The Lewis College

479 Magsaysay Avenue Cogon Sorsogon City

College of Teacher Education

PARENT’S RESPONSE ON DISTANCE LEARNING (Modular Type)

GROUP 7

Cristy Beranio
Albert Grefal Matandag
Jennelyn De Guzman Mirabueno
Krianne Divina Tayam
Mary- Ann Ducay Canlas
Jorylene Enteria
Melody Natańo Escobedo
Eryl Derilo Escaros
Rosilyn Gripon Garces
Dian Guevarra Labayani
Daisy Espallardo Bandojo
 Chapter I

Introduction

The COVID-19 outbreak, caused by the SARS-COV-2 virus, was first confirmed in
Wuhan City, Hubei Province, China, in December 2019. This virus has spread rapidly all over
the world and caused many deaths, so the World Health Organization (WHO) set it as a
pandemic on March 11, 2020.In the Philippines, the first suspected case was investigated on
January 22, 2020, and 633 suspected cases were reported, as of them 183 were in National
Capital Region of Manila, of whom many were admitted at San Lazaro Hospital.

According to UNESCO (2020), to curb the spread of COVID-19, the government has
opted to employ quarantine protocols and temporarily shut down their educational institutions.
As a consequence, more than a billion learners have been affected worldwide. Among this
number are over 28 million Filipino learners across academic levels that have to stay at home
and comply with the Philippine government quarantine measures. Nearly 200 countries
shutdown schools with over 90% of these learners ranging from early years through higher
education facing some sort of disruption to their education. Face to face engagement of students
and teachers within the school has also been suspended. Many teachers and families, and learners
have been unprepared for this sudden shift, bringing some of the hardships and issues of
increased parental involvement to the surface while engaging and trying to assist their children in
various levels and types of distance learning.

As the Philippine’s Department of Education (DepEd) Secretary, Leonor Briones

quipped, “Education must continue even in time of crisis whether it may be calamity, disaster,
emergency, quarantine, or even war”. Education is essential to every people and the continuity of
learning can contribute to the normalization of activities in the country.

Due to the corona virus, distance learning is typically the style of teaching utilized by
colleges and universities, and is now being adopted by the high school and elementary students
as well. One of the most often used terms after the pandemic is the term “new normal”. The new
normal in education is the increased use of online learning tools.
 Distance learning refers to a learning delivery modality, where 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/Radio-Based Instruction. (Quinones, 2020).

Modular learning is the most popular type of Distance Learning. In the Philippines, this
learning modality is currently used by all public schools because according to a survey
conducted by the Department of Education (DepEd), learning through printed and digital
modules emerged as the most preferred distance learning method of parents with children who
are enrolled this academic year (Bernardo, J 2020). This is also in consideration of the learners in
rural areas where internet is not accessible for online learning.

Background of the Study

In modular learning, it involves individualized instruction that allows learners to use self-
learning modules in print or digital format, whichever is applicable in the context of the learner.
It includes learner’s materials, textbooks, activity sheets, study guides and other study materials.

Distance learning and the parent’s response on modular distance learning in elementary
pupils is the main subject of this study, the researchers will look into how these two correlate
with each other; how the parents will respond and share their perceptions about the distance
learning that is being experienced by their children. The result of this research will provide some
intervention or solution to what parents feel about distance learning. To further understand the
modular distance learning, the followings are some studies done by previous researchers.

According to a DepEd survey conducted in July 2020, 71 percent of parents or 8.8

million, prefers modular learning for their children over other distance learning modes. The
Department of Education also said modules are the “backbone” of distance learning and blended
learning, as these would become the main instrument for instruction to be supplemented by TV,
radio or video lessons. In the survey, it shows that parents most likely like modular distance
learning than any other distance learning. They prefer learning and studying materials like
modules over using online tools, probably because of financial aspects.
 According to FlipScience (2020), since education is no longer held within the school,
parents serve as partners of teachers in education. Parents play a vital role as home facilitators.
Their primary role in modular learning is to establish a connection and guide the child. Parental
involvement is an important factor for student achievement in traditional school settings. Parent
support has performed significant contributions to the success of learners in distance learning.
On the other hand, parents might take this an opportunity to feel more connected to their child’s
work while others see this as an additional burden.

For Dr. Servito (2020), parents or guardians should be responsible for interacting with
teachers, barangay representatives, and other stakeholders to acquire various materials and
resources needed by the learner like the modules and textbooks, regularly check the child’s
workweek plan and make sure that the learner sticks to their schedule, prepare a conducive
learning study space for the learning and give appropriate praises, encouragement and rewards to
heighten their child’s motivation to learn.

Parents and guardians will face various challenges in fulfilling their roles. The first
challenge lies in the fact that parents and guardians have varying skills, knowledge and
qualifications. Parents or adults are literate enough to be functional to the community but it does
not mean that they are already qualified to teach. That is why parents will need a lot of effort to
teach their children, they will serve as the teacher with more knowledge.

The use of modules encourages independent study. One of the benefits of using modules
for instruction is the acquisition of better self-study or learning skills among students. Students
engage themselves in learning the concepts presented in the module. They develop a sense of
responsibility in accomplishing the tasks provided in the module. With little or no assistance
from others, the learners progress on their own. They are learning how to learn; they are
empowered (Nardo, M.T.B, 2017). Other advantages include safety, efficiency, accessibility of
time and place, and adaptability of instructional materials. Disadvantages of these are sense of
isolation, lack of interaction and lack of motivation.

The parents of elementary pupils play an important part of nourishing the child’s
learnings especially during this pandemic. Children and parents may be adjusting from the
traditional school set up they were used to. Parent’s response, challenges, worries, and strategies
will be presented in this study with precision and authenticity. The researcher aims to show the
government and the school on the insights and what the parents feel of modular distance
learning. The researchers of the study will investigate and find answers to the questions with the
involvement of the parents.

Statement of the Problem

This study aims to investigate the parent’s response on distance learning (modular type),
along with the challenges that the parents encounter in guiding their children in modular learning
and the strategies that they can use to guide their children in answering their module efficiently.

Specifically, it finds answers to the following questions:

1. What are the response of parents about modular type of learning?

2. What parents do to support their child’s learning?
3. What is the biggest challenge of the parents in guiding their child/children on modular
learning during this pandemic?
4. What strategy parents take to ensure that their child/children is/are doing his/her module
effectively?
5. What is the difference between the guidance of parents in their child’s learning during
face to face classes, in today’s modular learning?
6. What are the worries of the parents on modular type of learning?

Scope and Delimitation

The study mainly focused on the response of parents on distance learning (modular type).
The data collection was conducted to 30 selected parents in different barangays around Sorsogon
area. The study was conducted from 2020-2021.

The main source of data is through an interview. It mainly focused on parent’s response,
support, worries, challenges, guidance and strategies in modular type of learning.
Significance of the Study

This study is beneficial to the following:

The students will benefit from this study for it will serve as a guidance for them on how
to overcome hardships and challenges that they encounter in terms of distance learning (modular
type). It may also help students on how they can be able to manage their time in this pandemic.

The teachers as the facilitator of learning will benefit from this study for it will help them
to expand their knowledge and skills about this new type of learning. This will also serve as a
guide for them on how modular learning works on the middle of crisis.

The parents as the respondents of this study will not just aid them to understand but also
to provide a further knowledge about the new type of learning (modular learning) of their
children. This will also provide parents some strategies on how to cope up to their worries on this
new set-up of learning.

The administrators will benefit from this study that will serve as their guideline about the
effectivity and efficiency of the distance learning (modular type) in schools and to students. This
will also provide and idea to administrators on how modular learning affects parents and students
during the pandemic.

The community will benefit from this study that will serve as guidelines for them on how
they can help parents to lessen the worries in dealing with modular learning. This will also
provide an awareness for the community on how students most specially the parents coping with
modular learning in the midst of crisis.

The future researchers will benefit from this study that will serve facts and information
about the experiences of parents in modular learning. This will also provide future researchers
ideas on how to conduct a certain study.
Definition of Terms

The following are defined conceptually and operationally.

Challenge. It is a stimulating task or problem (Reed, 2017). As used in the study it refers to the
factors that affects the learning of the students using modular type of learning.

Face to face classes. It can be a passive learning environment. In a traditional lecture style class,
information is sometimes fed to the student and passed back to the instructor through written
proctored assessments. The environment is also physical. Both student and instructor have the
ability to see, hear and pick up on physical cues and body language (Broome, 2021). As used in
the study it refers to a class where the students and teachers meet physically in the classroom.

Guidance. According to Sunstone Education (2021), guidance is define as an advice or

information aimed at resolving a problem or difficulty, especially as given by someone in
authority. As used in the study it refers on how the parents attended their children while
answering their modules.

Modular Distance Learning. It features individualized instruction that allows learners to use
self- learning modules(SLMs) in print or digital format/electronic copy (Malaya, 2020). As used
in the study it refers to a type of learning where the students use modules as an alternative to face
to face classes due to the pandemic.

Module. According to Boise State University (2021), it can be defined as a unit, chapter, topic,
or segment of instruction. As used in the study it refers to the papers that contains lessons.

Pandemic. It is defined as the worldwide spread of a new disease (Lockett,2020). As used in the
study it refers to the current situation of the world due to the continuous spreading of COVID-19.
Parents. According to Merriam Webster (2015), it refers to the one that begets or brings forth
offspring that provide the needs. As used in the study, the parents support their children in
modular learning.

Strategy. It is a plan of action or policy designed to achieve a major or over all aim (Rosser,
2019). As used in the study it refers to the manner on how parents assists children in answering
the modules.

Support. According to Macmillian Dictionary (2021), support is define as to approve and help
someone or something hold and bear weight. As it is used in the study, it refers to assist the
children through their modular learning.

Worries. According to Macmillian Dictionary (2021), it is to make someone feel nervous and
upset. As used in the study, it refers to the concern of the parents on dealing distance learning.

Conceptual Framework

Parents of Elementary pupils, as said in the study play the most important part of
nourishing the child’s learning’s especially there is a pandemic. Students who will soon grow up
to be a significant part of the country and will contribute to the economy and wellness of the
future of this country can be seen with the help of the involvement of the parents.

The conceptual paradigm presented in figure 1 shows the chronological steps or stages of
the research that includes inputs, processes, outputs, and the outcomes of the study. The study is
accomplished through precise collection of data, organization, presentation, analysis and
interpretation of the data collected that is relevant in the study.

The input shows that the researcher wants to know the responses of the parents of the
Elementary pupils around Sorsogon area regarding the modular distance learning. Including in
the input are the worries and challenges encountered by the parents in becoming the teacher and
facilitator of their own child, like their experiences on how they handle it to address their
problem in modular distance learning. The input also shows what parents action in order to
support their child’s learning.
 Using various statistical tools, the collected data underwent precise organization, accurate
presentation, analysis and interpretation of the data which are essential to the study. The outputs
of this study are proposed actions that will serve as an eye opener to the community and will
serve as guidance to the parents on how to deal with modular distance learning.

The result or outcomes of this study are various strategies and answer on the perceptions
and response of the parents and how they manage to handle it as their child’s facilitator and
guide. The strategies mentioned will considerably help in keeping the parents and their children
efficient in their studies. The outcome of this study will be the feedback of the input that will
help anyone to better understand the value and essence of child’s learning with the support of
their parents. The results of the research will serve as a recommendation of the researcher’s base
from the output of parent’s response in modular distance learning.

 Parent’s response regarding module  Data Collection through books and internet.
distance learning.
 Worries and challenges encountered by  Survey-Questioners
parents in becoming teacher and
 Statistical Treatment of Data with Statistical
facilitator of their own child.
Tools.
 Parents action to support their child’s
learning.

INPUT PROCESS

FEEDBACK
 OUTCOME OUTPUT

 Recommendation of the researchers is  Proposed strategies and actions will

base from the output on how to handle serve as an eye opener to the parents
modular distance learning.
and community and a guidance on
 Proposed strategies and actions that will
Conceptual Paradigm
how to handle modular distance
help address the concern of the parents
learning.
regarding modular distance learning. Figure 1

Theoretical Framework

There are some theories relevant to the “Parent’s Response on Distance Learning
(Modular type)”. Theories were used to obtain substantial information that would support the
researcher’s theory.

Lev Vygotsky’s Sociocultural Theory viewed human development as a socially mediated

process in which children acquire their cultural values, beliefs and problem-solving strategies
through collaborative dialogues with more knowledgeable members of society. Vygotsky
proposed that human learning is a social process. A learner may or may not learn alone, but will
learn better with more knowledgeable others.

One of the principles of Vygotsky’s work is the more knowledgeable others, who is being
referred as someone who has a better understanding or a higher ability level than the learner with
respect to a particular task, process and concept. In today’s modular distance learning, the more
knowledgeable others are considered to be the parents or guardians of the learner. They are the
partners of the teachers in education to nourish and help the child in learning the lessons and
discussions from the study materials that are given by the school. At home, the parents which can
be the mother, father or guardian who is held as the facilitator.
 Additionally, the concept of more knowledgeable other is integrally related to the second
principle which is the Zone Proximal Development. The ZPD has been defined as “the distance
between the actual developmental level as determined by independent problem solving and the
level of potential development as determined through problem-solving under adult guidance, or
in collaboration with more capable peers” (Vygotsky, 1978, p. 86)

The importance of scaffolding especially for primary schooler’s is needed. The

supervision and guidance of parents to their child is a step for children’s to cope up with their
studies. Elementary children need aid in learning and particularly if they encounter abstract or
unfamiliar concepts. Children may learn with the help of those people around them where they
had interaction with.

Endnotes

Reed(2017) Challenge. https://www.merriam-webster.com/dictionary/challenge. Retrieved

March 16, 2021.

Merriam Webster(2015) Parents. https://www.merriam-webster.com/dictionary/parent. Retrieved

March 28, 2021.

Macmillian Dictionary (2e020) Support.

https://www.macmillandictionary.com/us/dictionary/american/support. Retrieved March 28,
2021.

Macmillian Dictionary (2020) Worries.

https://www.macmilliandictionary.com/us/dictionary/american/worries . Retrieved March 28,
2021.

Lockett( 2020) Pandemic. https://www.healthline.com/health/what-is-a-pandemic. Retrieved

March 26, 2021.

Rosser(2019) Strategy. https://www.quora.com/Strategy-is-a-plan-of-action-or-policy-designed-

to-acheve-a-major-or-overall-aim-Can-you-explain-and-give-examples. Retrieved March 16,
2021.
Joaquin JJB, Biana HT and Dacela MA (2020) The Philippine Higher Education Sector in the
Time of Covid-19. Front.Educ.5:576371. doi:10.3389/feduc.2020.576371
https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full. Retrieved March 1, 2021.

Meg Adonis (2020, October 05). Teachers, parents brace for double workload, unfamiliar tools
https://newsinfo.inquirer.net/1343601/teachers-parents-brace-for-double-workload-unfamiliar-
tools. Retrieved March 1, 2021.

FlipScience, (2020, October 5). Tagapagdaloy’: How Filipino Parents can help ensure successful
modular distance learning.
https://www.flipscience.ph/news/features-news/tagapagdaloy-modular-distance-learning/.
Retrieved March 1, 2021.

Broome(2021), Face-to-Face Instruction. https://www.3sunybroome.edu/online/students/face-to-

face-vs-online-instruction/. Retrieved March 28, 2021.

Malaya(2020) Modular Distance Learning. https://www.whatalife.ph/modular-distance-learning-

heres-what-you-nedd-to-know/amp/. Retrieved March 16, 2021.

Ysthr Rave Pe Dangle and Johnine Danganan Sumaoang :The Implementation of Modular
distance Learning in the Philippine Secondary Public Schools. www.dpublication.com. Retrieved
March 1, 2021.

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-peferred-by-parents-deped.
Retrieved March 1, 2021.
 Chapter 2

Review of Related Literature

This chapter presents the related literature as well as studies indicating the similarities of
previous and present works. It also presents the differences of the present work to the previous
one to prove its worth as a research undertaking upon which it intends to innovate an
introduction.

Foreign Literature

The Place of Modular Systems among Foreign Language Teaching Materials

According to Mariani (2015), in other countries, due to lack of learning materials and
teachers cannot often afford to spend vast amounts of time and energy to do the teaching aids for
each individual or group learners in such different situations modular teaching was held. By
learning modules are mean a series of self-need, and therefore flexibly according to the needs
and expectations of a particular learning/teaching situation.

Several studies (e.g., Bernard et al., 2014; Chigeza and Halbert, 2014; González-Gómez
et al., 2016; Israel, 2015; Northey et al., 2015; Ryan et al., 2016; Southard, Meddaug and Harris,
2015) have compared face-to-face teaching to online learning and/or blended learning in order to
try to define which of the formats provides, e.g., the highest learning outcome, creates the most
satisfied students or has the highest rate of course completion. The main focus will be on
summing up the results developed by these studies and discussing some of the limitations said to
accrue to comparative studies of teaching formats. In the literature reviewed, it is often shown
that teaching and learning are influenced by more than the teaching format alone as many other
factors play significant roles.

The terms blended learning and hybrid learning sometimes seem to be used
interchangeably (Ryan et al., 2016). According to Bernard et al. (2014), blended learning can be
defined as “the combination of instruction from two historically separate models of teaching and
learning: traditional face-to-face learning systems and distributed learning systems. In some
cases, blended learning is seen as the more effective counterpart to the other two formats used
separately (Pellas and Kazandis, 2015; González-Gómez et al., 2016) characterized as face-to-
face and online learning being “optimally integrated” (Israel, 2015) or combining their “benefits”
(Adams, Randall and Traustadóttir, 2015). Moreover, several studies seem to agree that blended
learning is definable according to the relative time spent on respectively online and face-to-face
instruction in courses (Bernard et al., 2014).

For instance, the face-to-face learning format is characterized as “traditional” by many of

the authors, referring to the fact that this is the format with the longest history of the three
formats and in relation to which online and blended learning represent a modern or innovative
intervention (e.g., Chigeza and Halbert, 2014; Adams, Randall and Traustadóttir, 2015; Pellas
and Kazandis, 2015; González-Gómez et al., 2016). Generally, its meaning derives from an
understanding of an instructional format that involves a physical classroom and the synchronous
physical presence of all participants (i.e., teachers and students). One study emphasizes that even
in-class use of computers and educational technology does not affect the definition of the face-
to-face format so as to change it into blended learning (Bernard et al., 2014).

Online learning is commonly defined in contradistinction to face-to-face learning (Ryan

et al., 2016). The most prominent feature is the absence of the classroom, which is replaced by
the use of technologies offering opportunities for out-of-class learning independent of time, place
and pace (Bernard et al., 2014; Chigeza and Halbert, 2014; Northey et al.). The phrase online
learning is often interpreted as referencing courses that are offered completely online (Ryan et al.
(2016). Typically, the online learning setting is launched through so-called learning management
systems (LMS) or virtual learning environments (VLE) such as Moodle and Blackboard (Pellas
and Kazanidis, 2015).

Modular Teaching

Modular teaching is one of the most widespread and recognized teaching learning
techniques in many countries including other Western countries and Asian region. Modular
approach is used almost in all subjects like natural science, especially in biology and medical
education and even in social sciences as well as in computers education. It considers the
individual differences among the learners which necessitate the planning for adoption of the
most appropriate teaching techniques in order to help individual students grow and develop at
her/his own pace. (Sejpal, 2013)

Home Learning in Times of COVID

According to Bhamani (2020), from the time of the outbreak of the coronavirus disease
(COVID 19), people have been impacted in one way or the other. Countrywide lockdowns have
strongly impacted the lives of people of all occupations and all ages. According to UNESCO
(2020), the flare-up has also affected the education system across the world and has altered the
lives of 1,576,021,818 learners in 188 countries. The lockdowns have put an unprecedented
challenge on the governments to ensure that there should be continuity of learning (Chang &
Yano, 2020). Several countries have adopted different measures to deal with the educational
crisis.

To combat the problems of the outbreak such as the education system, the educational
ministries and other stakeholders have taken a stand at national levels. Countries like Egypt,
France, Italy, United States and United Arab Emirates (UAE) are pursuing distance education
modalities via internet and online platforms for continuous education. China, Korea, Mexico,
Rwanda, Iran, Peru and Thailand are using massive open online course (MOOC) styled lessons.
The lessons are either delivered through apps, television or other media. Teachers have access to
train through these avenues as well (Chang & Yano, 2020). According to UNESCO (2020), in
order to ensure continues learning of the child, a collaboration between the telecom industry,
school networks at different levels and the education ministry is needed. Governments have been
launching (e.g. Saudi Arabia and UAE) awareness campaigns on distance learning for parents,
teachers, administrators and students (Chang & Yano, 2020).

Equality and inclusivity are also being maintained in the education level of different
countries. The governments of China and South Korea are providing devices and printed
assignments to those who cannot access technology (Chang & Yano, 2020; Giannini & Lewis,
2020). Children who cannot be taken care of at home are being taken care of in schools like
countries of France and Japan (Giannini & Lewis, 2020).

When parents and children collaborate in learning activities, bonding between parents
and children increases as they are able to spend much more time together. Such instances allow
parents to become a source of comfort in easing pain and worry and engage in conversations
with their children to help them in alleviating their anxiety. It has been recommended that
parents should be taught interventions on how to provide emotional support to children at times
of uncertainty (Wang, Zhang, Zhao, Zhang, & Jiang, 2020). Online schooling system with
parental support guidelines could help in improving the bond between children and their parents.

The implementation of an education system at the national level in response of

coronavirus outbreak and schools being closed can be supplemented with a curriculum that
involves parental guidance and COVID-19 related awareness. This would help in improving the
education systems at large and reassure learning attainment in home settings. Such programs can
also yield benefits in students autonomous learning development to get a sense of responsibility
towards self-growth and development. Very recently, the government has launched official tele-
education via its national television broadcasting. However, the impact of the tele-education and
the quality of curriculum delivery is yet to be researched. Until recently and even at current
times, most parents are found to be facilitating learning at home and research around it is limited,
especially in the context of COVID-19 (Bhamani, Makhdoom, et.al, 2020).

Parents Supporting Children’s Learning during the COVID-19 Pandemic in Nigeria

 Due to the COVID-19 Pandemic, and the subsequent closure of schools, it became
apparent that parents had to assume the full-time role of educating their children and support
their learning virtually. According to survey, only 83% of the parents affirmed that they were
actively helping their children learn during the pandemic and parents that do not support their
child’s learning convey that they did not know how to because they were not teachers. Other
parents said that they are too busy at the time or could not afford the cost of supporting their
child’s learning (Handerson,2020).

In the further analysis, educational background is the most common reason why some
parents cannot support their child’s learning. Parents who did not know how to support their
child’s learning remotely were more likely to be parents who had attained secondary education
or lower. The parents who are being too busy to support their child’s learning during the
pandemic were more likely to be parents with post-secondary education. This information
provides evidence not just that some children may have been missing out on learning during the
pandemic but that the reason for their exclusion from learning varies along the lines of their
parent’s education (Azubuike and Aina,2020).

Local Literature

The Role of the Parents in Modular Distance Learning

According to Lebaste, Vallerie (2020) in a distance learning approach, parents would

have to play an active role in the learning process. They would be the one to facilitate and guide
their children through the modular lessons that would be sent to students while doing remote
learning.

The modular approach situates Filipino students to learn in the comfort of their homes.
Limited contact with teachers will place parents or guardians as the learners’ model. Parents are
their first teachers and they have a key role in shaping up their character. A balance of education
at home and school molds a students’ actual learning and parental encouragement had played a
crucial role in successful students. Their role is not limited to home but involvement in school
activities too. Parents are partners of teachers in education. They are “home facilitators”, the
“tagapagdaloy” (channel), but they will not teach the subject matter. The parents’ primary role in
modular learning is to establish a connection and guide the child. Parents or guardians should be
responsible for interacting with teachers, barangay representatives, and other stakeholders to
acquire the various materials and resources needed by the learner (i.e., modules or textbooks);
regularly check the child’s workweek plan and make sure that the learner sticks to their schedule;
prepare a conductive learning study space for the learner; and give appropriate praises,
encouragement, and rewards to heighten their child’s motivation to learn. (Bernardo, 2020)

If parents and teachers are one in the purpose that the child should learn excellently, then
parents and teachers have to work together and fulfill their different roles. At this this time of
crisis, parents now have the important task of ensuring that their children receive the quality of
education without compromising their safety. Although education takes a major hit as
classrooms are forced to close their door to eager students who barely needs learning inside the
four corners of the classroom, countless parents are stepping up to support their children who are
adjusting to the new set-up for this school year (Manlangit,2020).

Modular Approach

Modular instruction is one in teaching approaches where the students have to learn
everything in the module using his own effort at his own pace. This method differs from the
traditional one where in the teacher presents the lesson and the students just listen to learn the
concepts that the teacher presented. To surpass the difficulties faced by the students in the
traditional classroom situation, modular approach may be a good alternative since it is student-
centered, self-paced, and requires no note-taking, (Gonzales, 2015).

According to Magsambol (2020), to make sure that learning remains unhampered, DepEd
will be implementing a distance learning approach – a learning delivery mode where interaction
takes place between the teacher and the students who are geographically remote from each other
during instruction. This means lessons will be delivered outside the traditional face-to-face setup.
As technology and internet connectivity remain a problem for most students, DepEd will be
providing printed module materials for them. Education Undersecretary Diosdado San Antonio
said that almost 13 million public school students or 59% of roughly 22 million enrollees this
year will be using printed modules. That would require falling an enormous number of trees to
produce paper. Under DepEd's printed modular learning system, students will be provided with
self-learning materials (SLMs). Teachers will be giving students SLMs per quarter. That will
mean students will be receiving four sets of SLMs for one whole academic year.

The SLMs will be distributed to parents before the opening of classes. For students
whose parents are not available to get these from schools, there will be designated pick up points
in their barangays. The distribution will be done at least four times for the school year. Aside
from SLMs, workplans will also be distributed to students. But unlike SLMs, this will be given
to students weekly as this indicates the schedule of lessons and activities the students will have to
do every week. Again, parents or anyone who will guide the students at home will be the ones to
get this from teachers or in designated pick-up points. Accomplished activity sheets will be
retrieved by teachers from parents. They will have to submit the activity sheets to teachers in
school or in designated pick-up points. This kind of setup, however, poses risks. Teachers and
parents raised concerns over using the modular learning approach due to fears of contracting the
coronavirus. Even though the DepEd said they will coordinate with the local government units
(LGUs) for the distribution of the learning modules, especially in high-risk areas, teachers will
still have to retrieve them in designated pick-up points. This means they will have to go out and
expose themselves to their communities. Students' learning progress will be assessed through
summative exercises and performance tasks. DepEd said schools will not be holding periodic
examinations for this school year to prevent "distance cheating” (Magsambol,2020).

While DepEd acknowledged the importance of periodic tests in assessing students'

understanding of the lessons, Education Undersecretary Diosdado San Antonio said that the
pandemic compelled them to be "more creative and flexible in implementing summative
assessment schemes without sacrificing assessment’s credibility." Despite the shift to distance
learning, DepEd earlier said that there will be no changes in the subject areas that will be taught
for the school year 2020-2021. Schools, however, have the liberty to adjust what subjects will be
taught per month, provided that all 8 core subjects will be covered every grading quarter, DepEd
said (Magsambol,2020).

Parents as Study Buddy in the New Normal of Teaching

 Laroque, et.al (2011) expounds that parents’ response and participation in modular
teaching are affected by a variety of factors including their educational attainment, self-esteem,
motivation, comfort level, language skills, and even the socio-demographic profile. Educators
should intend to make parental involvement more familiar and more meaningful. This will
promote the involvement of parents. To encourage parents to enhance their capacity to help their
children get the best possible education, it is important to note parental involvement as a process
rather than a one-time occasion (Abadiano,2020).

Foreign Study

According to the study “The Effects of Parental Use of Learning-Style Preference

Strategies On Parent and Student Attitudes toward Homework Assistance and Student Academic
Self-Perception (Ewings,2012) Studies have shown that when parents are involved in their
children's learning, there are positive effects on student achievement, attitude, and self-concept.

According to Ewings (2012), definitions of parental involvement at the elementary level

include engaging in learning activities at home such as reading skills assistance and reviewing
homework for competency and accuracy. Monitoring how children spend time out of school and
engaging them in conversations about their day are also beneficial. In the same manner the
present study concludes that parents play a big role on the child’s learning, where a child must
have a goal to attain in a day with the help of the parents, students can also be fully focus in the
learning materials with the guidance of their parents.

The study about Home Learning in Times of COVID: Experiences of Parents (Bharuchi,
Ali et.al,2020). It was revealed that parents found sudden closure of the schools extremely
disturbing and they were concerned about their children’s routine. Parents believed that through
schools, a formally structured routine is followed on most days of the week and this helps
children to understand the importance of time, scheduling and doing assignments on a given
timeline. All these elements of systematic routine help them shape their future work habits.

Bharuchi, Ali et.al (2020) culminate the experiences of parents about Home Leaning in
times of Covid that it has a positive and negative outcome in the child’s routine with the
involvement of the school. The positive effect of this is parents believed that through school
children will follow a formally structured routine on most of the days which help students to
understand the importance of time, scheduling and doing assignments on a given timeline where
it will be a beneficial to shape the future work habits of a child, on the other hand , the present
study states that 50 % of the parents agree that through schools, a formally structured routine is
followed on most days of the week and this helps children to understand the importance of time,
scheduling and doing assignments on a given timeline and 50 % of it found sudden closure of the
schools extremely disturbing and they were concerned about their children’s routine.

According to a few parents, school plays a significant role in disciplining children. On the
other hand, parents also expressed that they feel children are now more responsive to their health
and hygiene practices and religiously follow hygiene routines without reinforcement. However, a
scheduled learning routine is still a major gap in times of COVID according to a few parents.
Many felt that children were deprived of their access to schools, friends, exams and sports due to
countrywide closure and lockdown. Parents were concerned that a major change their kids have
had to see is an abrupt transition from physical classes to online classes, something that a vast
majority of children in Pakistan are not used to. The discipline that kids learn while getting ready
for school, engaging in various activities, using different methods to learn their subjects in
classes is difficult to maintain when education has become remote. A large number of parents
were worried that in the wake of the pandemic, the social development of their children was
affected at a deep level. Especially in the case of younger children, loss of interaction with peers
and their normal environment had influenced the development of their social and emotional
skills. Access to parks, libraries and other public places was no longer available and this could
negatively affect their confidence level. Parents also identified that physical interactions like
shaking hands, hugging, celebrating in parties, eating and praying together are important for
tolerance and harmony, and hence play a key role in their kids’ social development. At the same
time, they also realized that this could be turned into an opportunity to increase family bonding
and engage in various activities together (Kaleem and Ahmed, 2020).

The study of Kaleem and Ahmed (2020) on how parents react on home learning of their
child shows that most of the parents are worried about the social and physical development of
their child, loss of physical interaction with peers and loss of physical activities in school may
affect their child’s social and emotional skills. In the same manner, the present study investigated
on what are some worries of the parents as well as their response on modular distance learning.
 The study about “Parent’s Conceptions of their roles as Home Educators of their
Children” (Harding,2013) finds out that parents took a big responsibility to educate their
children, they saw themselves as entering new fields of learning, fields that they seldom
experience before. Some parents also indicate that they explore different types of educational
methods and curriculum as a strategy for them to engage their child in learning.

The study of Harding (2013) indicates that parents has the biggest responsibility in terms
of the education of their child, parents also found out that they are also learning as a home
educator. Some parents also use strategies like exploring educational methods and curriculum in
order for them to engage their child in learning. In the same manner, the present study provides
strategies that parents can use in dealing the new type of learning with their child.

The study of Brossard, Cardoso, Kamei, et.al (2020) on Parental Engagement in

Children’s Learning during COVID-19 Pandemic shows that COVID-19 is depriving many
children of learning opportunities at school. The availability of child-oriented books at home and
the engagement of parents can play an important mitigation role for continued learning of the
child. It also shown that in this crisis the most common problem of modular learning is reading
materials, support of parents and to ensure that the most vulnerable lessons are not left behind.

The study of Brossard, Cardoso, Kamei, et.al (2020) shows that parent’s support, learning
materials and the assurance that most important lesson that a child must learn is not left behind
are the most common problem in dealing modular learning. The availability of books and the
engagement of parents in their child’s learning is the most important thing for the continuous
learning of the child. In the same manner, the present study indicates the support that parents
offer on their child’s learning. It also provides the assurance of the parents in terms of supporting
and guiding their child in modular learning.

The study of Alfiansyah (2019) on the role of parental involvement towards the student’s
learning shows that by providing a pleasant environment is the best strategy for parents that will
foster their child’s learning motivation. Motivating the children is the best way to engage them in
learning. Parental support is also important for the child to be motivated in coping on home
learning.
 According to the study of Alfiansyah (2019), motivation is the best way to encourage the
learning of the child and parental support must always be present in child’s learning. It also
shown that parents must provide a pleasant environment as a strategy to boost their child’s
learning. In the same manner, the present study provides motivation and strategies that parents
use in order for them to encourage their children to be actively engaged in learning. The study
also indicates that parental support plays a big role in child’s learning development.

Local Study

According to the study of Pe Dangle and Sumaoang (2020), to further improve the
Modular Distance Learning are reduction of activities from the modules, more examples for each
subject, home visitation oce a week, limited face-to-face class or Blended Learning, provision of
coloured printed modules, immediate information given by teachers on what to answer in the
modules, online consultation with students, responsiveness of teachers through the use of social
media platform, and leniency of teachers in the submission of students’ outputs. The proposed
solutions of parents to identified challenges in Modular Distance Learning are reduce/lessen
activities in the modules, take out the unnecessary exercises, Online Learning (a Zoom meeting
with the whole class with the teacher going through the modules with the students, answering
questions and learning the topics together), simplify the modules, implement blended Learning,
consistent instructions in the modules as much as possible, limit group activities, give each
student ample time to complete all the modules, and give more examples and explanations to
each of the given activity.

The study conducted by Pe Dangle and Sumaong (2020), concludes that to further
improve the Modular Distance Learning teachers must improve the given activities to students
and must have a daily or weekly conversation not only to students but also to parents in terms of
dealing with this type of learning. On the other hand, the present study proposed that parents,
teachers and students must be hands on the learning process of the child. This study recommend
that DepEd should decrease the activities that must be done in a week to avoid depression in the
child health. Through this, this can help the students and the parents who were guiding their
children to cope up with the challenges that they encounter in answering the module.

According to the study Challenges Encountered by Parents in the Education of their

Children during COVID-19 Pandemic of Constantino, Tibayan et.al (2020), parent’s educational
background, available time and obstruction in household chores are the most challenges of
parents in supporting their child’s learning. Parents who have children under primary level
worries about their child’s learning, some parents also stated that the quality of education will be
very poor and the skills of their children will not be improved because of the absence of school
environment.

Modular Learning is the most popular type of Distance Learning. In the Philippines, this
learning modality is currently used by all public schools because according to a survey
conducted by the Department of Education (DepEd) (2020), learning through printed and digital
modules emerged as the most preferred distance learning method of parents with children who
are enrolled in academic year (Bernardo,2020). This is also in consideration of the learners in
rural areas where internet is not accessible for online learning. The teacher takes the
responsibility of monitoring the progress of the learners. The learners may ask assistance from
the teacher via e-mail, telephone, text message/instant messaging among others. Where possible,
the teacher shall do home visits to learners needing remediation or assistance. Printed modules
will be delivered to students, parents and guardians by the teachers or through the Local
Government Officials.

As the survey conducted by the DepEd (2020) states that, modular learning is the most
essential way to transmit learning to students in this time of crisis. Parents and students can
message teachers through online messages and teachers must have a home visits to observe
student’s learning competencies. As the present study concludes that modular learning can also
be difficult not only for the students but most specially to parents who will already be the one to
guide their child in answering their modules.
Endnotes

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