Purpose
The study aimed to know the performed parental involvement strategies at Rosendo Algenio Elementary School in modular distance learning and how these affected the academic performance of the learners.
Design/Methodology Approach
This research study utilized descriptive research to determine if there was significant relationship between performed parental involvement strategies and learners’ academic performance. The respondents were the 207 learners whose academic performances were correlated with performed parental involvement strategies of 207 parents. Results were analyzed using Pearson-Product-Moment-Correlation of Coefficient to identify the significant relationship between independent and dependent variables.
Findings
There was significant relationship between parental involvement strategies and learners’ academic performance, specifically on awarding and recognition strategies with a P-value result of .003971 lower than the significant level of alpha of 0.05. The indicated result rejected the null hypothesis, thus concluded that performed parental involvement strategies in this modular distance learning modality had an effect on learners’ academic performance.
Research Limitations/Implications
The results of the study were limited to learners and parents at Rosendo Algenio Elementary School. The research was only after getting the relationship between performed parental involvement strategies and academic performances of learners.
Originality/Value
The research provided findings which proved that parental involvement strategies of parent’s matter on academic performance of learners.
Keywords
Parental Involvement Strategies, Modular Distance Learning Modality
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