to the

parents/guardians as teachers to their roles and strategies. If the family characteristics is

large and extended, the greater the responsibility and the larger the expenditure. If there

are a greater number of children involved in the module-based learing the bigger

responsibility of the parents/guardians to their roles and the harder they meet with their

strategies.

Economically, it is assumed that if the respondents do not have occupation

during the Covid-19 pandemic, has low monthly gross income and do not have other

sources of income the more they encountered the problems during the module-based
learning of their children during Covid-19 pandemic. The relationship between these

variables is illustrated in Figure 1.

Conceptual Paradigm

INDEPENDENT VARIABLES DEPENDENT

VARIABLES

Personal Characteristics
 Age
 Sex Roles in the module-
 Highest Educational based learning of
Attainment their children during
 Civil status covid-19 pandemic.
Family Characteristics
 Family size
 Family structure
 Number of children
involved in module-based
education
Economic Characteristics Strategies in the
 Occupation during the module-based
learning of their
period covered
children during
 Monthly gross income covid-19 pandemic.
 Other source/s of income
 Income from another
source/s
 Estimated monthly
household expenses
 Figure 1. Schematic diagram of the study showing the relationship among variables

Hypothesis of the Study

Based on the conceptual framework, this study is guided by the following research

hypotheses that:

1. There is a significant relationship between the respondents’ socio-demographic

characteristics and their roles in the module-based education of their children

during the Covid-19 pandemic.

2. There is a significant relationship between the respondents’ socio-demographic

characteristics and their strategies in the module-based education of their

children during the Covid-19 pandemic.

 CHAPTER III

METHODOLOGY

This chapter presents the locale of the study, research design, population and

sampling procedure, research instrument, data gathering procedure, ethical

consideration, and data analysis.

Locale of the Study

The study was conducted in barangay Dibalio in the Municipality of Claveria in

the Province of Cagayan. Its population as determined by the 2020 census was 981.

This represents 3.08% of the total population of Claveria.

 Figure 2.Dibalio Elemtary School showing the study site. Image source:
https://mapcarta.comW93859896.

Research Design

The study utilized by the descriptive-correlational method of research. The study

will use the descriptive research design with correlational analysis. With this design, the

researcher will be able to describe the socio-demographic characteristics of the

parents/guardians as teachers and their roles and strategies during module-based

learning of their children in Barangay Dibalio Elemetary School. To assess the

relationship of the variables, a correlational analysis, specifically the Pearson-r will be

applied.

Research Instrument

The study utilized an interview schedule. This would serve as a tool in gathering

data and gaining information needed for the study. The research instrument would be
composed of two parts. Part I deals with the Socio-demographic Characteristics,

Familial Characteristics and Economic Characteristics of the respondents. Part II deals

with the roles of parents/guardians as teachers in the module-based learning of their

children during the Covid-19 Pandemic. Part III deals with the strategies of

parents/guardians as teachers in the module-based learning of their children during the

Covid-19 Pandemic.

Pre- school Number of Respondents

Kindergarten 10

Grade 1 12

TOTAL 22

Table 1. Distribution of respondents

Number of parents/guardians in the module-based education of their children during

the Covid-19 pandemic in the school year 2020-2021.

Population and Sampling Procedure

 To determine the sample size, the number of the respondents was taken from the

parents/guardians of the enrolled kindergartena and grade 1 pupils of Dibalio

Elementary School during the school year 2020-2021. A letter was made by the

researcher to get the list of the respondents and coordinated with the principal head of

the school. Complete enumeration purposive sampling (22 respondents) was utilized in

the study. The distribution of the respondents is shown in table 1.

Data Gathering Procedure

The primary data was gathered through an interview schedule. The list of

respondents from Dibalio, Claveria, Cagayan was obtained through an approved request

letter addressed to the Head/Principal Barangay Dibalio Elementary School.

Likewise, a letter addressed to the respondents was prepared. This is to facilitate

data gathering from the respondents. Prior to data gathering using an interview

schedule, the researcher read the consent form to the respondent and was ask for the

respondent’s signature. After the respondents had affixed his/her signature on the

consent form, the researcher proceed in conducting the survey. In order to ensure their

safety, the researcher and respondents wear a facemask properly, maintain social

distancing and the survey would be done in an open space. The survey would last for

10-15 minutes. After the study, the data would be kept.

Ethical Considerations

Since the study involved the parents/guardians of the enrolled Kindergarten and

Garde 1 pupils in Dibalio Elemtary School in the School Year 2020-2021, ethical
consideration was given primary concerns. Firstly, the principle of non-maleficence was

practiced in this study. This was to ensure that no harm of any kind was done in the

conduct of the study. If any harm was anticipated, the researcher made sure to include

safeguards and precautionary measures to minimize and counteract them. Secondly, the

principle of beneficence was observed throughout the course of the study. The

researcher ensured that respondents were protected from harm and secure their well-

being. Thirdly, informed consent was secured to ensure that there is a full disclosure

between the respondents with the researcher, and that there was an adequate

comprehension of the respondents with the procedures of the study being conducted.

The respondents’ confidentiality and privacy was secured as no personal identifiable

information was included in the study. As earlier mentioned, all respondents gave their

voluntary participation and were free to withdraw from the study without harm or

penalty.

The respondents were informed that they have the right to decline or accept the

researcher’s request to conduct an interview. Likewise, they were told that they were

free to withdraw all the information they had given the moment they discern a potential

source of conflict, misunderstanding, and uneasiness. Confidentiality is necessary and

takes consideration to gain the trust of the respondents in data gathering. Thus,

confidentiality in the research included the privacy of the respondents’ answers to the

questions asked and their identity, which were masked with the use of pseudo names.

Most of all, the questions were constructed and stated that no sensitive or provoking

statements were asked from the respondents regarding personal matter. Lastly, the data
gathering tool will be kept at the Department of Social Sciences after which they will be

discarded or disposed after five years through shedding.

Statistical Analysis

Frequency counts, means and percentage were used to analyze the socio-

demographic characteristics and the roles parents/gurdians in module-based education.

Pearson-r correlation analysis determined the significant relationship between the socio-

demographic characteristics and their coping mechanisms in the module-based

education.

MEASUREMENT OF VARIABLES

The data will be coded and scored to facilitate the analysis as follows:

VARIABLES DESCRIPTION DUMMY VALUE

Part I. Socio-Demographic Characteristics
A. Personal Characteristic’s
Age
25- 36 Young Age 1
37 – 48 Middle Age 2
49 - 59 Old age 3
 VARIABLES DESCRIPTION DUMMY VALUE
Sex
Female 1
Male 2
Highest Educational Attainment
Elementary Graduate Low 1
Secondary Graduate Average 2
Tertiary Graduate High 3
Civil Status
Single 1
Married 2
Widow/widower 3
Separated 4

B. Familial Characteristics
Family Size
1-2 Small
3-5 Medium
6-7 Large

Family Structure
Nuclear 1
Extended 2
Number of children involved in module-based
education (SY 2020-2021)
Kinder Garten 1
Grade 1 2
 VARIABLES DESCRIPTION DUMMY VALUE
C. Economic Characteristics
Occupation during the period covered
With 1
Without 2
Monthly Gross Income
Php 2,000.00 – 15,000.00 Low 1
Php 15,000.00 – 25,000.00 Average 2
Php 25,001.00 –Php 50,000.00 High 3
Other Sources of Income
Without 1
With 2
Income from Other Sources
Php 1,500.00- Php 5,000.00 Low 1
Php 5,001.00 – 15,000.00 Average 2
PhP 15,001.00 – Php 20,000.00 High 3
Estimated monthly household expenses
Php 2,000.00 – 15,000.00 Low 1
Php 15,000.00 – 25,000.00 Average 2
Php 25,001.00 –Php 50,000.00 High 3
II. Roles of Parents/Guardians in the module-
based learning of their children during covid-
19 pandemic
If the computed mean will be as
follows:
1.51-2.50 Very Often 1
2.51-3.50 Sometimes 2
3.51-4.50 Rarely 3
4.51-5.00 Never 4
 VARIABLES DESCRIPTION DUMMY VALUE

III. Stategies of Parents/Guardians in the

module-based learning of their children
during covid-19 pandemic
If the computed mean will be as
follows:
1.51-2.50 Very Often 1
2.51-3.50 Sometimes 2
3.51-4.50 Rarely 3
4.51-5.00 Never 4

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered, the analysis made and the interpretation

from the findings.

Socio-demographic Characteristics
The socio-demographic characteristics of the respondents is presented in three

parts. These are on personal, familial and economic characteristics of the respondents.
Personal Characteristics of the Respondents
The personal characteristics of the respondents is shown in the Table 3. This

includes their age, sex, civil status and educational attainment.

Age. The findings in the study reveals that of the 22 respondents, majority

(59%) are in the age bracket of 25-36 years old. While 32% are of the age bracket of

37-48 years old. Only 9% are of 49-59 years old. The computed mean age of the

respondents is 37.55. According to Arnott & Brown, (2013) states that younger parents

may benefit from higher levels of energy; however, they may struggle with instability

relative to older parents who have settled into their careers or relationships. Some

research has indicated that older, relative to younger, mothers at the age of their first

birth are more positive (i.e., give more frequent hugs, kisses, praise, and supportive

statements). However, other research has indicated that older mothers are less nurturant.

Sex. With regards to sex of the 22 respondents majority (86%) of the

respondents are female, 14% are male. The result shows that the respondents were

mostly females. According to Deutsch, (2011) it is more often the case that mothers fill

the role of primary caregivers, even when they are employed further, mothers on

average hold more empathic and nurturant attitudes toward children relative to fathers.

Civil status. As regards to civil status 86% of the respondents are married,

while 14% are single. The result shows that the respondents were mostly married.

Educational Attainment. In terms of educational attainment of the respondents,

the findings show that 73% of them finisheds colloge. While 27% of the respondents’
finised highschool. This implies that most of the respondents have finised an average

formal schooling.

Table 3.
Socio-demographic characteristics of the respondents: Personal characteristics

Personal Characteristics Frequency Percentage

Age
25 – 36 13 59.09
37 – 48 7 31.82
49 – 59 2 9.09
Total 22 100.00
Mean Age 37.55
Sex
Male 3 13.64
Female 19 86.36
Total 22 100.00
Civil Status
Single 3 13.64
Married 19 86.36
Total 22 100.00
Educational Attainment

High School 6 27.27

graduate
College graduate 16 72.73
Total 22 100.00
Mean 16.72

Familial Characteristics of the Respondents

The familial characteristics of the respondents is presented in Table 4. This

include their family size, family structure and number of children involved in modoule-

based learning in the school year 2020-2021.

 Family size. Table 4 shows that 73% of the respondents have a medium sized

family ranging from 3-5 members. While 14% have a small family sized of 1-2

members, and also 14% have a large family sized of 6 to 7 members. The mean shows

that the family size of the respondents consisted of five members.

Family structure. As to family structure, 82% belongs nuclear family. This

means that their family is composed of the immediate family family members,

particularly, the father, mother and children. On the other hand, 18% belongs to

extended families that is, aside from the direct family members, others relatives also

live with the nuclear family.

Number of chilfren involved in module-based learning. 45% have enrolled in

Kidergarten in the SY 2020-2021 and 55% of the respondents were the

parents/guardians of the enrolled Grade 1 pupils during the SY 2020-2021.

Table 4.
Socio-demographic characteristics of the respondents: Familial characteristics

Familial Characteristics Frequency Percentage

Family Structure Type
Nuclear 18 81.82
Extended 4 18.18
Total 22 100.00
Family Household Size
1–3 3 13.64
4–6 16 72.72
7 and above 3 13.64
Total 22 100.00
Mean 4.72
Number of Children
involved in Module-
Based Learning
 Kindergarten 10 45.45
Grade 1 12 55.55
Total 22 100.00

Economic Characteristics of the Respondents

The economic characteristics of the respondents is presented in Table 5. This

include their employment status, monthly gross income, other source of income, income

from other sources and estimated household expenses.

Employment status. In terms of employment status majority of (95%) were

employed and 5% were unemployed.

Monthly Gross Income. The result shows that majority (67%) of the

respondents have a monthly income of Php 2,000.00- Php 15,000.00, 19% of the

respondents are earning Php15, 000.00-Php 25,000.00 while only 14% earn Php25,

001.00 to Php 50,000.00.

Other sources of income. 64% of the respondents do not have other source of

income and 36% of them have other sources of income. Those with other source on

income includes piggery, sari-sari store and online selling.

Income from other sources. 100% of the respondents have an income from

other sources with Php 1,500.00 to Php 5,000.00.

Estimated household expenses. In terms of estimated monthly household

expenses majority (59%) of the respondents have Php 5, 0001.00- Php 25, 000.00 while

32% have Php 2,000.00- Php 15,000.00 and 9% have Php 25,001.00- Php 50,000.00 of

estimated monthly household expenses.

 Table 5.
Socio-demographic characteristics of the respondents: Economic characteristics
Economic Characteristics Frequency Percentage
Employment
Status Employed 21 95.45
Unemployed 1 4.55
Total 22 100
Monthly Gross
Income Php 2,000.00- Php 14 66.66
15,000.00
Php 15,000.00- Php 4 19.05
25,000.00
Php 25,001- Php 50,000.00 3 14.29
Total 22 100.00
Mean Php7,151.00
Other Sources of
Income
Without 14 64.64
With 8 36.36
Total 22 100.00
Mean 0.63
Income from other
sources Php 1,500.00-Php 5,000.00 8 100.00
Php 5,001.00- Php 0 0.00
15,000.00
Php 15,001- Php 20,000.00 0 0.00
Total 8 100
Mean Php 818.18
Estimated monthly
household Php 2,000.00- Php 7 31.82
expenses 15,000.00
Php 5,001.00- Php 13 59.09
25,000.00
Php 25,001.00- Php 2 9.09
50,000.00
Total 22 100.00
Mean Php9,477.27
 Roles of parents/guardians in the module-based learning of their children during

the covid-19 pandemic.

In terms of roles of parents/guardians the result shows the mean is (2.35) with

descriptive interpretation, very often. This implies that the respondents have

encountered roles in the modules-based.

The statement with the highest mean (4.09) with descriptive interpretation,

never is “I answered my child/children’s modules without them”. During the interview

the one respondent said that “Bay-bay ak isuna nga mang sungbat kadagiti module na

tapnon iti kasta maka sur suro uray module-based da” [ I let him work on his module

so he can still learn even they are doing module-based learning]. The mean that have a

(2.64) with descriptive interpretation, sometimes is “I give my child/children

sanction/punishment to discourage him/her/them from not working on his/her/their

modules?”. In fact one of the respondents said that: “ Ay! Baotek ken haan ko nga

palubosan nga mapan agay-ayam no haan na malpas tay naitudeng nga ubraen na nga

module na” [ I punish him/her/them in the sense of not letting him/her/them play

outdoor games when he/she/they did not finish the task I gave to him/her/them

regarding to their module]. The (2.00) mean with descriptive interpretation, very often

is “I check my child/children’s modules only after he/she/they worked on them”. The

mean rating of the respondents in the statement “I give my child/children reward/s to

motivate him/her/them to work on his/her/their modules?” is (1.77) with the descriptive

interpretation, very often. The mean that have (1.23) with the descriptive interpretation,
always is “I encourage my child/children (Kindergarten and/or Grade 1 pupil/s) to work

on his/her/their modules”.

While the findings revealed that the more engagement to give to their child the

more achivement of their children will be done. This may be attributed by the study of

Sheldon and Epstein, 2005; Harris and Goodall, 2008; Altschul, 2011 on parent

engagement and involvement in their child’s learning at home is positively related to

the child’s academic achievement and performance at school. When parents are

engaged with student-learning in the home and work collaboratively with their children

on schoolwork, significant and meaningful improvements are consistently observed for

both standardized test scores and grades.

Table 6.

Roles of parents/guardians in the module-based learning of their children during the

covid-19 pandemic.
STATEMENTS MEAN INTERPRETATION
1. I answered my child/children’s 4.09 Rarely
modules without them
2. I give my child/child/children 2.64 Sometimes
sanction/punishment to discourage
him/her/them from not working on
his/her/their modules?
3. I check my child/children’s modules 2.00 Very Often
only after he/she/they worked on
them
4. I give my child/child/children 1.77 Very Often
reward/s to motivate him/her/them to
work on his/her/their modules?
5. I encourage my child/children 1.23 Always
(Kindergarten and/or Grade 1 pupil/s)
to work on his/her/their modules.
Grand Mean 2.35 Very Often
 Legend: 1.00 - 1.50 Always
1.51 - 2.50 Very Often
2.51 - 3.50 Sometimes
3.51 - 4.50 Rarely
4.51 - 5.00 Never

Strategies of parents/guardians in the module-based learning of their children

during the covid-19 pandemic.

The grand mean rating of strategies of parents/guardians in the module-based

learning of their children is 3.07 with the descriptive interpretation, sometimes.

The respondent’s interpretation, rarely with the statements: I ask for assistance

from friends/neighbors on my child/children’s modules (4.23) and I pay a private tutor

for my child/children with the mean (4.45).

The respondent’s interpretation sometimes with the statements: I prioritize my

child/children over my occupation (3.23). I ask for assistance from my child/children’s

teacher/s regarding the modules (3.18); I ask for assistance from other members of the

family child/children’s the modules (3.18); I prioritize my child/children over my

household chores (3.00); and I follow a set time for personal leisure with a mean 2.95

and I use technology to aid me in doing or helping in my child/children’s modules

(2.64); this statement reflects on the study of Canonizado (2021) that technology and

online tools were far more effective in creating a routine of learning at home with their

children, including activities and home assignments given by the schools, and using

more online resources for reading and home-based activities.

 The respondent’s interpretation, very often with the statements: I follow a set

time for family bonding with a mean (2.23) and I set specific time in the day for

working or helping on my child/children’s modules (1.59).

Table 7.
Strategies of parents/guardians in the module-based learning of their children during
covid-19 pandemic.

STATEMENTS MEAN INTERPRETATION

1. I pay a private tutor for my 4.45 Rarely

child/children.
2. I ask for assistance from 4.23 Rarely
friends/neighbors on my
child/children’s modules.
3. I prioritize my child/children over my 3.23 Sometimes
occupation.
4. I ask for assistance from my 3.18 Sometimes
child/children’s teacher/s regarding
the modules.
5. I ask for assistance from other 3.18 Sometimes
members of the family
child/children’s the modules.
6. I prioritize my child/children over my 3.00 Sometime
household chores.
7. I follow a set time for personal 2.95 Sometimes
leisure.
8. I use technology to aid me in doing or 2.64 Sometimes
helping in my child/children’s
modules.
9. I follow a set time for family 2.23 Very Often
bonding.
10. I set specific time in the day for 1.59 Very Often
working or helping on my
child/children’s modules.
Grand Mean 3.07 Sometimes
Legend: 1.00 - 1.50 Always
1.51 - 2.50 Very Often
2.51 - 3.50 Sometimes
 3.51 - 4.50 Rarely
4.51 - 5.00 Never

Relationship of Variables

The preceding table shows that age of the respondents is siginificantly related to

both roles and strategies on the module-based learning of their children during the

covid-19 pandemic. With coefficients of 0.552 and 0.434, respectively, these mean that

the younger the respondent the higher is his/her involvement to the roles and strategies

as teacher of their children in the module-based learning. This result may be attributed

by the study of Arnott & Brown, (2013) that parents’/ guardians’s age may also

influence differences in parenting goals. Younger parents may benefit from higher

levels of energy; however, they may struggle with instability relative to older parents

who have settled into their careers or relationships. Some research has indicated that

older, relative to younger, mothers at the age of their first birth are more positive (i.e.,

give more frequent hugs, kisses, praise, and supportive statements). However, other

research has indicated that older mothers are less nurturant.

In addition, monthly family gross income also has significant relationship to the

roles of the respondents. With a coefficient of 0.467, it implies that the greater the

earnings, the more is the involvement in fulfilling his/her role in the module-based

learning. Rehman et al (2015) supports that Income level becomes an important factor

which affects the parents’ choice in their children education due to the involvement of

monetary contributionIn certain cases, there are parents with middle income with better-

educated background who find ways to ensure their children are admitted to the best
private school. The cases also supported by Dronkers J. & S. Avram (2010), that

wealthy family in terms of the level of their education, as well as the occupational

prestige, represent the student’s socio-economic background.

Table 8.
Relationship between socio-demographic characteristics of the respondents in terms of
their roles in module-based learning of their children during Covid-19 pandemic

SOCIO-DEMOGRAPHIC PROFILE MODULE-BASED LEARNING

ROLES
Age 0.552**
Sex 0.244
Civil status 0.060
Educational attainment -0.142
Family household type 0.094
Family household size 0.034
Employment Status 0.106
Monthly Family Gross Income 0.467*
Monthly Household Expenses 0.243

** Significant at 1%
* Significant at 5%

Table 9.
Relationship between socio-demographic characteristics of the respondents in terms of
their strategies in module-based learning of their children during Covid-19 pandemic

SOCIO-DEMOGRAPHIC PROFILE MODULE-BASED LEARNING

STRATEGIES
Age 0.434*
Sex 0.383
Civil status 0.173
Educational attainment -0.314
Family household type -0.327
Family household size 0.030
Employment Status -0.095
Monthly Family Gross Income 0.289
 Monthly Household Expenses 0.065

** Significant at 1%
* Significant at 5%

INDEPENDENT VARIABLES DEPENDENT

VARIABLES
 AGE

ROLES
MONTHLY FAMILY
GROSS INCOME

STRATEGIES

Figure 3. Revised Schematic Diagram

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary and findings, conclusions and implications

derived from the findings. Likewise, it offers some recommendations for

considerations.
 SUMMARY

Generally, this was conducted to determine the roles and strategies of

parents/guardians as teachers in the module-based learning of their children during the

covid-19 pandemic in Dibalio Claveria Cagayan.

More specifically, this study sought to answer the following questions: (1) What

is the socio-demographic profile of the respondents as to personal characteristics,

familial characteristics, and economic characteristics? (2) What are the roles of

parents/guardians as teachers in the modulebased learning of their children during

Covid-19 pandemic? (3) What are the strategies of parents/guardians as teachers in the

modulebased learning of their children during Covid-19 pandemic? (4) Is there a

significant relationship between the respondents’ socio-demographic profile and their

roles in the module-based learning of their children during Covid-19 pandemic?

(5) Is there a significant relationship between the respondents’ socio-demographic

profile and their strategies in the module-based learning of their children during Covid-

19 pandemic? This study was conducted in Barangay, Dibalio, Claveria, Cagayan

among 22 parents/guardians of the enrolled Kindergarten and Grade 1 pupil of Dibalio,

Elementary, School. Complete count or complete enumeration was used as sampling

technique.

Data were collected face to face using an open and closed ended interview

schedule. These were analyzed using frequency counts, means and percentages. To

determine the relationship of variables the Pearson r correlation was used. Microsoft

Excel was used to process and generate the data and information needed by the study.
 CONCLUSION

Based on the findings of the study the following conclusions were drawn:

Most of the respondents are between 25-36 years old, and have finished college.

Most of the respondents are females. Almost all of the respondents are married.

Majority of the respondents have 4-6 family members. Majority of the respondents

belongs to nuclear family.

Most of the respondents are employed. Majority of them have income of Php

2,000.00- Php 15, 000.00 per month. There are limited employment opportunities

because of the pandemic thus respondents have low income. The other sources of

income of the respondents include piggery, sari-sari store and online selling. Most of

them have other sources of income.

The study focused on the roles and strategies of the parents/guardians in the

module-based learning of their children during the covid-19 pandemic.

RECOMMENDATIONS

The following are recommended based on the findings of the study.

1. More employment opportunities should be generated in coordination with the LGU’s

that optimize the exisiting skills and competencies of parents. This is to broaden their

opportunities to augment their income.

2. Based on the findings, it can be concluded that large family size has positive

influence on children education, so as to the parents/guardians may balance their home

responsibilitiesin household chores and in helping on his/her child’s module.

3. The Department of Education ensure:

3.1. Teacher’s assistance to all students through a regularized one week schedule

sybchronous classes to be able to thresh out problems on their students’ modulare

learning.

3.2 Conduct of parents’ and students’ orientation highlighting the importance of

parents’ role and strategies in the success of their children; reorienting/redirecting the

perception of students towards modular distance learning for them to develop a positive

perception and love of the modular distance learning modality which will redound to

enjoying what they are doing.

4. More researches should be done to include variables not included in this study and to

replicate the study in various Elementary Schools in Claveria for a more understanding

in the roles and strategies of parents/guardians as teachers in the module-based learning

of their children during covid-19 pandemic.

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