PARENTAL INVOLVEMENT IN THE USE OF

MODULAR INSTRUCTIONAL MATERIALS IN

ATIMONAN 1 AND 2 DISTRICTS, DIVISION OF
QUEZON: INPUT TO THE DEVELOPMENT OF
FRAMEWORK FOR PARENT-TEACHERS
PARTNERSHIP

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Issue: 10
Pages: 1233-1257
Document ID: 2023PEMJ818
DOI: 10.5281/zenodo.8067671
Manuscript Accepted: 2023-06-22 04:34:53
Psych Educ, 2023, 9(10): 1233-1257, Document ID: 2023PEMJ818, doi:10.5281/zenodo.8067671, ISSN 2822-4353
Research Article

Parental Involvement in the Use of Modular Instructional Materials in Atimonan 1 and

2 Districts, Division of Quezon: Input to the Development of Framework For Parent-
Teachers Partnership
Rogel Bonaobra*, Rizalie Lim
For affiliations and correspondence, see the last page.

Abstract

The educational sector always looks for the solution to elevate our educational system to become a competitive country in this
past changing world. But this is only possible if the stakeholders are part of this vision. Furthermore, this paper viewed several
articles that discuss parental involvement and factors that contribute in the use of modular instructional materials.This paper
also pointed up the high engagement of parents in modular instructional materials. It was evident how parents diligently and
responsibly played their part as co-teacher in their child's education in the use of modular instructional materials as part of the
learning process.Thus, through the use of descriptive type research particularly survey questionnaire was crafted to collect the
data. The survey questionnaire was conducted in 27 elementary schools in Atimonan, Quezon.It also aims to determine the
parental involvement and factors that contribute by the parents in the child's education in the use of modular instructional
materials in Atimonan 1 and 2 Districts, Division of Quezon as basis to the development of framework for parent-teacher
partnership.

Keywords: Philippines, Parental Involvement, Modular, Instructional Materials, Parent-Teachers

Partnership

Introduction Sandler (2013), is a "rich vein" of ongoing parental

Every child is weak and can be shaped to be either
successful in life or forced to fail. As per the Child and
Youth the Philippines' Welfare Code, the child is one
of the nation's most important assets. The moral
guidance and support provided by the child's parents
or guardians is another important factor in the
promotion and enhancement of the child's life and
welfare. In addition, parental support is essential for a
child to prosper. Early on, parents must have a
significant impact on their child's cognitive
development, thus it is important to keep interaction
between home and school, especially in elementary
school. Even though family history seems to be a
significant factor in determining parental participation,
most parents are willing to put in more time and effort
to support their children's education both at home and
at school if given the proper encouragement (Ho,
2009).The issue of parental involvement in education
is notable in the academic success of the learners. In
connection with this, it is theorized that parental
involvement is a barrier to the accomplishment of
modular instructional materials due to an influence of
factors from parent and family, child, parent-teacher
and societal levels. Moreover, it is a blockade to
developing effective parental involvement in modular
instructional materials.
Parental participation, according to Hoover and
impact in kids' lives as they grow through elementary,
middle, and high school. This suggests that the
advantages of a successful home-school partnership
extend through the academic success of children in
their early years of learning and continue into
adulthood.Working parents are lacking for the time to
assist their children in completing all tasks with
modular instructional materials. Consequently, the
academic performance of the children is affected.
Therefore, parental involvement influences the
performance of their children academically.Thus, the
researcher, a passionate teacher, who is concerned
about the welfare of the learners since modular
instructional materials are always part of the
educational process even before the pandemic, found it
necessary to conduct this study to know the parental
involvement in the use of modular instructional
materials in Atimonan 1 and 2 Districts, Division of
Quezon to their child's academic activities basis for a
framework for the enhancement of teacher–parent
partnership towards the learner’s growth.
Research Questions
The study aimed to determine parental involvement in
using modular instructional materials in Atimonan 1
and 2 Districts, Division of Quezon, as input to
developing a framework for parent-teacher
partnership. This study specifically tried to answer the
following questions:

Rogel Bonaobra
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Research Article
1. What is the demographic profile of the respondents
in terms of:
1.1 Educational Attainment;
1.2 Occupation;
1.3 Family income; and
1.4 Number of Children in School?
2. What is the level of parental involvement in the use
of modular instructional materials in terms of the
following:
2.1 Sustaining Motivation;
2.2 Coaching and mentoring; and
2.3 Monitoring of Students’ compliance?
3. Is there a significant difference in the level of
involvement of a parent in the use of modular
instructional materials when grouped into the profile?
4. What are the factors that contribute to the level of
parents’ involvement in the use of modular
instructional materials in terms of:
4.1 Parenting;
4.2 Communicating;
4.3 Volunteering;
4.4 Learning at Home;
4.5 Decision Making; and
4.6 Collaborating with the Community?
5.What framework for parent-teacher partnership
could be developed by the researcher to improve the
use of modular instructional materials?
Literature Review
The Role of Family as the Foundation of Learning
at Home
The reality that parents are responsible for giving birth
to their children cannot be disputed. Simply said, it's
their marriage. They were the ones who reproduce
humankind in a given society, and in this way, they
contribute to the development of human history. One
of the direct holders of educational work is the parents
or family.Families are regarded as the main
environment in which children develop. Children's
physical health, social growth, intellectual capacities,
knowledge, and learning style all have a significant
role in whether they are prepared for school and
prosper throughout their schooling (NCES, 2009).
Family characteristics and home experiences also
contribute to this readiness and later success. If
families do not provide their children with the support
and resources to increase their chances of succeeding
in school, they are at increased risk for school failure
(Macoby, 2005).Ajila and Alutola (2010) asserted that
the state of the family affects the individual since the
parents are the first socializing agent in an individual's
life. This is because a child's family background and
Rogel Bonaobra
context affect his reaction to life situation and his level
of performance.
Emerllahu (2008) stated that the term "parent" should
be understood as a collection of ideas, such as
planning and decision-making regarding the birth of
children and the overall nativity rate, care and
assistance in raising children, and parents' actions and
activities in support of an overall parental achievement
of previously established goals. The family is a unit
that only acts out of love and respect and that rules
over compassion, empathy, selflessness, and
parenting.In addition, we need to create a family
atmosphere where we can interact, have fun, and raise
our kids. The so-called single direction of influence
that parents have over their children's development is
rejected by the contemporary concept of their role and
contribution, as stated by Claudia and Muhlan (2008),
who argue that it is instead replaced by a complex
interaction between the child, the parent, and the larger
social environment. This relationship is continually
seen as a mutual process and effect that flows from the
parent to the child and vice versa, activating a number
of factors that may have both positive and negative
effects on the children's development and education.
As the ones responsible for overseeing their children's
overall physical and intellectual development until
they become independent and prepared to face the
challenges of the society they live in, parents play a
crucial role in their development and education. While
parents are aware of the labor involved in a child's
development, they also require pedagogical
information regarding their child's right to an
education. According to Tatjana (2006), educators,
psychologists, and other experts argue that parents
play a crucial role in their children's entire
development, focusing on how those personalities
develop both within the family and more generally.
According to some, the so-called "climate for
children's development" can best be understood from
the viewpoint of three interrelated factors or
dimensions, such as parental satisfaction with their
children's accomplishments, demands and pressure
placed on parents during the process, and perceptions
of parents' abilities to support their children's overall
development.The early years of a child's life are when
they begin receiving an education for life in a
particular family. It consists primarily on gaining
experience, which is typically influenced by ongoing
learning.
Moreover, Lakinska (2006) noted that parents and the
family as a whole play the role of the direct leaders
and supporters of the implementation of the education
of their children. Since this is one of the main
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Research Article
influences, it greatly impacts human personality
development. The results of parents getting involved in
their kids' schooling can be pleasant and motivating. In
this regard, they are frequently associated with and act
in accordance with their parental attitudes, which are
expressed through their display of reciprocal
confidentiality regarding the children's abilities and
overall learning capacity, guiding them to success over
learning education as a challenging process. Therefore,
parents should encourage their kids to complete their
homework. In this approach, they offer parental
support as one of the essential tactics for ensuring the
success of their children's education. The educational
level of the parents has a greater impact on the
educational level of the children in the family, which
has a significant impact on family dynamics and the
healthy development of children. Matilov (2002)
argued that for a child to perform well in school,
parental control over them must be ongoing. However,
in order for our educational activity with the child to
be successful, we must be aware of specific guidelines
connected to the child's physical development and pay
attention to the child's psychological growth. Life and
the future of the family are affected by love, marriage,
caring, and happiness.Furthermore, Vukasocic (2005)
claimed that parents and teachers are a child's two
principal educators. Up until the child enters nursery
or begins school, parents are the primary educators,
and they continue to have a significant impact on their
children's learning throughout school and beyond. The
mother, though, is always closest to the kids.
Also, Hamit (2002) indicated that parents are their
children’s strongest role models and greatest influence.
Children always adopt their parents’ values and types
of behavior Kasapi and Gjylymsere (2013). However,
if parents positively influence their children’s
everyday lives and, most notably, their everyday
education, the future will be more beautiful and
successful. From what has been discussed, family life
education has two meanings: first, it contributes to
total child raising and education, which is vital to their
healthy personality building and preparation for
independent living. On the other hand, the family as a
whole should be the focus, and the role of the children
must be based on their approach and contribution to
family problems, which they should solve. Parents'
homework support helps kids establish a daily learning
pattern. Praise, vaunt, and rewards should encourage
this approach from parents.
Parents' Socio-economic Background Correlation
to Children’s Success
According Singh et. al (2006), they largely concur that
Rogel Bonaobra
teenagers' scholastic aspirations and achievements are
greatly influenced by a constellation of parental
circumstances. Parents' occupation, educational level,
financial status, family structure, parental
participation, peer and teacher influence, and teenage
self-efficacy are a few of these important
aspects. Additionally, unfavorable family factors like
limited parental school involvement, socio-economic
position, and educational attainment contribute to
Latino children' poor academic
performance.According to a book by Lamar University
titled "Correlation Between Parents' Educational Level
in Children's Success," those who entered the
workforce right out of high school and whose parents
did not have a college degree were more likely to think
that further education was not necessary to pursue
what they wanted to do.
Furthermore, placing a high importance on academic
achievement might take different forms. According to
a growing body of research, children whose parents
exhibit achievement-oriented behaviors (such as
earning advanced degrees, reading frequently, and
encouraging a strong work ethic) and provide
opportunities for achievement (such as trips to the
library and after-school enrichment programs) are
more likely to value and pursue achievement. This
conviction ought to motivate individuals to pursue
advanced education and prosperous jobs.As previously
mentioned, the Inside Higher Ed Study discovered that
students from families without college degrees who
enrolled in colleges right out of high school had
trouble graduating, which may be related to the
absence of an education role model.Additionally, there
was a link between parental education and family
income. The National Center for Children Poverty
(NCCP) survey indicated that 86% of children whose
parents have less than a high school degree lives in
low-income homes, indicating that the less education a
parent has, the more likely the family will be classified
"low-income." In contrast, 31% of kids who have at
least one parent with some college education and 67%
of kids whose parents just have a high school
diploma.According to a different study, having a low
socioeconomic position can harm family relationships
and cause behavioral problems in kids, which can
hinder their intellectual and scholastic growth.
Additionally, parents with financial difficulties
frequently deal with despair, low self-esteem, and a
lack of coping skills, which they might pass on to their
kids.Lived in a town with a disproportionately high
percentage of poor families and a high school dropout
rate that was more than twice the state norm, according
to Vick and Packard's (2008) research. Parents of
participants who graduated from a 4-year degree at a
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rate of 17% or less were associated with this
unfavorable result. Suitor et al. (2008) the impact of a
mother's education on her children was the focus of the
study. In order to assess the long-term effects of their
return to school and the effects of their academic
accomplishments on their children's educational
ambitions and orientations, 35 women from this
sample were monitored for ten years. Researchers
discovered that going back to school had an impact on
kids' goals only when moms finished their degrees.
Parent Educational Attainment on Children’s’
Success
Nelson (2012) asserts that parents with higher
education have demonstrated their value of education.
Higher college GPAs tend to pursue doctoral and
graduate degrees. The educational pursuits of parents
may strengthen structural influences on
intergenerational behavior, establishing a benchmark
for their kids. These qualities and behaviors are
handed on to children by parents, despite whether the
parent's GPA is correlated with intelligence or
methodical study. Parents who are more successful
foster important traits in their kids and place a high
value on academic achievement. In contrast, people
who earned a lesser degree typically lack the resources
and goals necessary to raise youngsters who perform
well academically.
Studies have shown, according to Nelson (2012), that
first-generation undergraduates frequently face
significant obstacles during the college application
process. First-generation students have more obstacles
to enrolling in college, getting involved there,
connecting to institutions, integrating into society and
completing their degrees than students whose parent(s)
went to college. As a result, first-generation students
may be particularly prone to having personal
misgivings about their motivational and academic
skills. Parents who have attended college are often
more conscious of the long-term advantages of doing
so and advise their kids of these advantages. The
student will receive more parental support to achieve a
similar academic goal the higher level of education the
parents have earned.On the contrary, parents who did
not complete college have an ability to know less
about the social and economic advantages of post-
secondary education. Therefore, some parents would
prefer that their kids work instead of go to college. It
might be challenging for students whose parents didn't
go to college to decide between completing their
education and living up to family expectations or
duties.
Rogel Bonaobra
In addition, Pamela and Kean (2010) observe a higher
performance of students whose parents have a tertiary
level of education in sciences, reading, and
mathematics than those with only basic schooling.
Thus, across these three disciplines, the average grades
achieved by students with well-educated parents
ranged from seven percent higher than those achieved
by students with poorly educated parents in developing
countries to 45 percent higher in most developed
countries. Moreover, Odoh and Odigbo (2017) studied
the effects of parental education and occupation levels
on accounting students' academic performance in
Nigerian universities. According to the study, parental
occupation and educational status have a big impact on
how well their children perform academically when
studying accounting in Nigeria. High educated adults
are more likely to take more pride in their kids'
academic achievement and are always willing to go
above and beyond to ensure that their kids have
everything they need to succeed.
Parent Occupation and Income on Children’s
Success
Parental occupation is the most determining factor in
generating income which affects the overall
development of learners, especially their academic
development and progress. Moreover, occupational
prestige as one of the components of socio-economic
status encompasses income and educational
attainment. Occupational status corresponds to an
individual's educational attainment through which
obtaining a better job and retaining better positions
become inevitable. It becomes an indicator and
measure of social position or status in a society, hence
describing job characteristics, decision-making ability,
emotional control, and the psychological demands on
the job (McNeal, 2001).
In Kwara State, Ogunshola and Adewale (2012)
investigated how parental socioeconomic status
affected students' academic achievement. They hold
the opinion that parents with various occupational
backgrounds frequently have various parenting styles,
as well as various methods for reprimanding and
communicating with their kids.Julians (2002) submits
that the nature of parent occupations can affect a
student's performance. Financial resources available to
meet children’s needs significantly impact young
people’s minds and learning readiness. A family which
can scarcely afford food, shelter, and clothing can
hardly muster enough resources for their children’s
school needs, and such students are generally forced
out of school very early. Saifullahi (2011) finds a
significant relationship between parental occupations
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and student achievement. He finds higher performance
by students whose parents are government employees
than those whose parents are private job holders. This
could be because government job holders have more
job security and are more likely to be at peace than
those working in private-sector employment.
In conclusion, parents serve as the first teachers of
children. Consciously and unconsciously, children
learn from their parents and environments. Parents lay
the foundation for their children's desired social,
moral, emotional, spiritual, and intellectual well-being.
The child's training from home is most important in
their total personality formation and academic
performance. It is of note that the pattern of life in the
house, the economic and social status of the family in
the community, and many other conditions which give
the home a distinctive character can influence a
student's academic performance at school.
The family is the child’s first place of contact with the
world. As a result, children acquire initial education
and socialization skills from parents and other
significant persons in the family (Ajila and Olutola,
2000). The child’s capacity to succeed in school
depends on how successfully they are managed by
their parents in the home environment (Vellymalay
2012).
The Effects of Sibling Size on Educational Success
Becker presented Lewis in his study that sibling size is
one of the most observable influences in child
outcomes. Economics and psychology explain the
association between child number and schooling. The
QQ model originally examined the economic impact
of family size on children's education. The QQ model
suggests a trade-off between quantity or the number of
children and quality or child outcomes. Also known as
the resource dilution model, the QQ model explains
the inverse relationship between sibling size and
education outcomes. Assuming that the total family
resources that can be invested into education are finite
and that each child’s academic performance is a
function of their parental resources, including money,
time, personal attention, and involvement. Thus,
Lewis's QQ model argues that sibling competition for
parental resources within a family exists. As a new
child in the household will decrease the parent’s ability
to invest resources in any particular child, the larger
the sibling size, the fewer resources are used for one
child’s education, resulting in a lower output of
schooling.
Black et al. (2005) use the twin instrument to
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investigate how factors such as the size of the family
and birth order affect children's educational success in
Norway. Although OLS results indicate a negative
association, the twin instrument makes the influence of
sibling size inconsequential. Contrarily, the study
demonstrates a significant adverse influence of the
order of birth, suggesting that children born later may
experience disadvantages in terms of years of
schooling completed, adult wages, and full-time work.
Furthermore, teenage childbearing is more likely in
children who were born later.In conclusion, sibling
size is also a factor that can influence children’s
educational success. As presented in the literature,
parental resources, including money, time, personal
attention, and involvement, are vital for the learners'
better functioning of constant educational growth.
Modular Instructional Approach
According to Magsambol (2020), to ensure that
learning remains unhampered, DepEd will implement
a distance learning approach, a learning delivery mode
where interaction occurs between the teacher and the
students who geographically remain from each other
during instruction. This means the lesson will be
delivered outside the traditional face-to-face
setup. According to Manlangit et al. (2020), modular
learning is a type of distant education that makes use
of self-learning modules (SLM) based on the DepEd-
provided Most Essential Learning Competencies
(MELCS). According to Lego (2020), modular
distance learning is individualized instruction that
enables students to use self-learning modules (SLM) in
print or electronic form, depending on the situation
and other learning resources like textbooks, study
guides, activity sheets, and other study materials. E-
learning resources, including books, can be delivered
to learners via computer-based applications, CDs,
DVDs, and USB storage, as well as through their
access to electronic copies of the content on a laptop,
tablet PC, or smartphone. The instructor can be
contacted by the students by email, phone, text
message, instant message, etc. to request assistance.
The Concept of Parental Involvement
Meador (2010) supported the earlier claim in the
article Parental Involvement in Education "Tips to
Increase Parental Engagement in Education," where he
wrote that "true reforms to schools will always start
with increased involvement of parents in their
children's education." There are sometimes exceptions,
but raising a child to importance education has a
positive impact on their education, as has been
repeatedly demonstrated by families who invest time
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in and place importance on their kids'
education.Moreover, in a blog that tackles issues on
basic education in the Philippines, it is said that
motivation is a key to learning. Children who are
motivated to study are more likely to stay in
school. Sackmann (2013) stated that the extent to
which a family can (1) foster a learning-friendly
environment at home, (2) communicate high but
reasonable expectations for their children's
achievement and future careers, and (3) get involved in
the education of their kids at school and in the
community, according to an educational counselor at
Boulder, Colorado Valley School, is the most precise
predictor of that student's academic success.
Types of Parental Involvement
Parenting. According to Epstein (2002), schools must
help families create home environments that support
learning by providing them with information about
such issues as children’s health, nutrition, discipline,
adolescents’ needs, and parenting approaches. At the
same time, schools must seek to understand and
incorporate aspects of their learners’ family lives into
what is taught in the classroom. Schools must ensure
that all families needing this information receive it
appropriately. Outcomes associated with type one
activities include improvements in students’ behavior,
school attendance, time management skills, and
awareness of the importance of school. Parent
outcomes encompass improved confidence in and
understanding of parenting practices, awareness of the
challenges in parenting, and a sense of support from
schools and others. Teacher-related outcomes include
a better understanding of and respect for their learners’
families.
Communicating. Some schools have taken
extraordinary steps to ensure parents are brought to the
schools early in the academic year, before learners
develop problems, so that their first communication
with them may be positive (Epstein 2002). Schools
must employ various techniques for communicating
with parents about their children’s progress, decisions
affecting their children, and school programs in
general. These include parent-teacher conferences,
phone contact, and report cards. Some schools sign
contracts with parents to delineate expectations for
learners, teachers, and parents. Outcomes associated
with type two activities include learners’ improved
awareness of their academic progress, more informed
course decisions, and an understanding of school
policies related to their conduct. Parents are likely to
grow in their understanding of school programs and
policies. They will develop familiarity with interacting
Rogel Bonaobra
with teachers and a greater capacity for monitoring
their children’s progress and responding to their
problems. Teachers are expected to develop diverse
mechanisms for communicating with parents and an
ability to tap the parent network to elicit family views
on children’s progress.
Volunteering. Schools enhance their connection to
families by encouraging them to volunteer in school
activities and attend school events. Families who
volunteer grow more familiar and comfortable with
their children’s schools and teachers. Volunteering
efforts that tap parental talents enrich school programs
and facilitate individualized learning, particularly in
upper grades (Epstein 2002). Using a volunteer
coordinator is advised, especially at secondary school
levels, where coordination of volunteer talents and
time with teacher and learner needs becomes
increasingly complex. Schools are challenged to define
the term volunteer broadly enough to accommodate a
wide range of parental talents and schedules. They
face the issue of encouraging students to participate in
community service as a learning activity.
Learning At Home. Most parental participation in
children’s education occurs in the home. Schools must
capitalize upon what parents are already doing by
helping them assist and interact with their children at
home learning activities that reinforce what is being
taught (Epstein 2002). Schools should aim to increase
parents’ understanding of the curriculum and the skills
their children need to develop at each stage. Schools
must also inform parents about their systems of
tracking learners and other practices so that parents
may help make decisions that are in their children’s
best interests.
Decision-Making. Involving parents in governance,
decision-making, and advocacy roles is another
strategy for fortifying links between schools and
parents (Epstein 2002). Parental participation in
decision-making, when it is a comprehensive program
involving parents in learning support activities as well,
is associated with improved learner outcomes. Parent
and community involvement in decision-making may
also help make schools more accountable to the
community. Parental participation in school decision-
making may be strengthened by including parents in
school site councils, parent-teacher associations, and
other committees.
Collaborating With the Community. Schools and
families must regularly draw upon community
resources to support their efforts to educate children.
Community representatives and resources may be
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tapped for the other five types of involvement:
communicating with families, volunteering, supporting
learning, and participating in school committees.
Learner outcomes are greatest when families, schools,
community organizations, and leaders work together.
Children are provided with more opportunities for
learning and for linking school knowledge with real-
world opportunities (Epstein 2002). They associate
with individuals other than their parents and teachers,
who reinforce the importance of learning.
Methodology
Research Design
The researcher employed a descriptive research
design. The descriptive method is designed to gather
information about present or existing conditions. It
aims to describe the phenomena as it exists at the same
time as the study and to explore the particular causes
of the phenomena (Biscoe, 2007). In addition, the
researcher applied quantitative research to answer the
significant difference in the level of involvement of
parents in the use of modular instructional materials.
Research Locale
Atimonan is a first-class municipality in the province
of Quezon. According to the 2020 census, Atimonan
has a population of 64, 260 people. Furthermore, the
Division of Quezon was headed by its School Division
Superintendent, Dr. Elias A. Alicaya Jr., Public School
Division Superintendent, Dr. Susan P. Nera in
Atimonan 1 District, and Dr. Caridad C. Grimaldo in
Atimonan 2 District.The research was conducted in
Atimonan 1 and 2 Districts, Division of Quezon,
which includes the parents of Grade VI pupils enrolled
in SY 2022-2023. Grade IV pupils are chosen in the
study since they are exposed to the different modular
instructional materials from kindergarten to grade six.
Moreover, grade six pupils can answer modular
instructional materials independently with little
guidance from their parents or guardian. Moreover,
Atimonan has grown from a humble to an eco-tourism
site. The researcher used his knowledge as an educator
to uplift the morale of Atimonan as the pandemic
affects the learners' learning process, leading to the
frustration of parents.Atimonan 1 District is composed
of 15 public schools such as Atimonan Central
Elementary School, Angeles Elementary School,
Balubad Integrated School, Buhangin Elementary
School, Caridad Ibaba Elementary School, Caridad
Ilaya Integrated School, Inalig Elementary School,
Malusak Elementary School, Manggalayan Bundok
Rogel Bonaobra
Elementary School, Manggalayan Labak Elementary
School, Matanag Elementary School, Ponon
Elementary School, San Rafael Elementary School,
Villa Ibaba Integrated School, and Villa Ilaya
Elementary School.Atimonan 2 District comprises 12
public schools such as Atimonan Central School
Annex, Magsasay Elementary School, Maligaya
Elementary School, Malinao Ibaba Elementary School,
Malinao Ilaya Elementary School, Montes Balaon
Elementary School, Rizal Elementary School, San
Andres Bundok Elementary School, Sapaan
Elementary School, Sta. Catalina Elementary School,
Sta. Catalina Annex, and Tagbakin Elementary
School.
Research Population and Sample
The sampling technique used in the study was
stratified random sampling. This sampling is a method
of random sampling where the researcher first divides
a population into smaller subgroups, or strata, based on
shared characteristics of the members and then
randomly selects among these groups to form the final
sample. The respondents were selected based on the
number of officially enrolled Grade VI pupils in
Atimonan 1 and 2 Districts, with a total population of
984 and 300 sample population. With the permission
of the school principals and the Grade VI advisers,
these parents were carefully requested to answer the
survey questions given by the researcher after briefly
explaining the purpose of the research. The population
consists of the parents of the Grade VI pupils currently
studying as of School Year 2022-2023 in Atimonan 1
and 2 Districts, Division of Quezon.Atimonan 1
District is composed of 15 public schools such as;
Atimonan Central Elementary School, Angeles
Elementary School, Balubad Integrated School,
Buhangin Elementary School, Caridad Ibaba
Elementary School, Caridad Ilaya Integrated School,
Inalig Elementary School, Malusak Elementary
School, Manggalayan Bundok Elementary School,
Manggalayan Labak Elementary School, Matanag
Elementary School, Ponon Elementary School, San
Rafael Elementary School, Villa Ibaba Integrated
School, and Villa Ilaya Elementary School.Atimonan 2
District is composed of 12 public schools such as;
Atimonan Central School Annex, Magsasay
Elementary School, Maligaya Elementary School,
Malinao Ibaba Elementary School, Malinao Ilaya
Elementary School, Montes Balaon Elementary
School, Rizal Elementary School, San Andres Bundok
Elementary School, Sapaan Elementary School, Sta.
Catalina Elementary School, Sta. Catalina Annex, and
Tagbakin Elementary School.To determine the number
of respondents per school, the researcher determined
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the sample size through Slovin’s formula and
distributed the number of respondents per school based
on the percentage distribution.
Table 1. Number of Parents of Grade IV Pupils in
Atimonan 1 and 2 Districts
Figure 1. .
Figure 2. .
Research Instrument
The research instrument is a questionnaire prepared by
the researcher using the Likert Scale type of
questionnaire. The questionnaire is divided into three
parts. Part I gathered the demographic profile of the
respondents, including the educational attainment,
occupation, family income, and number of children in
Rogel Bonaobra
school. Part II includes questions containing the
different levels of parental involvement in using
modular instructional materials in terms of sustaining
motivation, coaching, mentoring, and monitoring
student compliance.Part III includes questions that
focus on the factors contributing to the level of
parents’ involvement in modular distance learning
with six (6) indicators; parenting, communicating,
volunteering, learning at home, decision-making, and
collaborating with the community.The questionnaire
was subjected to validation of the content The
questionnaire was initially given to the advisor for
feedback in order to assess its validity and reliability.
Then it has undergone validation from the experts in
the field of research like Supervisors, School heads,
and Master teachers.
Data Gathering Procedure
The researcher sought the approval of the School
Division Superintendent, Public School District
Supervisor, Principals, School Heads, and Grade IV
advisers to conduct PTA meetings with the parents to
gather information about the respondents. The
supervision of the questionnaire was followed by
giving instructions and orientations for the parents
regarding the different sets of questions. In connection,
the researcher personally retrieved the questionnaire to
uphold the confidentiality of the respondents’
answers.After retrieving all the copies questionnaire,
all the respondents' answers were tabulated in tally
forms. The Gathered data were presented through
tables.
Result
This section presents the findings according to the
study's research questions. To compare the mean and
find out the significance between variables and it was
computed using IBM SPSS 26.0.
This part is composed of the different tables for
parental involvement in the use of modular
instructional materials. It includes fifteen tables,
Tables 1 to 15, with the essential information about the
parental involvement in the use of modular
instructional materials.
Demographic Profile of the Respondents
Table 2. Demographic profile distribution of the
respondents in terms of educational attainment
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Figure 3. .

Table 2 presents the demographic profile of

respondents in terms of educational attainment.
Figure 4. .
The table shows that 45 % of the total respondents
were college undergraduates. It obtained the highest
Table 3 illustrates the demographic profile of
frequency and percentage value. On the other hand,
respondents in terms of occupation. The result
38.33% were bachelor’s degree holders. Furthermore,
revealed that most of the respondents are self-
results indicated that 0.67% of the respondents were
employed, with 31.33%. However, 28% are employed
elementary graduates. The result proved that most
in the private sector. The findings implied that the
respondents were college undergraduates, followed by
respondents were self-employed, indicating they have
bachelor’s degree holders. Likewise, elementary
businesses or are available to assist their children with
undergraduates got the lowest frequency and
homework and projects. Most of them can focus
percentage in terms of educational attainment.
because they can manage their own time.
It implies that higher-achieving parents can foster
Parallel to the findings, McNeal (2001) stated that
essential things in their children and prioritize
parental occupation is the most determining factor in
academic success. Moreover, the more educated the
generating income, affecting the overall development
parent was, the higher educational aspirations and
of learners, especially their academic development and
attainment the child wanted to be. This supports the
progress. Moreover, occupational prestige as one of
findings of Singh (2006), who generally agree that a
the components of socio-economic status encompasses
collection of familial factors significantly influence the
income and educational attainment.
learners' educational aspirations and academic
achievements. Among those salient factors is the
Moreover, occupational status corresponds to an
parent’s educational attainment.
individual's educational attainment through which
obtaining better jobs and retaining better positions
According to Nelson (2012), parents with advanced
become inevitable. It becomes an indicator and
degrees have shown that they value education. Those
measure of social position or status in a society, hence
who attained higher GPAs in college often pursue
describing job characteristics, decision-making ability,
graduate and doctoral degrees. Their past
emotional control, and the psychological demands on
achievements become a benchmark for their children
the job (McNeal, 2001).
to follow as parents’ past educational pursuits may
augment structural factors on intergenerational
Table 4. Demographic profile distribution of the
behaviors.
respondents in terms of family income
Table 3. Demographic profile distribution of the
respondents in terms of occupation

Figure 5. .

Table 4 shows the demographic profile of the

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respondents in terms of family income. It can be
gleaned that the table that ranges from P6,000 to
P10,000” got the highest family income as evidenced
with 33.33%, it is followed by P11,000 to P15,000.
Further, the respondents with family income ranging
from P5,000 and below got the lowest frequency of 60
or 20.00%.
The findings above implied that most respondents
have family incomes ranging from P6,000 to P10,000,
followed by P10,000 to P15,000. The results further
mean that P5,000 and below garnered the lowest
frequency and percentage in the distribution of
demographic profiles in terms of family income.
Moreover, it can be interpreted that family income can
significantly affect the performance of the students
since when the family income is higher, the student’s
performance is high because the parents can provide
all the things they need in school, thus affecting their
performance.
The results can be explained through Julians (2002),
stating that the nature of parent occupations can affect
a student's performance. Financial resources available
to meet children’s needs greatly impact young
people’s minds and readiness to learn. A family which
can scarcely afford food, shelter, and clothing can
hardly muster enough resources for their children’s
school needs, and such students are generally forced
out of school very early.
Likewise, Saifullahi (2011) finds a significant
relationship between parental occupations and student
achievement. He finds higher performance by students
whose parents are government employees than those
whose parents are private job holders. This could be
because government job holders have more job
security and are more likely to be at peace than those
working in private-sector employment
In conclusion, parents serve as the first teachers of
children. Consciously and unconsciously, children
learn from their parents and environments. Parents lay
the foundation for their children's desired social,
moral, emotional, spiritual, and intellectual well-being.
Table 5. Demographic profile distribution of the
respondents in terms of the number of children
schooling
Rogel Bonaobra
Figure 6. .
Table 5 indicates the demographic profile of
respondents in terms of number of children in school.
Statistics show that 71% of the respondents have 1-2
children, 1-2 children, and with 3-4 children
comprising 27% of the respondents. The findings
described above implied that most respondents had 1-2
children sent to school, followed by 3-4 children. The
results further mean that no respondents had 9-10 and
above sent to school.
It can be understood that a small family can influence
children's academic performance more than a large
family. The findings demonstrate the importance of
family size in determining educational quality and
perceived influence on academic performance. Parents
can also give and provide all the necessary things for
their child regarding education without compromising
the quality. Furthermore, the larger the sibling size, the
fewer resources for one child's education, resulting in a
lower schooling output.
This can be explained by the study of Becker
presented by Lewis. He mentioned that sibling size is
one of the most visible inputs in producing child
outcomes. The relationship between the number of
children and their schooling is often explained through
economic or psychological channels. From the
economic perspective, the effect of family size on
children’s educational outcomes was first addressed by
the QQ model.
The QQ model suggests a trade-off between the
number of children and the quality of child outcomes.
Also known as the resource dilution model, the QQ
model explains the inverse relationship between
sibling size and education outcomes. Assuming that
the total family resources that can be invested into
education are finite and that each child’s academic
performance is a function of their parental resources,
including money, time, personal attention, and
involvement.
Level of Parental Involvement in the Use of
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Modular Instructional Materials

Table 6 presents the level of parental involvement in

using modular instructional materials to sustain
motivation. As observed in the table, most respondents
said that they are moderately involved in using
modular instructional materials in terms of sustaining
motivation across all indicators. This is supported by a
composite mean of 3.77. Among the indicators,
respondents said they cook healthy foods and ensure
that their children get proper sleep, with the highest
mean of 3.86 and described as moderately involved.

The respondents are also considered moderately

involved in terms of "I purchase school supplies
according to my child's needs in their MIM" and "I set
time for a series of breaks for my child," with mean
values of 3.85 and 3.85, respectively. The mean value
of the indicator "I share my experiences to motivate
my child and offer words of encouragement" was 3.84,
indicating a modest level of involvement.

It can be implied that the respondents are moderately

involved in sustaining motivation as they cook healthy
foods for their children. Likewise, they are regarded as
moderately involved when purchasing school supplies
for their children and setting time for breaks. Healthy
students are better learners. It was shown that eating
habits and healthy behaviors are connected to
academic achievement, that is why they prepared
healthy foods for their children.

On the other hand, certain indicators of other aspects

of sustaining motivation received lower mean values,
such as "I spend time with my child and study
together" with a mean value of 3.58 and "I promise to
my child to reward like increase in allowance to make
him/her finish the activities in MIM" with a mean
value of 3.60, both described as moderately involved.

Table 6. Level of parental involvement in the use of

modular instructional materials in terms of sustaining
motivation

Figure 7. .

It implied that although the respondents are regarded

as moderately involved, the degree is quite lower in

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spending time with their children to study together and

promise their children to increase their allowances
when they finish activities in modular instructional
materials. It is because most parents’ occupations were
self-employed based on the demographic profile, and
they do not have enough time for their children to use
modular instructional materials.

The results can be explained in the article of Parental

Involvement in Education “Tips to Increase Parental
Involvement in Education,” Meador (2010) supported
earlier contention stating that “true school reform will
always begin with increased parental involvement in
their children’s education. It has been proven
repeatedly that parents who invest time and place
value on their children’s education will have children
who are more successful in school.” There are always
exceptions, but teaching a child to value education
positively impacts their education.

Moreover, in a blog that tackles issues on basic

education in the Philippines, it is said that motivation
is a key to learning. Children motivated to study are
more likely to stay in school.

Table 7. Level of parental involvement in the use of

modular instructional materials in terms of coaching
and mentoring

Figure 8. .

Table 7 illustrates the level of parental involvement in

using modular instructional materials in terms of
coaching and mentoring.

The result revealed that most respondents are

moderately involved in coaching and mentoring their
children, with a composite mean of 3.44.

Delving deeper into the table, parents were moderately

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involved in encouraging their children to make a Table 8. Level of parental involvement in the use of
reviewer, with the highest mean value of 3.61. modular instructional materials in terms of monitoring
Moreover, they provide an example to explain ideas or of students’ compliance
concepts to their child, with a mean value of 3.60.
Likewise, it was noted that parents get involved in
using a variety of visual aids like pictures, posters,
charts, tables, flashcards, and videos to teach concepts
to their child better,” with a mean value of 3.59.

The level of parental involvement in using modular

instructional materials as part of the coaching and
mentoring process demonstrates these characteristics.
Furthermore, if the parents are highly involved in these
practices, it greatly impacts their cognitive aspect in
the coaching and mentoring phase.

However, from the other indicators, it could be noted

that parents used their mother tongue to explain the
concept and ideas to their children, with a mean of
3.34. Moreover, parents posted their children's weekly
schedule to be guided in the time spent in every
subject and activity, which obtained a mean of 3.29.
They reminded their children to wisely use their time
when answering every activity in the module, with a
mean of 3.33, described as less involved. It simply
means that since most of the respondents were college
undergraduates, this impacts the comprehension since
most subject areas' instruction mode was English.

In support of these results, the study by Gabriel (2012)

mentioned that the immense responsibility of parents
begins in the home. Home is where children can learn
the basics of life, and parents are their primary
teachers. If parents want their child to reach the
standard of excellence, they have to work hard for
improvement to inspire and support the child. Parents
can do much to give their children the education they
deserve. While children are taught formally reading,
writing, and counting inside the four corners of a
classroom, parents can educate their children right
within the comforts of their own homes.
Moreover, parents are the chief educators of children
since children's knowledge acquisition lies on how
well their parents make every opportunity to learn
available for them. But other than preparing nutritious
food for the children and sending them to school,
parents can do more to support their children's
schooling. Although the school is considered an
extension of the home and teachers have a special
parental authority over the pupils, parents ought not to
be complacent and leave everything to the teachers.
Beyond the need to learn basic skills, guidance, and
support from parents can be very useful as children
face the real world.
Figure 9. .
Table 8 presents the level of parental involvement in
using modular instructional materials in terms of
monitoring and compliance. Most respondents are
moderately involved in monitoring and compliance,
with a composite of 3.43. Moreover, the result showed
that parents are moderately involved when asking
about their children’s progress in modular instructional
materials, with the highest mean of 3.69.
Parents contacted the school and communicated with
the teachers about their children's progress in modular
instructional materials, with a mean of 3.60 as
moderately involved.
It implies that parents review their children’s answers
to the activities and provide feedback on their work
about the level of parental involvement in using
modular instructional materials in Atimonan 1 and 2
Districts, Division of Quezon.

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It may be construed that when parents help their
children use modular instructional materials, children
are more likely to succeed in school and develop
socially and emotionally. Also, communication
improves student achievement, self-esteem, and
behavior. It helps to build strong relationships between
parents and their children through the use of modular
instructional materials
On the other hand, some of the indicators were rated as
“less involved.” It could be observed that some
parents check if their children completed and
submitted all the activities in their module (3.17).
Likewise, they are less involved in checking if their
children properly organized their activities before, they
submit them to their teachers (3.18). Lastly, some
parents are less involved in browsing their children’s
works to check if they completed their module's
activities or practice exercises (3.22).
In a rational sense, the juxtaposition of the result has
something to do with the demographic profile since
most of the occupations were self-employed. With
this, they were more focused on providing their child's
basic needs, such as giving healthy foods, which got
the highest rating in sustaining motivation phase,
rather than monitoring their child's compliance with
using modular instructional materials.
Macoby (2005) explained that family characteristics
and home experiences also contribute to this readiness
and later success. If families do not provide their
children with the support and resources to increase
their chances of succeeding in school, they are at
increased risk for school failure.
Moreover, Ajila and Alutola (2010) affirmed that the
state of the family affects the individual since the
parents are the first socializing agent in an individual's
life. This is because a child's family background and
context affect his reaction to life situation and his level
of performance.
Table 9. Level of parental involvement in the use of
modular instructional materials
Rogel Bonaobra
Figure 10. .
As reflected in Table 9, most parents are moderately
involved in using modular instructional materials
across all indicators. This is supported by a grand
mean of 3.54. Among the parameter in the level of
parental involvement, sustaining motivation got the
highest mean of 3.77.
The result revealed that parents secure more on the
basic needs to help their children focus on an
important goal or outcome, especially their children's
educational performance. Similarly, the parents’
occupation also affects the parameters of monitoring
students’ compliance because most respondents were
self-employed and had no time to monitor their
children using modular instructional materials.
Furthermore, inspired and motivated behavior can be
determined by giving the parents rewards and
punishments. It can also be powered by deeply held
values or interests and enjoyment of the behavior
imposed by the parents towards their children.
The study of Abraham Maslow can explain the result.
He describes the various motivators of human beings
based on our innate needs and desires. Maslow
theorized that the next level motivates us once we
satisfy one level of needs, starting with our bodily
needs, like food and sleep. Knowing more about
Maslow's motivation theory can help you fulfill your
needs, boost your motivation, and enhance the
motivation of teams at work.
Significant Difference in the Level of Involvement
in the Use of Modular Instructional Materials
Table 10. Significant difference in the level of
involvement of parents in the use of modular
instructional materials when they are grouped into
profile
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more than twice the statewide average. This negative

outcome was linked to participants’ parents who had
graduated from a 4-year college at a rate of 17% or
less. This further means that the level of parental
involvement had a specific relationship with using
modular instructional materials.

Suitor et al. (2008) explained the variable of a

mother’s education and its impact on their children.
Thirty-five women in this sample were followed for a
decade to determine the longitudinal effect of their
return to school and their academic achievements'
consequences on children’s educational goals and
orientations. The researchers found that return to
school was consequential on children’s aspirations
only when mothers completed their degrees.

Factors that contribute to the Level of Parental

Involvement in the Use of Modular Instructional
Materials

Table 11. Factors that contribute to the level of

parents’ involvement in the use of modular
Figure 11. .
instructional materials in terms of parenting

Table 10 demonstrates that the difference in the level

of involvement of parents in the use of modular
instructional materials in terms of sustaining
motivation when grouped according to profile is
statistically significant (p = .007, .002, .008, .017) at
0.05 level of significance. These results illustrate that
the respondents' responses to sustaining motivation
indicators vary significantly when grouped according
to educational attainment, occupation, family income,
and number of children in school.

Regarding coaching and mentoring, significant

differences exist in the occupation and number of
children (p = .001, .000); however, there is no
significant difference in educational attainment and
family income (p = .066, .363).

In terms of monitoring and student compliance, the

responses of the respondents do not significantly differ
when grouped according to educational attainment,
occupation, and family income (.069, .148, .284);
meanwhile, there is a significant difference as to the
number of children in school (p = .035).

A few studies of interest for the present study

examined the independent variable of parent education
on students’ current academic success. The study
Figure 12. .
sample in Vick and Packard’s (2008) research resided
in a town with a disproportionately high percentage of
families in poverty and a high school dropout rate of Table 11 shows the factors that contribute to the level

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of parents’ involvement in using modular instructional
materials in terms of parenting. It could be gleaned
that most respondents said it is less contributory. This
is supported by a composite mean of 3.34.
Among the indicators presented in the table, it was
observed that the parents provide a conducive learning
environment to their children, with the highest mean
value of 3.70, described as moderately contributory.
The other two indicators, "assisting the child in
modular instructional materials" and "advising on
improving the child's performance in modular
instructional materials," were also found to have
moderately contributory to the level of parents, with
mean values of 3.58 and 3.56, respectively.
Overall, the results suggest that the respondents
showed moderate involvement in their child's learning,
particularly in creating a conducive learning
environment, assisting with instructional materials,
and advising on performance improvement.
Actively engaging parents in the parenting phase could
develop the child’s competency and empower them.
Furthermore, providing children with a physical space
to do their tasks using modular instructional materials
should make their parent's value education. It also
creates a more stable routine, which is important for
children to stay disciplined and on track with their
learning.
Moreover, the indicator "I asked my child about the
level of their performance in modular instructional
materials" was observed to have the lowest mean value
of 2.29. This mean value indicates that this indicator
had the least involvement among the respondents and
was considered less contributory.
The indicators "I check the progress of my child's
report card" and "I ask my child about their learning
difficulties in modular instructional materials" also had
lower mean values of 3.05 and 3.19, respectively.
These mean values suggest that the respondents also
considered these indicators less contributory.
Generally, the results suggest that the respondents had
lower levels of involvement in these three indicators,
specifically in asking about their child's performance
and learning difficulties and checking their progress on
report cards. These findings can provide insights for
educators and parents on areas where more support or
encouragement may be needed to increase parental
involvement in their child's learning.
This was also connected to the result of the
Rogel Bonaobra
demographic profile of the respondents, which most of
them are self-employed. Because of this, parents have
no sufficient time for their children to check their
performances and even monitor the report card using
modular instructional materials.
In support of these results, Gabriel (2012) mentioned
that the enormous responsibility of parents begins in
the home. Home is where children can learn the basics
of life, and parents are their primary teachers. If
parents want their child to reach the standard of
excellence, they have to work hard for improvement to
inspire and support the child. Parents can do much to
give their children the education they deserve. While
children are taught formally reading, writing, and
counting inside the four corners of a classroom,
parents can educate their children right within the
comforts of their own homes.
In addition, parents are the chief educators of children
since children's knowledge acquisition lies on how
well their parents make every opportunity to learn
available for them. But other than preparing nutritious
food for the children and sending them to school,
parents can do more to support their children's
schooling. Although the school is considered an
extension of the home and teachers have a special
parental authority over the pupils, parents ought not to
be complacent and leave everything to the teachers.
Beyond the need to learn basic skills, guidance, and
support from parents can be very useful as children
face the real world.
Furthermore, Conway and Houtenville (2008) revealed
that “parental effort is consistently associated with
higher levels of achievement, and the magnitude of the
effect of parental action is substantial. According to
the study, the researchers also found out that parents
seemed particularly interested in the academic
achievements of their daughters. They discovered
parents spent more time discussing their schoolwork
with their daughters during dinnertime discussions.
They also concluded that parents may reduce their
efforts when school resources increase, thus,
diminishing the effects of improved school resources.
Table 12. Factors that contribute to the level of
parents’ involvement in the use of modular
instructional materials in terms of communicating
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Figure 13. .
Table 12 depicts the factors that contribute to the level
of parents’ involvement in using modular instructional
materials in communicating. Statistics show that most
respondents said that the factors are moderately
contributory to their involvement in terms of
communicating, with a composite mean of 3.53.
Among the indicators, the highest mean value was
obtained by the indicator "I constantly update memos
and announcements of the school," which had a mean
value of 3.85, considered moderately contributory.
Similarly, the indicators "I counsel my child regarding
the progress of their report card" and "I asked the
teacher about school activities related to modular
instructional materials" had moderately contributory
mean values of 3.75 and 3.74, respectively.
Good two-way communication between parents and
teachers is necessary for students' success. Since social
media is widely used as a form of communication, it is
easy for parents to ask the teacher about the related
activity of their child to use modular instructional
materials, even if they are busy with their business.
On the other hand, the indicators "I ask the teacher
about the performance of my child in school related to
modular instructional materials," "I attend GPTA
meetings regularly to show my support for the school,"
"I contribute during meetings when needed for the
improvement of the school," and "I engage myself
Rogel Bonaobra
during classroom meetings as a support to the school"
were found to have less contributory mean values
ranging from 3.22 to 3.49.
Lack of communication increases the problems
between parents and their children. Based on the
demographic profile of the respondents in terms of
communication, parents could not attend regular
parent-teachers’ meetings because they were busy with
their businesses. Moreover, the absence of parents also
affects the two indicators; contributing to the meeting
and asking the teacher about their child's performance.
The findings implied that parents' involvement in
using modular instructional materials is moderately
contributory, with the highest levels of involvement
observed in updating memos and announcements of
the school and counseling their child regarding their
report card progress. The results may provide insights
for educators and parents on areas where more support
or encouragement may be needed to increase parental
involvement in their child's learning.
In support of these results, Epstein (2002) mentioned
that some schools had taken extraordinary steps to
ensure that parents are brought to the schools early in
the academic year, before learners develop problems,
so that their first communication with them may be
positive. Also, schools must employ various
techniques for communicating with parents about their
children’s progress, decisions affecting their children,
and school programs in general. These include parent-
teacher conferences, phone contact, and report cards.
Some schools sign contracts with parents to delineate
expectations for learners, teachers, and parents.
Outcomes associated with type two activities include
learners’ improved awareness of their academic
progress, more informed course decisions, and an
understanding of school policies related to their
conduct.
Furthermore, parents will likely grow their
understanding of school programs and policies. They
will develop familiarity with interacting with teachers
and a greater capacity for monitoring their children’s
progress and responding to their problems. Teachers
are expected to formulate diverse mechanisms for
communicating with parents and an ability to tap the
parent network to elicit family views on children’s
progress.
Table 13. Factors that contribute to the level of
parents’ involvement in the use of modular
instructional materials in terms of volunteering
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Figure 14. .
As reflected in the table 13, the level of parents’
involvement in using modular instructional materials
in terms of volunteering is moderately contributory,
with a composite mean of 3.44. Delving deeper into
the table, the indicators with the highest mean values
and described as moderately contributory are "I
volunteer for the safety aids and operations of the
school" (mean=3.80) and "I help my child’s teacher in
school-related matters" (mean=3.69).
Parent volunteers play an essential role in modern
education. They provide great resources for teachers
and solid support for the school community. Parent
volunteers demonstrate to their children and others that
school is important and worth the time and effort.
On the other hand, the indicators with the lowest mean
values and described as less contributory are "I
support the fund-raising project of the school to gather
enough funds for the welfare of the learners"
(mean=3.07) and "I participate in the annual Brigada
Eskwela and other activities" (mean=3.38).
This finding is similar regarding supporting classroom
projects to their children. Moreover, the result implied
that the respondents must attend other school
volunteering activities.
Parental absence is negatively associated with the
development of left-behind children. Additionally,
obstacles, time, and commitment were most often cited
factors limiting involvement. Work demands were the
most common limiting factor for parents; with
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multiple other priorities among their options and
needs, volunteering was not a choice.
These findings support the study of Epstein that
schools should enhance their connection to families by
encouraging them to volunteer in school activities and
attend school events. Families who volunteer grow
more familiar and comfortable with their children’s
schools and teachers. Volunteering efforts that tap
parental talents enrich school programs and facilitate
individualized learning, particularly in upper grades.
In connection, using a volunteer coordinator is
advised, especially at secondary school levels, where
coordination of volunteer talents and time with teacher
and learner needs becomes increasingly complex.
Schools are challenged to define the term volunteer
broadly enough to accommodate a wide range of
parental talents and schedules. They are also
challenged to encourage learners to volunteer in their
community as part of the learning process. Type three
activities are designed to enhance students’ skills in
communicating with adults, provide them with
exposure to a wide variety of adult skills, occupations,
etc. and help them develop their skills with the support
of volunteer tutors and mentors. Parents are likely to
develop a greater appreciation for the work of
teachers, develop their skills, and grow increasingly
comfortable working with their children and
interacting with others at school.
Finally, teachers will be able to pay more attention to
individual learners as a result of volunteer help. They
are also likely to become more open to involving
parents in varied ways and develop an appreciation for
the parental talent base.
Table 14. Factors that contribute to the level of
parents’ involvement in the use of modular
instructional materials in terms of learning at home
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Figure 15. .
Table 14 indicates the factors that contribute to the
level of parental involvement in terms of learning at
home. It revealed that most respondents rated
moderately contributory the level of parents’
involvement in the use of modular instructional
materials in learning at home, with a composite mean
of 3.44.
Among the indicators, four are considered as
moderately contributory, “I help my children in setting
their goals and plans in working modular instructional
materials,” which obtained the highest mean value of
3.68, “I always remind my child to an activity that
needs to accomplish in modular instruction materials,”
with a mean value of 3.67. Moreover, the respondents
also moderately contributory that “I help my child in
organizing his/her modular instructional materials,” as
shown in the mean value of 3.60, which means that is
the factors that contribute to the level of parental
involvement in terms of learning at home.
Learning at home also increases the motivation of the
children as they are guided at home to go to school.
Most parents set goals and plans for their children and
organize all the necessary things. Additionally, these
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would help the children develop their social,
emotional, and physical development.
On the other hand, certain indicators of different
aspects of volunteering obtained a lower mean value.
The following indicators such as: “I help my child in
providing information and idea about modular
instructional materials,” got a mean value of 3.12,
which verbally describe as less contributory, and “I
give follow-up with my child regarding modular
instructional materials” obtained the mean value of
3.15, which verbally describe as less contributory. This
is followed by the indicator “I always help my child to
improve their skills in modular instructional
materials,” with a mean value of 3.34. All of these
received the lowest mean value in factors that
contribute to the level of parental involvement in terms
of learning at home.
Children who do not receive enough support from their
parents, especially at home, develop an inappropriate
mindset, lack of motivation, and lack of self-discipline
at school. In addition, most of the parents were self-
employed and lacked support and supervision for their
children.
The result can be explained by the study of Epstein
(2002) that parental participation in children’s
education occurs in the home. Schools must capitalize
upon what parents are already doing by helping them
assist and interact with their children at home and
learning activities that reinforce what is being taught.
Schools should aim to increase parents’ understanding
of the curriculum and the skills their children need to
develop at each stage.
Schools must also inform parents about their tracking
and other practices so they can help make decisions
that are best for their children. Type four activities
may bridge the cultural or class gap between home and
school. Thus, schools must create a menu of
interactive work that engages and supports parents.
Schools must also work with parents to help students
set academic goals, prepare for career transitions, and
choose the right courses. Type four activities improve
student test scores and homework skills. Students also
see themselves as learners and their parents as
teachers.
Furthermore, type four activities are associated with
more homework completion and better attitudes
toward schoolwork. Parents may perceive their
children more as learners and develop confidence in
their abilities to teach and support the educational
process. They are also more likely to engage in
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discussions of schoolwork with their children. Type
four practices can help teachers develop better
homework assignments. Teachers are expected to
create greater satisfaction with family involvement as
they witness the support all types of families can
provide learners.
Table 15. Factors that contribute to the level of
parents’ involvement in the use of modular
instructional materials in terms of decision making
Figure 16. .
Table 15 depicts the factors that contribute to the level
of parents’ involvement in using modular instructional
materials in decision-making. It could be gleaned from
the table that majority of respondents rated the level of
parents’ involvement in the use of modular
instructional materials in terms of decision-making as
moderately contributory, with a composite mean of
3.41.
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Based on the different indicators, the respondents tend
to be moderately contributory in accepting feedback or
constructive criticism towards using modular
instructional materials, with a mean of 3.61. They also
moderately contribute actively to improving the use of
modular materials in the school (m=3.58). Lastly, the
respondents are also moderately contributory in
considering. Ideas and opinions of other stakeholders
regarding the use of modular instructional materials,
with a mean of 3.51. This implies that all of these
factors contribute to the level of parental involvement
in terms of decision-making in Atimonan 1 and 2
Districts, Division of Quezon.
Parental involvement in terms of parents' participation
in decision-making in their children's education at
home and school is pivotal to their development.
Moreover, attending school events and parent-teacher
conferences and participating in decision-making
processes leads to confidence and empowering them in
using modular instructional materials.
On the other hand, of the seven indicators, two have
the lowest mean value. It could be noted that
respondents are less contributory in giving comments
and suggestions during meetings related to using
modular instructional materials in school, with a mean
of 3.15. Similarly, they are less contributory in
cooperating with other parents to make decisions about
using modular materials (m=3.17).
The inability of parents to provide feedback and
collaborate with other parents during the decision-
making phase is influenced by the fact that they are the
least involved in the parent's conference, as stated in
the communication aspect of factors affecting parental
involvement. Furthermore, decision-making duty is the
right to make significant decisions about a child's life
and well-being.
This validates the study of Epstein (2002), stating that
involving parents in governance, decision-making, and
advocacy roles is yet another strategy for fortifying
links between schools and parents. Parental
participation in decision-making, when it is a
comprehensive program involving parents in learning
support activities as well, is associated with improved
learner outcomes.
Parent and community involvement in decision-
making may also make schools more accountable.
School site councils, parent-teacher associations, and
other committees can boost parental involvement in
school decision-making. Type five activities benefit
learners through policies. Students may notice family
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involvement in school decisions.
Likewise, parents are expected to develop
opportunities for input, feelings of ownership, an
understanding of policies, and a sense of connection
with other families. Teachers will likely become
increasingly aware of the role of parents’ perspectives
in policy development.
Table 16. Factors that contribute to the level of
parents’ involvement in the use of modular
instructional materials in terms of collaborating with
the community
Figure 17. .
Table 16 presents the factors that contribute to the
level of parental involvement in terms of collaborating
with the community. The result revealed that most of
the factors listed are less contributory to the level of
parents’ involvement in using modular materials in
terms of collaborating with the community. This is
supported by a composite mean of 3.20.
As observed from the table, the respondents were
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moderately contributory in the following indicators:
they always follow Brgy. Ordinance regarding the
improvement of modular instructional materials (3.52).
The respondents open themselves to different
possibilities and changes (3.44). Moreover,
consistently attending community affairs regarding
modular instructional materials also got the highest
mean value in factors that contribute to the level of
parental involvement in collaborating with the
community in Atimonan 1 and 2 Districts, Division of
Quezon (3.41).
Education builds bridges between families,
communities, and schools as part of collaborating with
the community. Moreover, as children interact with the
people within their community associated with the
family, they extend the horizon of their children to
develop the attitudes, skills, and knowledge they need
to become effective citizens.
However, of the seven indicators, four were rated as
less contributory. The respondents suggested that
Brgy. Officials to donate resources to strengthen the
modular instructional materials (2.8.0) and recommend
programs link to modular instructional materials to
Brgy. Officials (2.95). The results further mean that
offering skills and talents to community services
linked to modular instructional materials to the school
shall be demonstrated in the factors that contribute to
the level of parental involvement in terms of decision-
making in Atimonan 1 and 2 Districts, Division of
Quezon (3.05)
In addition, parents’ occupation affects how they
interact with the community, and do not see a much
better opportunity for their child. Parents are expected
to develop an understanding of the resources available
to enrich the use of modular instructional materials in
their community. They should also create a capacity
for working with and tapping various community
partners.
Epstein (2002) demonstrated that schools and families
must regularly draw upon community resources to
support their efforts to educate children. Community
representatives and resources may be tapped for the
other five types of involvement: communicating with
families, volunteering, supporting learning, and
participating in school committees.
Furthermore, learner outcomes are greatest when
families, schools, community organizations, and
leaders work together. Children are provided with
more opportunities for learning and for linking school
knowledge with real-world opportunities (Epstein
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2002). They associate with individuals other than their
parents and teachers, who reinforce the importance of
learning. Outcomes related to type six activities
include increased skills and talents for those learners
participating in effective extra-curricular programs.
Learners may also better understand the real world and
career options. Parent-related outcomes include an
awareness of local resources they can tap into to
support their children and families. They will also be
more likely to interact with other families in the
community. Teachers are expected to develop an
understanding of the resources available to enrich the
curriculum. They should also develop a capacity for
working with and tapping various community partners.
Table 17. Factors that contribute to the level of
parents’ involvement in the use of modular
instructional materials
Figure 18. .
Table 17 summarizes the factors that contribute to the
level of parents’ involvement in the use of modular
instructional materials. It was found that most of the
factors are moderately contributory to the level of
parents’ involvement in using modular instructional
materials, with a grand mean of 3.40.
Furthermore, the parameter “communicating” got the
highest mean value of 3.54, described as moderately
contributory. The respondents are also regarded as
moderately contributory regarding “Learning at
Home” and “Volunteering.”Children will always be
more interactive in classrooms if they have strong
communication skills created first at home. This skill
will lead to a better understanding of the subjects
being taught and the community where they belong.
This would, in turn, lead to a much better environment
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and eventual academic success.
On the other hand, of the six factors contributing to the
level of parental involvement, “collaborating with the
community” obtained the lowest mean of 3.20,
described as less contributory. The “parenting,”
supported with a mean value of 3.34, was deemed less
contributory and, further, noted to be moderately
contributory to the “Decision making” with a mean
value of 3.41.
Based on the demographic profile of the respondents
in terms of occupation, most were self-employed,
significantly affecting the aspects of parenting,
collaborating with the community, and decision-
making. Furthermore, in a family where both parents
work and cannot spend quality time, their children
often lack the necessary support and supervision. Over
time, it will demoralize them and seriously affect their
academic performance.
According to Epstein (2002), schools must help
families create home environments that support
learning by providing them with information about
such issues as children’s health, nutrition, discipline,
adolescents’ needs, and parenting approaches. At the
same time, schools must seek to understand and
incorporate aspects of their learners’ family lives into
what is taught in the classroom. Schools must ensure
that all families needing this information receive it
appropriately. Outcomes associated with type one
activities include improvements in students’ behavior,
school attendance, time management skills, and
awareness of the importance of school. Parent
outcomes encompass improved confidence in and
understanding of parenting practices, awareness of the
challenges in parenting, and a sense of support from
schools and others. Teacher-related outcomes include
a better understanding of and respect for their learners’
families.
Proposed Framework for Parent-Teachers
Partnership
Table 18. Summary of the three least rating in the level
of parental involvement in the use of modular
instructional materials basis for the development of a
framework for parent-teacher partnership
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Figure 20. .

Figure 19. .

Table 18 presents the parameters used for the level of

parental involvement in the use of modular
instructional materials. Specifically, the table showed
the three least rating in every parameter that lay open
in creating a framework for developing modular
instructional materials for parent-teacher partnership in
Figure 21. .
Atimonan 1 and 2 Districts, Division of Quezon.

Table 19. Summary of the three least rating in the
factors that contribute to the level of parental
involvement in the use of modular instructional
materials basis for the development of the framework
for parent-teacher partnership
Table 19 presents the parameters used for the factors
that contribute to the level of parental involvement in
the use of modular instructional materials.
Furthermore, the table showed the three least rating in
every parameter that the researcher used in crafting a
framework for the development of the use of modular

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instructional materials for parent-teacher partnership, Fabian, M. T. (2012). Underestimating Parental Involvement.
Retrieved July 2016, from
as stated in the statement of problem no. 5
http://filipinofreethinkers.org/2012/05/04/underestimating-parental-i
nvolvement/
Gabriel, J. R. (2012). Parents as Partners in Children's Education.
Discussion Retrieved July 2016, from
http://www.philstar.com/cebu-lifestyle/parents-partners-childrens-ed
ucation
Based on the findings of this study, the researcher
Koo, G. S. (2008). Education Begins at Home. Retrieved February
arrived at the following conclusions: 2016, from Philippine Daily Inquirer

1. In terms of the demographic profile of the
respondents in Atimonan 1 and 2 Districts, Division of
Quezon, majority are college undergraduates and
bachelor’s degree holders. Moreover, many are self-
employed with average family income and have small
family structures.
2.The level of parental involvement in using modular
instructional materials in Atimonan 1 and 2 Districts,
Division of Quezon are mostly moderately involved,
which signifies their healthy cooking foods, updating
memos and announcements, and encouraging reviewer
use of modular instructional materials.
3.The significant relationship tells that the level of
parental involvement is associated with Sustaining
Motivation and Coaching and Mentoring, therefore the
hypothesis was rejected. On the other hand,
Monitoring and Students’ Compliance is not
significant, the hypothesis is accepted. Hence, the
hypothesis was partly accepted and partly rejected.
4.Parents in Atimonan 1 and 2 Districts, Division of
Quezon, are addressing the factors that contribute to
the level of parental involvement in asking about
performance, supporting fund-raising, providing
information and ideas, giving comments and
suggestions, and donating resources on the use of
modular instructional materials.
References
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Email: rnbfame@gmail.com
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http://www.teachthought.com/learning/the-effect-of-parental-involv Rogel Bonaobra:
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