International Journal of Arts, Sciences and Education ISSN: 2799 - 1091

Volume 3 Special Issue | July 2022 Page No. 99- 115

PANDEMIC ERA: THE ROLE OF PARENTS AT HOME IN THE OCCURRENCE OF

MODULAR DISTANCE LEARNING

Maribel Badajos Valoroso

Teacher II, Manamoc Elementary School, Cuyo, Palawan, Philippines
https://orcid.org/0000-0002-1116-7338

Mark Vergel Acompañado Idulog

Teacher I, Balabac Central School, Balabac, Palawan, Philippines
https://orcid.org/0000-0002-3846-1318

Charity Joy Nobleza Baslan

Teacher I, Lindagong Elementary School, Balabac, Palawan, Philippines
https://orcid.org/0000-0002-7750-8828

Abstract

Due to the COVID-19 outbreak, education was interrupted. To continue offering high-
quality education led to a dramatic transition away from face-to-face instruction and to blended
learning. However, modular distance learning, as one of the adaptable learning modes, was
chosen by most parents. Hence, this study seeks to determine the role of parents in the
effectiveness of modular distance learning during the COVID-19 pandemic era, ascertain
whether there is a relationship between the parents’ roles and their backgrounds, determine
whether there is a relationship between the parents’ backgrounds and the children’s academic
performance and determine whether the child’s educational performance was related to the role
of the parents. A survey questionnaire was used to acquire information on the parents’ profiles
and the role they played or did not play. Mean, frequency count, and Spearman correlation were
used to analyze the data. Results showed a relationship between parents’ profiles and roles in
their child’s academic achievement. The children’s academic performance in modular distance
learning is boosted, mainly if the parents work and earn a higher income. Modular distance
learning is effective when parents act as friendly teachers and motivators for their children and
are employed in either public or private agencies.

Keywords: modular learning, new normal education, pandemic era, parent’s role

https://ijase.org

99
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

INTRODUCTION

The coronavirus pandemic 2019 (COVID-19) pandemic has resulted in an enormous

disruption of educational systems in history, affecting billion of students, and the world’s student
population has been wedged by the closures of schools and other learning spaces (Butnaru et al.,
2021; Tan et al., 2021). The pandemic has unprecedented effects on education, necessitating
appropriate responses (Asian Development Bank, 2021). The epidemic has been claimed to have
exposed systemic education issues (Zakaria et al., 2022). The so-called “new normal setup” has
given parents more involved in their children’s education. The Department of Education (DepEd,
2020) developed the Basic Education Learning Continuity Plan (BE-LCP) to ensure the
continuation of learning while safeguarding the health, safety, and well-being of all students,
instructors, and other DepEd staff as a result of the closure of schools. The BE-LCP outlines
three Learning Delivery Methods (LDMs) that schools may use: blended learning,
homeschooling, and remote learning. The most popular type of distance learning is Modular
Distance Learning (MDL), one of the LDMs.
Data from the Learner Enrolment and Survey Forms (LESF) for the 2020-2021 school
year indicate that parents favored modular for their kids in both public and private schools.
Parents are ready to mentor their children directly and take on whatever responsibilities are
assigned during this pandemic, regardless of the DepEd-provided modalities, to further their
education. As face-to-face instruction is suspended due to the COVID-19 pandemic, parents were
thrust into the forefront of education. Parents are stepping up to encourage their children as they
adjust to the new school year set up despite how challenging it is for them to fulfill the function
of teachers in the classroom. In this case, parents have been caught off guard by this abrupt
transition and are now playing various roles. These novel and unanticipated parental
responsibilities are crucial for ensuring that their child learns during this modular distance
learning program (Agayon et al., 2022). Cook (2020) emphasized that parents should participate
in the new normal education and encourage and cultivate their children’s independence.
Although the new normal education’s modular modalities made it possible to reopen the
school (Zakaria et al., 2022), it should be highlighted that this has some limitations. Numerous
academic works have discussed this type of learning modality’s difficulties in the Philippines
(Agayon et al., 2022; Bacomo et al., 2022; Carbonilla et al., 2022; Hamora et al., 2022; Muhat &
Bentor, 2022). Nevertheless, parents’ role is not profoundly studied in the researchers’ locale.

Objectives of the Study

Based on the problem stated, the study determined the role of the parents in the
effectiveness of modular distance learning. Specifically, this study was able to decide on:
1. the sociodemographic profile of the parents in terms of sex, age, employment status,
monthly income, number of children attending school, household members, number of
hours facilitating the learning of the child, highest educational attainment, gadgets
available, type of internet connectivity, and strength of internet connection;
2. the children’s academic performance;
https://ijase.org

100
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

3. the roles played by the parents;

4. if a significant relationship exists between the parents’ background and (b) their child’s
academic performance; and
5. if there is a significant relationship between parents’ background and the child’s academic
performance.
LITERATURE REVIEW

Parents’ Role
Parents now have the crucial duty of ensuring that their kids receive a top-notch
education while being safe. Numerous parents are stepping forward to assist their children in
adjusting to the new circumstances, although education suffers due to classes being forced to
close their doors to eager students (Wang et al., 2020). Every parent and caregiver wants to
provide their kids with the best environment possible (Varkey Foundation, 2019). Additionally,
working with teachers can enable parents to support the education and well-being of their kids.
The greatest success stories were found where a parent was a: good communicator, active
caretaker, routine builder, vigilant guardian, and friendly teacher. Parents must play a
multifaceted role in reducing the epidemic’s impact on their children’s academic performance
and well-being due to the expectations of the education system in the “new normal” (Carbonilla
et al., 2022). The researcher said parents could also serve as role models, motivators, and
counselors.
Parents would therefore be required to engage in the learning process actively. When
students participated in remote learning, they would be the ones to guide and assist their children
through the modular classes. The modular approach enables Filipino students to learn in the
convenience of their own homes. Due to restricted contact with teachers, the learners’ parents or
guardians will serve as their role models (Lebaste, 2020). Parents are their children’s most
significant role models and inspirations (Capulso et al., 2021). Children always adopt the values
and behavioral patterns of their parents. In addition, a child’s academic perspective and
motivation are influenced by their upbringing and how much their parents participate in their
early education. Parents, for instance, could promote cause by praising effort, tenacity, and
subject-matter expertise rather than all-around accomplishment, brilliance, or skill. Additionally,
parents can encourage their children to see their academic success as a true reflection of who
they are, which will help them feel more driven (Usher & Kober, 2012).
As Li and Qiu (2018) emphasized, children’s motivation to learn is less the lower the
family’s socioeconomic status. Their learning behavior increases engagement as parents become
more interested in their child’s education. Similar to this, a child’s environments have a
significant influence on children’s well-being. For children to develop, learn, and explore, their
home must be secure and healthy. On the other hand, a low-income family environment can harm
a child’s intellectual, social, and emotional development (Urban Child Institute, 2013).
Children’s academic success is still greatly influenced by their parental background (Li & Qiu,
2018). These elements include the parents’ level of education, their family’s income, marital
status, and perspectives on their children’s education. Fang and Feng (2008) found that the
family’s social-economic situation significantly impacted children’s academic performance using
survey data from Nanjing middle school students. Sun et al. (2009) also discovered a significant
https://ijase.org

101
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

positive relationship between parent education and income levels and their children’s academic
performance in elementary school. Family members’ social and economic standing reflects their
socioeconomic position (Chen et al., 2018). The prevailing consensus is that socioeconomic
status and children’s academic success and cognitive development are strongly and consistently
interrelated.

Parental Involvement
Students’ academic success is also directly related to parental involvement’s effects on
children’s academic progress and familial circumstances (Li & Qiu, 2018). Even though parental
participation in education was associated with student achievement, Kim and Hill (2015) found
that although the association was vital for both mothers and fathers, mothers’ mean levels of
involvement were higher. Moderator analyses across the various types of involvement showed
that mothers’ participation in school and their children’s intellectual development at home were
more strongly related to success than fathers’. However, kids with parents who are more
involved in their schooling do better academically than kids who are less active. Policymakers
have included initiatives (Pentang, 2021c) to improve parental involvement into more general
educational policy measures and the effect of parental involvement on academic success. Along
with the significance of early academic performance, academic progress for a child after early
elementary school is typically consistent (Entwisle & Hayduk, 1988; Pedersen et al., 1978).

Modular Distance Learning

Modular learning is the type of distance education that is most popular. From the DepEd
poll, learning through printed and digital modules emerged as the most desired distance learning
mode for parents with children enrolled this academic year. Hence all public schools in the
Philippines currently employ it (Bernardo, 2020). Online learning is impossible for students who
lack internet access and live in far-flung areas (Hamora et al., 2022). Parents and guardians play
a variety of responsibilities in modular learning, including those of module, Bundy-clock, and
home innovator. They are in charge of collecting printed SLMs and delivering them to barangay
halls or schools every week, depending on the agreement reached between the parents and the
school. They are required to verify their child’s timetable or weekly plan as a Bundy-clock.
Because there are so many courses or tasks, they must ensure that everything is done correctly to
prevent cramming or submission delays, which could impact the child’s performance.
Last but not least, to help their kids focus more on learning, parents who innovate at home
must give their kids a conducive learning atmosphere. It must be a quiet, distraction-free home
area that is adequately ventilated and lit. The usage of modules stimulates autonomous learning.
Improving students’ self-study or learning skills is one advantage of employing modules for
instruction (Pentang, 2021a). The students actively learn the principles covered in the curriculum.
They grow in responsibility as they complete the tasks outlined in the module. The students
advance on their own with little to no help from others. They are becoming empowered and
learning how to learn (Nardo, 2017). Additional benefits of modular instruction include better

https://ijase.org

102
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

adaptability of instructional materials, increased diversity and flexibility for teachers and staff,
and increased choice and self-pacing for students.
The researchers generally relate this literature to their study’s perspective as they look past
the additional challenges the COVID-19 outbreak has placed on parents and teachers alike, as
there is an excellent opportunity to improve collaboration between homes and schools,
acknowledging the value of the home/school partnership, the role of parents, and embracing its
potential for the quality of education of children amidst pandemic.

METHODOLOGY

Research Design
This study employed a descriptive and correlational design following Magulod et al.
(2021). This paper used a descriptive design to determine the respondents’ demographics, their
children’s academic success, and their involvement in encouraging their child’s learning.
Meanwhile, the correlational design was used to ascertain whether there is a relationship between
the parent’s roles and the child’s academic achievement and whether there is a relationship
between the parent’s background and the child’s educational performance.

Participants
The participants of this study were the parents of learners enrolled in this school year
2021-2022 in a selected primary school in Palawan. The researcher randomly chose 50 parents of
children enrolled in Grades 1-6 using simple random sampling. Each parent’s chance of being
selected is equal in this sampling method. Through a survey questionnaire, the respondents will
answer if they played or did not play the roles. However, the sample or group does not
necessarily imply that it represents the population as a whole.

Data Gathering Procedure

A letter of approval to carry out the research was requested from the office of the school
head or principal. Following approval, the researchers personally contacted the parents to
distribute the modules and review the questionnaire’s content. Additionally, the researchers
requested the parents’ permission and license before participating in the study.
A questionnaire created by the researchers was used in this study. Under the supervision
of the school principal and a master teacher, the study questionnaire’s content validation and
pilot testing were carried out. The questionnaire asked about sociodemographic data and several
scenarios representing common and unusual roles. Its goal was to ascertain the parents’
respective positions.
In consideration of the research ethics, the researchers made sure that it was observed and
maintained before the research was conducted until it was finished. The parents were also
informed about the study’s goal and objectives. Then gave the parents surveys during module
https://ijase.org

103
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

delivery and retrieval and sometimes at home. Protocols have also been followed, including the
respondents’ confidentiality and voluntary involvement.

Data Treatment
Descriptive statistics were employed to describe the data gathered on the respondents’
demographic profile and their children’s academic performance, including weighted mean,
frequency, and percentage. As for the relationship between the parent’s roles and the child’s
academic achievement and the relationship between the parent’s backgrounds and the child’s
academic performance, the researchers used Spearman rho (rs). The analysis was conducted
using jamovi software adhering to Pentang (2021d).

RESULTS AND DISCUSSION

Parent’s Demographic Profile

There are more female (92%) than male participants (Table 1). This could imply that the
representation is unequal and that using this variable to inform decisions would not yield any
meaningful information. However, this study could be explained by the fact that females are the
ones who are more engaged in the implementation of the MDL. The most represented age group
is 40 or below, which comprises 70% of the total respondents, followed by the 40 and above age
group, which is 30% of the participants. It could be said that most of the participants are
Millennials. Most parents (88%) work as self-employed, demonstrating that having a job in this
field does not hinder a child’s capacity to study.
Additionally, 12% of respondents work in public or private agencies. It demonstrates that
94% of the respondent’s family’s monthly income is below ₱10,957. Moreover, most
respondents live below the standard poverty level the Philippine Statistics Authority set for the
first quarter of 2021. This information is crucial to families with low incomes because it affects
how students can access services and products like smartphones, laptops, and internet
connectivity, which are essential for the new normal of instruction. Most respondents (66%) fall
between one to four children enrolled in school. Almost half of the respondents (48%) spent 2-3
hours teaching their child, while 16% spent 6-8 hours. It indicates that the length of time parents
has to help their children reduces as the number of children enrolled increases. More respondents
(44%) are high school graduates, followed by college graduates (14%). The ability of the parents
to instruct their children may be affected by this information, which makes it essential.
It can be said that since everyone had school experience, they may all be able to read
primary literature. However, it is still unclear whether this fundamental literacy will be sufficient
for the parents to assist the children. The most gadget available to respondents are cellphone
(94%) and followed by laptops (6%), given how difficult it is for people to communicate during
the COVID-19 pandemic. This result will help to improve information delivery and
communication. 86 % of the respondent has internet connectivity through mobile data. This
https://ijase.org

104
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

internet connectivity became an essential tool for pupils during the academic year. It is crucial to
education before the pandemic as a tool for word processing, research, and communication.
Dangle and Sumaoang (2020) identified that some parents do not have sufficient gadgets for their
children. Most (96%) of the respondents have no or poor internet, resulting in the pupils
struggling to utilize the resources available on the internet because of poor connectivity.

Table 1. Demographic Profile as the Role of the Parents in the Learning Process of their
Children.
Demographic Profile Frequency Percentage
Female 46 92%
Sex
Male 4 8%
below 40 35 70%
Age
40 and above 15 30%
Self Employed 44 88%
Employment Status
Employed 6 12%
Below 10,957 47 94%
Monthly Income (₱)
10,957 to 21,914 3 6%
1-4 33 66%
Number of Children attending School
5-8 17 34%
1-4 18 36%
Household Member
5-8 32 64%
2-3 24 48%
Number of Hours Facilitating the Learning of
4-5 18 36%
Child (a day)
6-8 8 16%
Elementary 2 4%
Level
Highest Educational Attainment
Secondary Level 26 52%
College Level 22 44%
Cellphone 47 94%
Gadgets Available
Laptop 3 6%
Mobile Data 43 86%
Type of Internet Connectivity Wifi 2 4%
Mobile Hotspot 5 10%
No 2 4%
Strength of Internet Connection Poor 48 96%
Strong 0 0%

Academic Performance of the Children

Table 2 reveals that the respondents’ children’s academic achievement is satisfactory,
with a total mean of 86.84. It also shows that 15 (30%) have very satisfactory academic
performance, 23 (46%) have satisfactory performance, and 12 (24%) have outstanding academic
https://ijase.org

105
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

performance. It is considered that all the respondents’ children have achieved higher than the
passing grade of 75 percent given by the DepEd. Parents’ involvement in their children’s
academic pursuits significantly impacts their ability to succeed academically, which is essential
for higher academic achievement (Barnard, 2004). This result opposes Muhat and Bentor (2022),
where learners in the same locale have high achievement levels even with the pandemic.

Table 2. Academic Performance of the Children of the Respondents.

Frequency Percent Descriptions
80-84 15 30 Very Satisfactory
85-89 23 46 Satisfactory
90-95 12 24 Outstanding

Role Played by the Parents

Table 3 shows respondents’ assessments of their behavior in the roles of
counselor/advisor, motivator/encourager, good communicator, and friendly teachers were
supported by the highest average frequency. Being a facilitator/guide role model, the routine
builder came in second with an (f=46). The lowest average is a vigilant guardian acting as a
watchful monitor (f=37). Concerning distance learning, parents’ roles are as teachers at home,
which is accomplished by managing the child’s schedule and method of education, reminding
kids to study regularly, and establishing a comfortable learning environment for kids to complete
the teacher’s assignments (Bacomo et al., 2022). Also, parents serve as a motivator by being
enthusiastic about and supportive of their kids’ learning activities so that the kids will be
motivated to study and achieve success. Parents play a crucial role as facilitators since they
provide children with all the resources required to develop their competence, abilities, and
potential (Bonilla et al., 2022). The information in the table below suggests that parents play a
role that leans toward inspiring their children to complete their educational tasks. It can be
assumed that the parent feels it is vital to foster a supportive learning environment for their
children.

Table 3. Parents’ Self-Rating Scores of the Efforts they made to their Children’s Learning.
Played Not Played
Parent’s Role
Frequency Percentage Frequency Percentage
Counselor/Advisor 48 96% 2 4%
Motivator/Encourager 48 96% 2 4%
Facilitator/Guide role model 46 92% 4 8%
Role Model 45 90% 5 10%
Good Communicator 48 96% 2 4%
Active Caretaker 45 90% 5 10%
Routine Builder 46 92% 4 8%
Vigilant Guardian 37 37% 13 26%
Friendly Teacher 48 96% 2 4%

https://ijase.org

106
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Correlation between the Parent’s Demographic Profile and their Role in Modular Learning
The study determined the correlation between the parent’s demographic profile and their
role in implementing modular distance learning (Table 4). Results showed a significant
correlation between the parent’s employment status with their role (rs = .355, p = .011).
facilitators for their children during the pandemic’s peak. The parents employed in public or
private agencies were more engaged in implementing modular distant learning than self-
employed ones. It is increasingly challenging to manage caregiving duties despite being a
working parent. Also, they have faced professional difficulties while balancing work and
responsibility. Employed parents ensure their children are safe and educated, even if they are
fortunate enough to work remotely. This agrees with Bonilla et al. (2022) that parents play an
important role in advancing their children’s interests and carrying out their desires. However,
some parents are dismissed from work due to conflict between their work and parental roles
(Waller, 2020).
Conversely, no statistical correlation was found between the parent’s demographic
characteristics in terms of their sex, age, monthly income, number of children attending school,
household members, number of hours facilitating the learning of the child, highest educational
attainment, gadgets available, type of internet connectivity, and strength of internet connection
with their role (p > .05). This shows that the parents can play their part or not regardless of these
demographic characteristics. It explains that the parents are responsible for molding their
children’s personalities irrespective of their demographic characteristics except for their
employment status. Both father and mother could serve as educators based on Rohita and
Krisnawati (2021). Liu and Xie (2015) utilized information from the China Family Panel Study’s
baseline survey from 2010, showing that parenting and other non-financial family resources were
more important and constant for children’s cognitive development than financial resources.
Additionally, they discovered a minimal connection between parenting beliefs and behaviors and
family wealth or income. Both parents’ cooperation is required for the child’s development and
growth to occur optimally, even though each plays a unique role. Likewise, Azubuike and Aina
(2022) said that from the moment a child is born, parents are known to be a child’s first teacher.
As they grow into adults, the traditional role of parents involves teaching, guiding, and raising
children to become strong standing members of their communities.

Table 4. Correlation between the Respondents’ Sociodemographic Profile and Level of

Engagement.
Spearman’s rho p-
Profile Variables Interpretation
(rs) value
Sex -.026 .859 Not Significant
Age .252 .078 Not Significant
Employment Status .355 .011 Significant
Monthly Income .194 .177 Not Significant
Number of Children attending School .078 .590 Not Significant
Household Member -.105 .469 Not Significant
Number of Hours Facilitating the
-.015 .920 Not Significant
Learning of Child (a day)
https://ijase.org

107
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Highest Educational Attainment .097 .505 Not Significant

Gadgets Available -.070 .628 Not Significant
Type of Internet Connectivity .094 .515 Not Significant
Strength of Internet Connection -.310 .082 Not Significant

Correlation between the Parent’s Demographic Profile and the Academic Performance of
their Children
The study ascertained the correlation between the parent’s demographic profile and their
children’s academic performance during modular distance learning (Table 5). The findings
revealed a significant correlation between the parent’s employment status (rs = .282, p = .047)
and monthly income (rs = .358, p = .011) with their children’s performance. This suggests that
parents who worked and earned a higher income contributed to their children’s academic
achievement while implementing modular learning. Similar to this, wealthy and educated parents
are more likely to be interested in their children’s education, which is crucial to their academic
performance (Cheadle & Amato, 2011). Aside from other variables, socioeconomic status is one
of the topics of most inquiry and discussion among education experts that affect students’
academic achievement (Cabrera et al., 2018). The most common defense is that students’
socioeconomic circumstances impact how well they succeed academically. Most experts contend
that pupils with low socioeconomic levels perform poorly academically because their basic needs
are not met, which harms their learning ability (Adams et al., 1996).
The ability of parents to help their children in modular distance learning is affected by
family income. Since providing for one’s fundamental necessities is a natural priority for every
family, the lack of financial means may result in parents having less opportunity to assist their
children. As most low-income families do not have regular occupations and instead engage in
livelihood activities or paid work, helping children may result in lower revenue for those
households.
In contrast, no significant relationship was found between the parent’s demographic
characteristics in terms of their sex, age, number of children attending school, household
members, number of hours facilitating the learning of their child, highest educational attainment,
gadgets available, type of internet connectivity, and strength of internet connection with their
children’s academic performance (p > .05). This indicates that these parent characteristics have
no association with the learner’s performance amid the pandemic. However, highly educated
parents spend more time with their kids and actively work to help them develop their talents and
skills (Guryan et al., 2008); in contrast, less educated parents spend less time with their kids and
typically let their kids develop their talents and skills with little to no guidance or stimulus
(Lareau, 2002). In addition, Baticulon et al. (2021) and Pentang (2021b) noted that technological
equipment proficiency and access to a supportive learning environment are barriers. Domestic
issues may also be a factor in the new normal education system.

Table 5. Correlation between the respondents’ sociodemographic profile and their children’s
performance.
Spearman’s p-
Profile Variables Interpretation
rho (rs) value
https://ijase.org

108
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Sex -.121 .402 Not Significant

Age -.070 .629 Not Significant
Employment Status .282 .047 Significant
Monthly Income .358 .011 Significant
Number of Children attending School .052 .720 Not Significant
Household Member -.075 .606 Not Significant
Number of Hours Facilitating the Learning of Child .199 .165 Not Significant
Highest Educational Attainment .112 .438 Not Significant
Gadgets Available -.070 .629 Not Significant
Type of Internet Connectivity -.007 .962 Not Significant
Strength of Internet Connection -.289 .401 Not Significant

Correlation between the Parent’s Role and the Performance of their Children
The study analyzed the relationship between the parent’s role and their children’s
performance during the pandemic (Table 6). The analysis found no (p > .05). This means that the
parent’s role with regards to counselor/advisor, motivator/encourager, facilitator/guide role
model, good communicator, active caretaker, routine builder, vigilant guardian, and friendly
teacher has nothing to do with their children’s performance during the pandemic. This may be
due to the modular learning modalities. The children’s academic performance depends only on
how they answer or respond to their modules, assessment, and performance task. However,
parents help children learn at home by taking on the role of teachers (Kurniati et al., 2020). In
addition to that, parents must be aware of effective teaching and playing techniques. They need
to comprehend how their kids learn, as everyone knows differently. Parents must be able to guide
their kids toward activities that are enjoyable, safe, and informative. In other words, parents have
created play-based learning activities by leveraging the available resources.
Meanwhile, the nature of student assessment in the new normal could be an essential
thing to be considered because there is a likely possibility that the teacher is becoming lenient in
giving grades because of humanitarian considerations. As part of distant learning for pupils
during the epidemic, the DepEd investigated the rumored “sagot-for-sale” scheme, in which
parents allegedly pay someone else to answer their children’s learning module (Philstar, 2021).
This has severe implications for the failure of this study to provide reliable data. Future
researchers could consider conceptualizing a better measure of academic performance.

Table 6. Correlation between the Respondents’ Role and their Children’s Performance.
Profile Variables Spearman’s rho (rs) p-value Interpretation
Role of Parents .164 .254 Not significant

CONCLUSIONS AND RECOMMENDATIONS

Female parents were more involved in their children’s learning, were mature enough to
guide their children as young and middle-aged adults, spent the majority of their time doing
household chores as housekeepers, belonged to poor households, and had limited knowledge as
https://ijase.org

109
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

they had only completed secondary level education, had large families, and spent very little time
facilitating their children’s learning. Parents frequently acted as friendly teachers and motivators
to their children during the implementation of modular learning, and students were performing
well in school, as evidenced by averages far above the requirement to move on to the next
quarter, parents frequently served as motivators and friendly teachers to their children, and lastly,
the demographic profile of the parents had no bearing on the performance of the learners.
School administrators should develop initiatives to successfully improve instructors’
capacity to implement modular remote learning. To make parents aware of their responsibilities
as homeschooling facilitators, they should also hold orientations for parents. Additionally,
teachers should contact parents frequently to continuously assess the students’ learning and
address issues that parents and students may have with the school. At the same time, parents
should work with the instructors to get advice on how they may support their kids’ at-home
learning using their modules.
Since education is lifelong learning, pupils should work harder to learn independently
using the resources offered by their teachers because self-discovery and learning by doing are the
main ways people know for the rest of their lives. Thus, additional researchers should study the
other elements that meaningfully impact students’ academic achievement in modular remote
learning.

REFERENCES

Adams, G., & King, L., & King, D. (1996). Relationships of job and family involvement, family
social support, and work-family conflict with job and life satisfaction. Journal of Applied
Psychology, 4(81), 411-420.

Agayon, A., Agayon, A., & Pentang, J. (2022). Teachers in the new normal: Challenges and
coping mechanisms in secondary schools. International Journal of Humanities and
Education Development, 4(1), 67-75. https://doi.org/10.22161/jhed.4.1.8

Asian Development Bank. (2021). COVID-19 and education in Asia and the Pacific: Guidance
note. https://www.adb.org/documents/covid-19-education-asia-pacific-guidance-note

Azubuike, O., & Aina, B. (2022). How parents support their children’s learning during the
COVID-19 pandemic in Nigeria. The Education and Development Forum (UKFIET).
https://www.ukfiet.org/2020/how-parents-are-supporting-their-childrens-learning-during-
the-covid-19-pandemic-in-nigeria/

Bacomo, A., Daculap, L., Ocampo, M., Paguia, C., Pentang, J., & Bautista, R. (2022). Modular
learning efficiency: Learner’s attitude and performance towards self-learning modules.
IOER International Multidisciplinary Research Journal, 4(2), 60-72.
https://doi.org/10.54476/s149512

https://ijase.org

110
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Barnard, W. (2004). Parent involvement in elementary school and educational attainment.

Children and Youth Services Review, 26(1), 39-62.
https://doi.org/10.1016/j.childyouth.2003.11.002

Baticulon, R., Sy, J., Alberto, N., Baron, M., Mabulay, R., Rizada, L., Tiu, C., Clarion, C., &
Reyes, J. (2021). Barriers to online learning in the time of COVID-19: A national survey of
medical students in the Philippines. Medical Science Educator, 31(2), 615-626.
https://doi.org/10.1007/s40670-021-01231-z

Bonilla, M., Camo, J., Lanzaderas, R., Lanzaderas, R., & Bonilla, A. (2022). Parental
involvement on child’s education at home during COVID-19 pandemic. International
Journal of Humanities and Education Development, 4(3), 6-13.
https://doi.org/10.22161/jhed.4.3.2

Bernardo, J. (2020, July 30). Modular learning most preferred parents: DepEd. ABS-CBN
News. https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-
parents-deped

Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education
during COVID 19 pandemic: A comparative analysis between the perceptions of academic
students and high school students from Romania. Sustainability, 13(9), 5311.
https://doi.org/10.3390/su13095311

Cabrera, A., Peralta, A., & Kurban, E. (2018). The invisible 1%: A comparison of attaining
stepping stones toward college between military and civilian children. Journal of Higher
Education, 89(2), 208-235. https://doi.org/10.1080/00221546.2017.1368816

Capulso, L., Magulod, G., Jr., Nisperos, J., Dela Cruz, J., Dizon, A, Ilagan, J., Salise, G., Vidal,
C., Pentang, J., & Dugang, M. (2021). The teacher and the community, school culture and
organizational leadership. Beyond Books Publication. https://philpapers.org/rec/CAPTTA

Carbonilla, M., Kadusale, G., Lucero, R., & Pungyan, M. (2022). Parents’ coping mechanism in
conquering challenges towards distribution and retrieval of modules. International Journal
of Multidisciplinary: Applied Business and Education Research, 3(7), 1249-1256.
https://doi.org/10.11594/ijmaber.03.07.04

Cheadle, J., & Amato, P. (2011). A quantitative assessment of Lareau’s qualitative conclusions
about class, race, and parenting. Journal of Family Issues, 32(5), 679-706.
https://doi.org/10.1177/0192513X10386305

Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent-child
relationship, and learning motivation on reading ability. Frontiers in Psychology, 9, 1297.
https://doi.org/10.3389/fpsyg.2018.01297
https://ijase.org

111
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Cook, M. (2020). The Reality of Home-Based Learning. Journal of School Administration

Research and Development, 5(S2), 86-92. https://doi.org/10.32674/jsard.v5iS2.2841

Dangle, Y., & Sumaoang, J. (2020, November). The implementation of modular distance
learning in the Philippine secondary public schools. In 3rd International Conference on
Advanced Research in Teaching and Education (Vol. 100, p. 108).
https://www.doi.org/10.33422/3rd.icate.2020.11.132

Department of Education (DepEd, 2020). Policy guidelines for the provision of learning
resources in the implementation of the basic education learning continuity plan.
https://www.deped-click.com/2020/08/policy-guidelines-for-provision-of.html

Entwisle, D. R., & Hayduk, L. A. (1998). Lasting effects of elementary school. Sociology of
Education, 61(3), 147-159. https://doi.org/10.2307/2112624

Fang, C., & Feng, X. (2008). Family background and academic achievements: a study of stratum
differences in compulsory education. Zhejiang Social Science, 24(8), 47-55.
https://doi.org/10.4234/jjoffamilysociology.29.19

Guryan, J., Hurst, E., & Kearney, M. (2008). Parental education and parental time with children.
Journal of Economic Perspectives, 22(3), 23-46. https://doi.org/10.1257/jep.22.3.23

Hamora, L., Rabaya, M., Pentang, J., Pizaña, A., & Gamozo, M. J. (2022). Students’ evaluation
of faculty-prepared instructional modules: Inferences for instructional materials review and
revision. Journal of Education, Management and Development Studies, 2(2), 20-29.
https://doi.org/10.52631/jemds.v2i2.109

Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental
involvement and students’ academic achievement. Journal of Educational Psychology,
107(4), 919-934. https://doi.org/10.1037/edu0000023

Kurniati, E., Alfaeni, D. K. N., & Andriani, F. (2020). Analisis peran orang tua dalam
mendampingi anak di masa pandemi COVID-19. Jurnal Obsesi. Jurnal Pendidikan Anak
Usia Dini, 5(1), 241-256. https://doi.org/10.31004/obsesi.v5i1.541

Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white
families. American Sociological Review, 67(5), 747-776. https://doi.org/10.2307/3088916

Lebaste, V. G. (2020). The role of the parents in modular distance learning. Press Reader.
https://www.pressreader.com/philippines/sunstar-
pampanga/20201128/281681142436238?fbclid=IwAR0umzlRsyVFPo2sH_Kwqd0KPdjxH
YT3wU5L-HXaTLp-sb-e1eLqQ9viEBE
https://ijase.org

112
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Li, Z., & Qiu, Z. (2018). How does family background affect children’s educational
achievement? Evidence from contemporary China. The Journal of Chinese Sociology, 5,
13. https://doi.org/10.1186/s40711-018-0083-8

Liu, A., & Yu, X. (2015). Influences of monetary and non-monetary family resources on
children’s development in verbal ability in China. Research in Social Stratification and
Mobility, 40, 59-70. https://doi.org/10.1016/j.rssm.2015.02.003.

Magulod, G., Jr., Capulso, L., Delos Reyes, R., Luna, A., Orte, C., Maglente, S., Pentang, J.,
Olitres, B., Vidal, C., & Samosa, R. (2021). How to write and publish your thesis. Beyond
Books Publication. https://philpapers.org/rec/MAGHTW

Muhat, J. P., & Bentor, G. D. (2022). COVID-19 and new normal education: Modular learning
styles, study habits, and performance of grade I learners. International Journal of
Multidisciplinary: Applied Business and Education Research, 3(7), 1274-1283.
https://doi.org/10.11594/ijmaber.03.07.07

Nardo, M. (2017). Modular instruction enhances learner autonomy. American Journal of

Educational Research, 5(10), 1024-1034.
http://pubs.sciepub.com/education/5/10/3/index.html

Pedersen, E., Faucher, T. A., & Eaton, W. W. (1978). A new perspective on the effects of first-
grade teachers on children’s subsequent adult status. Harvard Educational Review, 48(1),
1-31. https://doi.org/10.17763/haer.48.1.t6612555444420vg

Pentang, J. (2021a). Impact assessment and clients’ feedback towards MATHEMATICS project
implementation. International Journal of Educational Management and Development
Studies, 2(2), 90-103. https://doi.org/10.53378/346107

Pentang, J. (2021b). Technological dimensions of globalization across organizations: Inferences

for instruction and research. International Educational Scientific Research Journal, 7(7),
28-32. https://dx.doi.org/10.2139/ssrn.3896459

Pentang, J. (2021c). The concept of curriculum and its foundation. The Educator’s Link, 1(6), 9.
https://www.researchgate.net/publication/355953574_The_Concept_of_Curriculum_and_it
s_Foundation

Pentang, J. (2021d). Quantitative data analysis. Holy Angel University Graduate School of
Education: Research and Academic Writing.
http://dx.doi.org/10.13140/RG.2.2.23906.45764/1

https://ijase.org

113
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Philstar.com. (2020, March 5). Sagot-for-sale scheme on student module probe.

https://www.philstar.com/headlines/2021/03/05/2082245/sagot-sale-scheme-student-
modules-probed

Rohita., & Krisnawati, S. (2021, March). The role of parents as teachers at home during the
COVID-19 pandemic. In 5th International Conference on Early Childhood Education
(ICECE 2020) (pp. 152-158). Atlantis Press.
https://dx.doi.org/10.2991/assehr.k.210322.033

Sun, Z., Liu, Z., & Sun, B. (2009). Family, school, and children’s academic achievements—
based on the study of rural areas in Gansu Province. Journal of Beijing Normal University
(Social Science Edition), 37(5), 103-115.

TAMAYO, R., CAUILAN, M. ., & BARSABAL, H. (2022). MULTIVIRATE ANALYSIS ON

THE STUDENTS’ CHALLENGES ON ONLINE DELIVERY EDUCATION. International
Journal of Arts, Sciences and Education, 3(1), 198–214. Retrieved from
https://ijase.org/index.php/ijase/article/view/107

Tan, C., Kaur, H., Mary, A., Baluyot, M., Jimenez, M., Ventayen, R., & Pentang, J. (2021). How
organizational climate mediates employee innovative work behavior among food
manufacturing industries in COVID-19 pandemic: Implications to business economics and
management. Studies of Applied Economics, 39(12).
https://doi.org/10.25115/eea.v39i12.6031

Urban Child Institute. (2013). Family and home: A positive home environment is the foundation
for healthy brain development.
http://www.urbanchildinstitute.org/resources/publications/data-book-2013/family-home

Usher, A., & Kober, N. (2012). What roles do parent involvement, family background, and
culture play in student motivation? Center on Education Policy.
https://files.eric.ed.gov/fulltext/ED532667.pdf

Varkey Foundation. (2019). Parent-teacher partnership: The need for renewed collaboration in
the time of COVID-19. Teacher Task Force on The Role of Parents in Blended Learning.
https://www.varkeyfoundation.org/what-we-do/research/parent-teacher-partnerships

Ventura- Cauilan, M. ( 2022). Students’ Adaptability Challenges on Online Learning in A Public

University: Input for Academic Policy Modification. 6(3), 3284-3300

Waller, A. (2020). Woman says she was fired because her children disrupted her work calls. The
New York Times. https://www.nytimes.com/2020/07/08/us/drisana-rios-lawsuit-hub-
international.html

https://ijase.org

114
 International Journal of Arts, Sciences and Education ISSN: 2799 - 1091
Volume 3 Special Issue | July 2022 Page No. 99- 115

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home
confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-
947. https://doi.org/10.1016/S0140-6736(20)30547-X

Zakaria, W., Turmudi, T., & Pentang, J. T. (2022). Information and communication technology
in elementary schools: A comparison between hybrid and face-to-face learning systems.
Profesi Pendidikan Dasar, 9(1), 46-54.
https://journals.ums.ac.id/index.php/ppd/article/view/17534

https://ijase.org

115