KAMUSTAHAN: MODULAR DISTANCE LEARNING EFFECTS TO FAMILY WELFARE &

STATUS OF GRADE-6 PUPILS

an Action Research Presented for School Level Action Research Congress

BAI MAHARA N. BARAGUIR

Teacher – I
February 2021
Introduction
To God be all the Glory for giving as opportunity to conduct school-based action
research as reflective measures during this time of pandemic. This reflective study aims to
identify the Effects of Modular Distance Learning to Family Welfare and Status of Grade-6
Pupils in Bubong Elementary School (BES).
This paper is done through the aid of the Department of Education Order No. 35,
series of 2016 which stated that “the Department of Education (DepEd) adopts the enclosed
Basic Education Research Agenda which provides guidance to DepEd and its stakeholders
in the conduct of education research and in the utilization of research results to inform the
Department’s planning, policy, and program development aligned with its vision, mission and
core values. The Research Agenda shall build on gains from existing research, generate
new knowledge on priority research areas, focus DepEd’s attention on relevant education
issues, and maximize available resources within and outside the Department.”
Recently, one of the Grade-4 advisers raised a concern on the official group chat of
BES teachers. It was shared in group chat that there is a pupil who sent message to the
adviser about the incident of his older sibling. It was said that the incident was caused by the
stress in answering the self-learning module (SLM). The adviser called the pupil and verified
the sent text messages. However, the sent text message was falsified and denied by the
pupil. With this, the researcher of this study aims to reflect and identify the effects of modular
distance learning to family welfare and status of pupils, specifically to Grade-6 pupils who
are bound to puberty stage.
The conduct of this action research primarily focused on positive and negative impact
or effects of modular distance learning to family welfare and status of Grade-6 pupils in
Bubong Elementary School. It aims to identify the recent pros and cons of modular distance
learning for the time being. It will help the Grade-6 advisers and Subject teachers determine
what assistance they may extend to the parents or family of Grade-6 pupils after the
negative effects will be identified. The positive effects will be sustained as well throughout
the phase of modular distance learning during this time of pandemic.
The paper specifically aimed to answer the following questions:
1. What is the profile of the respondents?
1.1 Gender
1.2 Status
1.3 Age
1.4 Occupation
1.5 Educational Attainment
1.6 Spouse Occupation
1.7 Spouse Educational Attainment
1.8 Total No. of Children Living on their Household
1.9 Total Household Member in Household
1.10 Total Income of All Family Members per Month
1.11 House Status
1.12 4Ps Member (Y/N)
2. What are the positive effects of modular distance learning to family welfare and status of
Grade-6 pupils?
2.1 To family
2.2 To children
3. What are the negative effects of modular distance learning to family welfare and status of
Grade-6 pupils?
3.1 To family
3.2 To children
 As to the significance of the paper, the teachers, the school together with other
stakeholders will be able to utilize the research results or findings in designing a program or
assistance that will cater to the needs or difficulties of pupils and their respective family
during the implementation of modular distance learning for the time being.
Methods and Materials
With the restriction of face to face on this time of pandemic, the research was
conducted with the parents of Grade-6 pupils of Bubong Elementary School with the
assistance of Grade-6 advisers by giving parents’ contact numbers to the researcher. The
method used by the researcher is random sampling through phone call interview with guided
questionnaire. The 10% of the population was the respondent of this reflective study.
The respondents were respectfully requested to honestly share with the researcher
their responses. The phone call interview with the respondents lasted within three (3) days.
The data and information gathered were interpreted, analyzed, and grouped through
graphical and textual presentations.
The methodology is limited to gathering of information through the phone call
interview and the researcher assured the respondents that the confidential information will
be secured.
Results/Findings
The researcher showed the following results or findings.
1.On Profile of Respondents:
1.1 The respondents were 10% of population of Grades-6 pupils’ parents that
comprised 5 Females and 3 Males.
1.2 Among the total number of parents, seven (7) of them are married, and the other
one (1) is widowed.
1.3 The age range of five (5) parents were between 30 to 45 years old. The other
three (3) of them were between 46 to 50 years old.
1.4 & 1.5 On the occupation of the respondents, the three (3) of them are self-
employed who are tricycle driver, sari-sari store owner and farmer. One (1) of them is a
government employee. The other one (1) is a part-timer in a construction site. And the rest of
respondents were full-time housewives whose spouse were painter, farmer and fisherman.
As with the occupation of other respondents’ spouses, some of them are business owner,
construction worker and government employees. The other two (2) male respondents have
full-time housewife.
1.6 & 1.7 With the educational attainment of the respondents, four (4) of them
graduated in high school and the other one graduated in elementary level. The others have
reached elementary level and high school level, respectively. Only one (1) among the
respondents have graduated in college. On the spouses of respondents, two (2) of them
have graduated in college and the other two (2) have graduated in elementary level only.
The rest have reached elementary and high school level as well.
1.8 & 1.9 In terms of total number of children living on parents’ household, majority of
the respondents have 1-5 number of children living on their household and the remaining
two (2) of them have 6-10 number of children living on their household. However, some of
respondents mentioned that there are other family members who are living on their
household such as cousins, aunties and so on. Among eight (8) respondents, five (5) of
them shared that they have 6 to 10 family members on their household including the other
family members. The other three (3) respondents have 11 to 15 family members on their
household.
1.10 In terms of total income per month of all family members in a household, 6 out
of 8 respondents have estimated an amount of 1,000 to 5,000Php as total of their total
income per month. The rest have estimated 6,000 to 10,000Php and 31,000 to 40,000Php,
respectively.
1.11 In terms of house ownership, 6 out of 8 respondents owned their own house
including the land/lot. The remaining two (2) owned their house but the land/lot is not
included.
1.12 The researcher finds out also that among the eight (8) respondents, six (6) of
them are member of 4P’s program.
2. On Positive Effects
2.1 To family: Most of the respondents unanimously said that the first positive effect
of modular distance learning to their family is that they have less expenses on allowances
and transportation fees. All of respondents agreed with this. The second most stated positive
effect during the phone call interview is that they have less expenses on school supplies
since its modular distance learning approach. Among eight (8) respondents, seven (7) of
them enumerated it during the interview. The third positive effect being enumerated by the
respondents is that the family have more time for bonding moment.
The other positive effect enumerated during the phone call interview is that the
family or parents have no worries for the safety of their children.
2.2 To children: Among eight (8) respondents, five (5) of them said or stated that the
first positive effect of modular distance learning to their children is having better sleeping and
eating pattern (rest time) in which resulted to healthy body. The second positive effect to
children is that the children or learner discovers their own capacity in learning wherein four
(4) among eight (8) respondents stated this during the interview. The third positive effect is
that children are safe and away from accident. The three (3) respondents out of eight (8)
similarly answered with this.
The other positive effects shared by respondents are children have realization on the
importance of studying especially in school, become more independent, studious and can go
with parents wherever they will go.
3.On Negative Effects
3.1 To family: Among eight (8) respondents, five (5) of them answered similarly that
the negative effect of modular distance learning to their family is that the children disturbed
the parents on their household chores or work for a while. The other negative effects shared
by respondents are seems parents studying too, not able to give children any household
chores/tasks on their own capacity and the parents struggle to facilitate the modular distance
learning of their children because some of them just reached in Elementary level. However,
the three (3) respondents among eight (8) similarly answered that the modular distance
learning do not have any negative effects to their family welfare.
3.2 To children: Most of the respondents in which 7 out of 8 said that the first
negative effect of modular distance learning is that the children are having difficulty in
answering and understanding the lessons in module (esp. the major core subjects). The
second negative effect shared by respondents is that the children miss the school terribly
wherein 5 out 8 similarly answered this. The third negative effect is that children become
lazy in studying and answering module sometimes especially when there’s no parent to
guide them and no enjoyment or fun learning unlike in school.
 The other negative effects of modular distance learning to children are lack of
understanding and enjoyment in learning since there’s no face-to-face learning. One of the
respondents shared that their children sometimes don’t eat on time because they are serious
enough to finish answering the SLM.
Discussion
The modular distance learning is one of the chosen learning delivery modalities prior
to the opening of classes for S.Y. 2020-2021. Whether we like it or not, there’s a pros and
cons for this kind of new normal learning set up. It will somehow affect the everyday routine
and welfare of the family of the learners.
Basically, based on the results of this reflective study especially when we look into
the socio-economic welfare and status of the respondents, most of the family of Grade-6
Pupils in Bubong Elementary School is in low-income class. According to an online article
authored by Venus Zoleta (2020), it was stated that there are three primary social classes
exist in the Philippines: the low-income class, the middle-income class, and the high-income
class. The latest Family Income and Expenditure Survey by the Philippine Statistics
Authority (PSA) shows that majority (58.4%) of Filipinos belong to the low-income class,
while the middle class comprises around 40% of the population. Only 1.4% fall in the high-
income class. The Philippine Institute for Development Studies (PIDS), the government’s
socio-economic policy think tank, notes that the low-income class has a bigger share of the
population because they tend to have larger families than other social classes.
If we cohere most of the respondents’ total income of all family members per month
which is between 1,000 to 5,000Php to the total number of family members in a household in
which 5 out of 8 respondents have 6 to 10 family members including the extended family
members, it will reflect to the data of current official poverty threshold in the Philippines.
Wherein, the respondent’s total income does not even exceed the 10,481Php as minimum
amount of monthly income designated by the government to consider in a low-income class
family.
Relatively, in return, based on this study, the majority of respondents answered that
the positive effect of modular distance learning to family is that the expenses on allowances,
transportation and school supplies were lessen. It means that the modular distance learning
helped incredibly the family of respondents to save more financially. However, this set up of
learning delivery modality have negative effects somehow to family and to children as
learners. It is inevitable of course. The frequent negative effect that the parents shared to the
researcher is that children tend to disturb parents on doing their daily routine work. And as
for pupils or children, they are having difficulty in answering the SLM especially major core
subjects such as Mathematics, English and Science.
But as with the interview with one of the parents, these negative effects are still
manageable if there will be intervention to be taken. For example, on laziness of children on
studying and answering the SLM, the parent shared that they used the “Reward System”
every time that their children become lazy to study the module. The parents asked their
children to finish the SLM designated for the day. Afterwards, they are giving them
allowances for their snack meals. With their judgment, their action of “Reward System” is
somehow effective since their children were able to finish answering the SLMs. Primarily,
this reflective study will lessen these negative effects when the recommendation and action
plan of this study will be implemented.
Conclusion and Recommendation (Innovation)
In the line of the abovementioned findings, it is safe to conclude that majority of the
respondents who are the parents of Grade-6 pupils enumerated more positive effects rather
than the negative effects of modular distance learning. The positive effects have greatly
shown impact on the financial and socio-economic welfare and status of family of Grade-6
 pupils. The majority of respondents similarly answered that modular distance learning have
lessen the expenses on allowances and transportation fees. The less the expenses, the
greater savings they will have. There’s also positive effect on the well-being of children
psychologically despite of the pandemic we are facing right now. That positive effect to
children is having better sleeping and eating pattern or having rest time for a while as shared
by majority of parents during phone call interview.
The researcher also concluded that the negative effects of modular distance learning
both to parents and Grade-6 pupils were being disturbed on household chores or works and
having difficulty in answering and studying the SLM on major core subject areas,
respectively.
The researcher would like to recommend the following for the negative effects for
both parents and children (pupils):
a.) For parents, the researcher encourages the parents to make their own schedule of
work so that they will have time management. The researcher and advisers may
provide template for their work schedule.
b.) For the difficulty of children or pupils in answering modules esp. on major core
subject areas, it is recommended for the subject teachers to provide parent’s manual
or guide on SLM so that it will help them to guide and facilitate the learning difficulties
of their children in their respective homes. If the concept of the lesson is terribly
difficult to understand, they may contact right away the teachers. If the mobile
phones don’t have load, they may send emergency text to teachers’ number, that will
be a signal that teachers will take and make an urgent call to pupil or parents to
assist them. As for the teachers during the discussion and monitoring the learning of
pupils, they really have to assess if the pupils understand the lesson or they are still
having difficulty.
c.) Furthermore, it’s recommended as well for the teachers to motivate the learners
even in times of pandemic. They may adapt the innovation, “TANONG KO, STAR
KO”, this is a kind of innovative reward system in times of pandemic and new normal
set up to encourage the learners to clarify the part of lesson they could not
understand at all. Every time the pupils have question on the lesson, they will get a
star. At the end of the school year, the pupils who have more stars will get a reward
from teacher. It will boost the excitement of pupils and it will encourage them to
answer the SLM and ask the subject teachers if there is need to clarify in the lesson
in SLM. It will promote meaningful discussion of lesson between teachers and pupils.
The teachers just need a list of names as class record for those pupils who gained
stars.

ACTION PLAN
Action Plan for Interventions
Areas of Objectives Activities Persons Timeline Resources Expected
Concern/ Involved Outcome
Problems
Time - -Kamustahan Teacher Last week -Printed
Management of Addressing session with and of February template
Parents parents’ parents parents until first
concern -Give template of week of
being time schedule of March
disturbed their daily routine
on their
daily
household
 Areas of Objectives Activities Persons Timeline Resources Expected
Concern/ Involved Outcome
Problems
chores lor
work
Pupils’ - -Provide Parents’ Teacher, Last week -Printed
Difficulties in Addressing Manual or Guide parents, of February manual for
Answering the pupils’ for Parents and pupils to first week parents
SLM difficulties -Orient parents of of March -Printed list
in things to do when of names for
answering pupils have recording
the SLM in difficulty in stars earned
major core answering SLM
subject either one-call
areas away or sent an
emergency text
move
-Inform the pupils
and parents
about the
“TANONG KO,
STAR KO” as
innovative reward
system to boost
meaningful
learning
discussion
Implementation -To -Conduct of -Teacher First week -Printed
of “TANONG implement monitoring and pupils of March materials
KO, STAR KO” the session every and and mobile
“TANONG afternoon during onwards phone
KO, STAR class days
KO” to -Ready the class
accommod record for stars
ate pupils’ earning
queries
and
difficulties
in SLM

References:
https://ph.news.yahoo.com/understanding-social-class-philippines-class-020037877.html?
guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=
AQAAACWJrxxb0AmhefaI4-
UeL7cQFlo6FLdcXmiWbcMETR02X77WehXNsBuMpGuWDjSHUs1IWfkeEV6s4zZIZbc_FF
PTZQkh4aKkdkDiw8Jm4tPrO2mu5hDhQQvGZqvYnvC-
17O7ccaMPkLLc3kXpucTSGDbeKZx_4fwO-ELxDTI6dzE#:~:text=Types%20of%20Social
%20Class%20in,and%20the%20high%2Dincome%20class.