ABSTRACT
This descriptive study was conducted to assess the parents’ involvement and satisfaction with the implementation of the modular learning modality. An interview schedule was developed, validated, and pilot-tested for reliability. The respondents were 50 parents with at least one child studying at Santa Barbara Central Elementary School, Santa Barbara, Iloilo. The data were analyzed both quantitatively and qualitatively. The quantitative analysis involved frequency count and percentage while the qualitative data were processed via thematic analysis. Findings revealed that the parents were “somewhat comfortable” in their involvement with modular learning, and they assisted in their children's schoolwork “most of the time.” They viewed their involvement as a necessity, a pleasant activity, and an easy task. Most of the parents were “dissatisfied” with modular learning resulting to over-reliance on gadgets, a poor learning environment, and a lack of enthusiasm among the learners. Based on the findings of the study, a set of policy recommendations was offered.
Keywords: Modular Learning Modality, Parents’ Involvement, Parents’ Satisfaction
INTRODUCTION
The COVID-19 pandemic has precipitated a series of transformations and paradigm shifts most notably in education (Maqsood, 2021). Numerous governments have launched initiatives to stop the spread of infections, including class suspensions, school closures, and a shift to online education (Al Lily, 2020). As a result, the modular distance learning modality introduces new challenges that increase the level of stress experienced by educators, students, and parents (Espino-Daz, 2020).
In the Philippines, the Department of Education implemented Modular Distance Learning for the continuity of education and for every school to attain its mission and vision of providing quality education to every Filipino learner. Modular Distance Learning refers to a learning delivery modality in which learning takes place between the teacher and the learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV or Radio-Based Instruction (RBI)(Quinones, 2020).
Modular Distance Learning (MDL)is used by all public schools where learning happens through printed and digital modules and is the most preferred distance learning method for parents with children enrolled during the academic year (Bernardo, 2020). Learners in rural areas where the internet is not accessible for online learning may ask assistance from the teacher via e-mail, telephone, text message, or instant messaging. When possible, the teacher may do home visits to learners needing remediation or assistance. Printed modules are delivered by the teachers to students, parents, or guardians or through Local Government Officials. Since education is no longer in the school, parents serve as partners of teachers in the delivery of modules so education may continue.
Parents play vital role as home facilitators. Their primary role in the modular learning approach is to guide the child or children (Manlangit, 2020).
Parents and guardians perform various roles in Modular Learning, such as Module-ator, Bundy Clock, and Home Innovator. As a Module-ator, they are the ones who get and submit the printed Self-Learning Modules (SLMs) from and to schools or barangay halls at the beginning and end of the week, depending on the agreement between the parents and the school. As a Bundy Clock, they must check their children’s schedule or workweek plan. The number of subjects or activities must be followed and done accordingly to avoid cramming or delays in submission which may affect the child's performance (Department of Education, 2020).
The transition from traditional to distance learning necessitates parents who are taking on additional roles in their children's learning processes and assisting the family in unusual circumstances (Harris, 2020). Parental involvement is a factor in achieving learning objectives during the distance learning mode (Brossard, 2020).
Parents' involvement in educational processes is a positive and encouraging outcome that improves students learning (Ceka & Murati, 2016). However, this situation has a variety of factors. For example, low parental education and self-efficacy lead to insufficient parental involvement which affects the child's performance. Another example, as Home Innovators, parents must provide their children with a productive learning environment to help them focus more on learning (Chohan & Khan, 2010).
In the Province of Iloilo, Santa Barbara is one of the municipalities with various primary schools affected during the COVID-19 pandemic, wherein modular learning modality put right students learning despite the pandemic effect.
see PDF attachment for more information