Professional Documents
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PARENTS-AS-TEACHERS - V 1 2
PARENTS-AS-TEACHERS - V 1 2
THESIS
MADELYN A. CALVAN-QUIBOYEN
Bachelor of Arts in Sociology
MADELYN A. CALVAN-QUIBOYEN
Submitted To
May 2022
ACCEPTANCE SHEET
WEENA G. FRANCO
Chairperson, Social Sciences Department
Date Signed: ______________
MARIVIC M. ALIMBUYUGUEN, Ph.D.
Dean, College of Arts and Sciences
Date Signed: __________
ABSTRACT
respondents and their roles and strategies in the module-based learning of their children.
The study utilized the descriptive research method and correlation analysis
counts, percentages, and means were used to describe the data, while Pearson r
based learning of their children and the relationship between the socio-demographic
their children.
Moreover, most of the respondents are married, are 25 to 36 of age, and majority
of the respondents finished college. Most of them belong to nuclear families with 4 to 6
members. Majority of the respondents are employed having a monthly gross income of
Php 2,000.00-Php 15,000.00. Majority of the respondent have other sources of income
The result of Pearson r correlation showed that the respondents’ gross monthly
Lastly, the age have a significant relationship to their roles and in the module-
based learning of their children during Covid-19 pandemic while the monthly gross
INTRODUCTION
education, a part of which included the transition from the face-to-face classes to
various learning modalities such as modular learning. Modular learning is done through
print materials that are composed of decongested learning competencies and are
distributed to learners (De Villa & Manalo,2020). As a matter of fact, the Department
of Education in the Philippines has been utilizing modular learning instead of the
traditional face-to-face for education to not be curbed increased infection (Abante et al.,
2021).
This has been the most convenient way for learning to be continued despite the
done through the teacher speaking in front while learners sit and listen. However,
modular learning is facilitated through print materials. This means that teachers are not
the ones teaching the learners, instead, assistance from the learner’s family member is a
their child’s first teacher and the immediate person to assist the education of her child
(Mazuru&Nyambi, 2012). Parents, as the learning-teaching immediate assistant,
experience extraordinary challenges that are brought by the shift of learning modality.
To support this claim, Bujard (2020) found out that parents struggle in caring and
assisting their child in the current learning modality that the pandemic has driven.
Additionally, they are affected with the increasing care task that they need to
portray which decreases their work time. In other words, the time that must be spent by
the parents/guardians at work, doing house chores and other parental duties, is now
With the foregoing, this study seeks to determine the roles and strategies of
during the School Year 2020-2021, when the pandemic was still at its height.
This study would determine the parental roles and strategies as teachers in the
module-based learning of their children who were in Kindergarten and Grade 1 levels in
Barangay Dibalio Elementary School during the School Year 2020-2021 because this
year they experience more challenges doing the module-based learning of their children
A. Personal Characteristics
A.1. Age
A.2. Sex
B. Family Characteristics
C. Economic Characteristics
profile and their roles in the module-based learning of their children during Covid-19
pandemic?
and their strategies in the module-based learning of their children during Covid-19
pandemic?
Government and Non-Government Agencies. The results of the study will serve as
organizations, both national and local, to recognize the roles and strategies of
Department of Education. This study will help the institution asses and improve the
quality of module-based learning especially for the Kindergarten and Grade 1 pupils. It
the parents are struggling with in helping teach their children at home. It may also help
Parents/Guardians. The result of this study will inform parental strategies in the
Future Researcher. This study could be very useful to students and helpful to the
The study dealt only with the parents/guardians who have children who undergo
enrolled Kindergarten and Grade 1 pupils of Dibalio Elementary School in the school
year 2020-2021 served as the respondent of the study because kindergarten are places
where children develop their abilities, talents and skills from their earliest age despite
the fact grade 1 pupils are eager learners. They are observant and curious about their
expanding world. The study was conducted on April 2022. Furthermore, the study was
education of their children during Covid-19 pandemic were measured by the statements
constructed by the reasercher. The results of this study are subjected to the limitations
The following terms are defined in the context in which they will be used in the
study:
Age. This refers to how old the parents/guardians are during the conduct of the study.
Covid-19 Pandemic. This refers to the phenomena that affects the mode of learning
their children.
Educational attainment. This refers to the highest level of education that the
Family size. This refers to the total number of family members who are living with the
respondents.
Family structure. This refers to what type of household the parents/guardians belong.
Nuclear family– This refers to a family composed of the couple and their dependent
children only.
Extended family – This is a family that extends beyond the nuclear family which
includes grandparents, aunts, uncles, and other relatives, who live in one household
Module-based learning. This refers to the mode of learning of their children during the
covid-19 pandemic.
Monthly income. This refers to the gross income proceeds per month raised by the
parents/guardians.
Occupation. This refers to the type of work which is the source of income of the
respondents.
pandemic.
Roles. This refers to the part of parents/guardians in helping their children in the
module-based education.
based learning of their children during Covid-19 pandemic to achieve an overall aim.
CHAPTER 2
This chapter presents reviews of related literature and studies on the intersection
between the roles and strategies of parents/guardians as teachers in the module -based
Parent Engagement
research evidence on the impact that parental engagement on the child’s learning and
their child’s learning at home is positively related to the child’s academic achievement
and performance at school. When parents are engaged with student-learning in the
home and work collaboratively with their children on schoolwork, significant and
meaningful improvements are consistently observed for both standardized test scores
and grades (Sheldon and Epstein, 2005; Harris and Goodall, 2008; Altschul, 2011).
The results suggest that engaging parents in student learning both at home and in
school may benefit student academic performance. The institution established ties with
the parents through collaborative homework, provision of materials for family use;
activities that encourage home learning; regular academic advising with parents;
strengthening ties with school and PTA by seeking inputs from them used strategies for
parental involvement include: Nevertheless, given the strong research evidence of the
impact of collaborative learning in the home environment, students and schools would
benefit from linking any parent engagement initiative to the promotion of parent
A study from the Asian part of the world, was designed to explore the
the true reflections of the lived experiences of parents about home learning and
management during Covid-19. The findings revealed that the major concern of the
parents was related to children facing the problems due to sudden school closure and a
also talked about the loss of learning and its impact on students (CDC, 2020; Jinshan,
phenomenal role in flipping the conventional model of teaching and learning. While
they have provided induction and paraphernalia for teachers to conduct online learning,
they have also persevered in inducting parents and students to use the online apps
(Razzaque, 2020; RNZ, 2020; UNESCO, 2020). Parents on the other hand, have had to
overcome the challenges of being Vol. 7 No. 1 (June 2020) 23 Bhamani, Makhdoom,
Bharuchi, Ali, Kaleem & Ahmed locked-down as well. While most parents have been
in quandary in keeping their children engaged, many have tried to befriend technology
in creating a routine of learning at home with their children, including activities and
home assignments given by the schools, and using more online resources for reading
and home-based activities. Many mothers have been using Facebook groups to interact
with the community on how to keep their children engaged with pot painting, indoor
gardening, simple games, worksheets and activities. Quite a few parents have been able
to use free services that have become available for pleasure reading, including
As Canonizado (2021) puts it, the entire nation and academicians around the
world have come forward to support learning at home, offering a wide range of free
online avenues to support parents and children. Moreover, Bernardo (2021) claimed
that parents preferred modular-based learning since they were able to adapt quickly to
address the emerging learning gap found in their children’s academic lives during the
Parent Gender
It is more often the case that mothers fill the role of primary caregivers, even
when they are employed (Deutsch, 2011). Further, mothers on average hold more
empathic and nurturant attitudes toward children relative to fathers. For instance,
mothers are more motivated to incur costs to care for their children (Le & Impett, 2015)
(Hastings & Grusec, 1998). Mothers also report engaging in more nurturing behaviors
(Bentley & Fox, 1991) and providing more physical and emotional support to their
children relative to fathers (Moon & Hoffman, 2008). Children also tend to see their
mothers as more nurturant than their fathers, with adolescent children rating their
(Starrels, 1994). Thus, research has consistently found mothers to be more nurturant,
empathic, and caring relative to fathers, as reported by both parents and children.
Parent age
This may also influence differences in parenting goals. Younger parents may
benefit from higher levels of energy; however, they may struggle with instability
relative to older parents who have settled into their careers or relationships. Some
research has indicated that older, relative to younger, mothers at the age of their first
birth are more positive (i.e., give more frequent hugs, kisses, praise, and supportive
statements). However, other research has indicated that older mothers are less nurturant
(Arnott & Brown, 2013) and older fathers are less sensitive with infants (Early and
Care, 2000; NICHD Early Child Care Research Network). Overall, research examining
Social Background/Status
and race or ethnicity (Catsambis, 2018). Moreover, it also indicates the importance of
parents’ occupational status. As Rehman et al (2015) emphasized that the higher status
of parents’ occupational prestige involves, hence, the higher choice of selecting a
private school over public for their children. This circumstance leads to the parents’
satisfaction with their preferences of choosing a school for their kids. Furthermore,
several points can contribute a major factors considered by the parents for instance, the
size of the family, parents’ education level, parents income level and the qualification
of staffs as well as the performances of the school. In addition, ethnic and racial income
discussed by Farlie (2018). Private schools are available to a broader group of parents
low- income households in low income, high minority, and school districts (Golding &
Rowley, 2018).
Income Level
Income level becomes an important factor which affects the parents’ choice in
2015). In certain cases, there are parents with middle income with better-educated
background who find ways to ensure their children are admitted to the best private
school. The cases also supported by Dronkers J. & S. Avram (2010), that wealthy
family in terms of the level of their education, as well as the occupational prestige,
children are still out of school and dependent on remote learning, due to nationwide
Indicator Cluster Survey (MICS) data offer some important insights into how to ensure
that every child, like a Filipno, has an equal opportunity to learn remotely.
The MICS data highlights that many children and youth still do not have internet
access at home, and household wealth is the biggest determinant of home internet
access.
This then underscores the essence of providing different learning tools including
solutions to provide connectivity for every school and every student. Meanwhile,
governments must also continue to invest in other distance learning technologies, such
as the use of television, radio broadcasts, and module-based learning in order to reach
Some key insights drawn from the UNICEF data (2020) are as follows: One, 90
per cent of the countries adopted digital and/or broadcast remote learning policies while
only 60 per cent did so for pre-primary education. Second, the governments’ policy
lack of necessary technological assets at home, or because they were not targeted by the
adopted policies. Fourth, online platforms that serve as learning deliveries of the
government were maximized at 83 per cent of the countries worldwide while schools
reached. Fifth, television had the potential to reach the most students (62 per cent)
learning worldwide. And globally, 3 out of 4 students who cannot be reached by the
remote learning policies come from rural areas and/or belong to the poorest
households. Considering these data, it is important that countries do not rely on any
for the Provisions for the Learning Resources in the Implementation of the Basic
Education Learning Continuity Plan (BE-LCP), DepEd Order No. 018 s. 2020. The
policy established the guidelines for DepEd to provide learning in response to the
2020). Modular learning is the most common type of Distance Learning. This learning
and digital modules emerged as the most preferred distance learning method of parents
who enrolled their children in the coming school year, based on a survey conducted by
the Department of Education (DepEd, 2020). Places where internet are not accessible
materials and were responsible in supervising and monitoring the progress of the
learners. Printed Modules will be delivered to students who are living in remote areas,
distributions and retrieval centers are designated for every sitio, subdivision and
barangay assisted by teachers and the local government units. Learners may seek
guidance from the teachers through Facebook Messenger, telephone, text message and
calls. If needed and allowed by the authority, teachers do home visits to learners
They will facilitate and guide their children through the modular lessons that
would be sent to learners while doing remote learning. DepEd calls the parents and
guardians, guides, mentors, and facilitators and emphasized that there is no better time
to highlight these roles than today's time. It is noted that the teachers are literally not
around when learners are doing their modules. Instead, the parents or guardians are the
ones around and naturally, students will initially consult them. The parents’ role as
facilitator and mentor, does not stop there as they must also act as guides and confidants
since their homes will serve as the alternative classrooms of their children. Parents and
guardians are then duty-bound to assist their children (Bernando, 2020, Tria, 2020).
THEORETICAL FRAMEWORK
Theoretical perspectives provide the basis for research and encourage scholars to
explore social sciences. This holds true in the field of parent involvement. This section
outlines two major theories related to parent involvement: (1) Piaget’s cognitive
development theory, and (2) Vygotsky’s sociocultural theory. These two theories are
constructive role of experience with peers and family members. The basic assumption
of his theory was that young children are active learners with a constant drive to match
their internal constructions (their own view of the real world) and external constructions
(the external realities they face with in their surroundings) (Piaget, 1981). Children, as
agents in his term, continually rework and revise-assimilate and accommodate their
internal constructions with each new experience (Hong, 2011). Other people and the
social milieu are important elements influencing the children’s environment. Children
embrace new learning and accommodate their own incorrect views of the world more
quickly if they are more actively involved with people and things in their surroundings.
In this regard, children learn best when they have opportunities to interact with their
environments, and particularly with their parents who are a vital part of children’s
interact with their parents such that they construct their own knowledge within both a
social and physical environment (Bailey, Silvern, Brabham, & Ross, 2014).
Consequently, Piaget’s social development theory supports the idea that parent
this study will review the roles of parents amid the module-based learning delivery
Sociocultural Theory.
human beings and their environment, both physical and social. The influences of social
and cultural actors on development and learning are abundant (Vygotsky, 1978).
Human beings are cordoned off by family members and are affected by the culture in
which they live (Rieber & Robinson, 2018). Children’s interaction with their family
members in the community is essential for their learning and development since their
first teacher is the family and their first learning takes place in the community. For this
reason, children gain knowledge about the world through this interaction. One can
easily argue that children’s school experience is not just made up of interactions
between them and the school or teacher. It also includes a broader system involving
environment provides theoretical support for the idea of parent involvement in young
children’s education. In the same manner, this study will also look into the strategies of
children.
Conceptual Framework
The primary objective of this study was to determine the roles and strategies of
This study includes both independent and dependent variables. The independent
highest educational attainment and civil status. It also includes the familial
characteristics of the respondents such as family size, family structure and number of
gross income, other sources of income, income from other sources and estimated
The study assumed that the socio-demographic profile of the respondents such as
personal, familial and economic characteristics are related to the roles and strategies in
the module-based learning of their children. It also assumes that there is an interplay of
In terms of personal characteristics, the study assumes that if the respondents are
older, male, single, with low educational attainment, the more they encounter problems
large and extended, the greater the responsibility and the larger the expenditure. If there
are a greater number of children involved in the module-based learing the bigger
responsibility of the parents/guardians to their roles and the harder they meet with their
strategies.
during the Covid-19 pandemic, has low monthly gross income and do not have other
sources of income the more they encountered the problems during the module-based
learning of their children during Covid-19 pandemic. The relationship between these
Conceptual Paradigm
VARIABLES
Personal Characteristics
Age
Sex Roles in the module-
Highest Educational based learning of
Attainment their children during
Civil status covid-19 pandemic.
Family Characteristics
Family size
Family structure
Number of children
involved in module-based
education
Economic Characteristics Strategies in the
Occupation during the module-based
learning of their
period covered
children during
Monthly gross income covid-19 pandemic.
Other source/s of income
Income from another
source/s
Estimated monthly
household expenses
Figure 1. Schematic diagram of the study showing the relationship among variables
Based on the conceptual framework, this study is guided by the following research
hypotheses that:
METHODOLOGY
This chapter presents the locale of the study, research design, population and
the Province of Cagayan. Its population as determined by the 2020 census was 981.
Research Design
will use the descriptive research design with correlational analysis. With this design, the
applied.
Research Instrument
The study utilized an interview schedule. This would serve as a tool in gathering
data and gaining information needed for the study. The research instrument would be
composed of two parts. Part I deals with the Socio-demographic Characteristics,
children during the Covid-19 Pandemic. Part III deals with the strategies of
Covid-19 Pandemic.
Kindergarten 10
Grade 1 12
TOTAL 22
Elementary School during the school year 2020-2021. A letter was made by the
researcher to get the list of the respondents and coordinated with the principal head of
the school. Complete enumeration purposive sampling (22 respondents) was utilized in
The primary data was gathered through an interview schedule. The list of
respondents from Dibalio, Claveria, Cagayan was obtained through an approved request
data gathering from the respondents. Prior to data gathering using an interview
schedule, the researcher read the consent form to the respondent and was ask for the
respondent’s signature. After the respondents had affixed his/her signature on the
consent form, the researcher proceed in conducting the survey. In order to ensure their
safety, the researcher and respondents wear a facemask properly, maintain social
distancing and the survey would be done in an open space. The survey would last for
Ethical Considerations
Since the study involved the parents/guardians of the enrolled Kindergarten and
Garde 1 pupils in Dibalio Elemtary School in the School Year 2020-2021, ethical
consideration was given primary concerns. Firstly, the principle of non-maleficence was
practiced in this study. This was to ensure that no harm of any kind was done in the
conduct of the study. If any harm was anticipated, the researcher made sure to include
safeguards and precautionary measures to minimize and counteract them. Secondly, the
principle of beneficence was observed throughout the course of the study. The
researcher ensured that respondents were protected from harm and secure their well-
being. Thirdly, informed consent was secured to ensure that there is a full disclosure
between the respondents with the researcher, and that there was an adequate
comprehension of the respondents with the procedures of the study being conducted.
information was included in the study. As earlier mentioned, all respondents gave their
voluntary participation and were free to withdraw from the study without harm or
penalty.
The respondents were informed that they have the right to decline or accept the
researcher’s request to conduct an interview. Likewise, they were told that they were
free to withdraw all the information they had given the moment they discern a potential
takes consideration to gain the trust of the respondents in data gathering. Thus,
confidentiality in the research included the privacy of the respondents’ answers to the
questions asked and their identity, which were masked with the use of pseudo names.
Most of all, the questions were constructed and stated that no sensitive or provoking
statements were asked from the respondents regarding personal matter. Lastly, the data
gathering tool will be kept at the Department of Social Sciences after which they will be
Statistical Analysis
Frequency counts, means and percentage were used to analyze the socio-
Pearson-r correlation analysis determined the significant relationship between the socio-
education.
MEASUREMENT OF VARIABLES
The data will be coded and scored to facilitate the analysis as follows:
B. Familial Characteristics
Family Size
1-2 Small
3-5 Medium
6-7 Large
Family Structure
Nuclear 1
Extended 2
Number of children involved in module-based
education (SY 2020-2021)
Kinder Garten 1
Grade 1 2
VARIABLES DESCRIPTION DUMMY VALUE
C. Economic Characteristics
Occupation during the period covered
With 1
Without 2
Monthly Gross Income
Php 2,000.00 – 15,000.00 Low 1
Php 15,000.00 – 25,000.00 Average 2
Php 25,001.00 –Php 50,000.00 High 3
Other Sources of Income
Without 1
With 2
Income from Other Sources
Php 1,500.00- Php 5,000.00 Low 1
Php 5,001.00 – 15,000.00 Average 2
PhP 15,001.00 – Php 20,000.00 High 3
Estimated monthly household expenses
Php 2,000.00 – 15,000.00 Low 1
Php 15,000.00 – 25,000.00 Average 2
Php 25,001.00 –Php 50,000.00 High 3
II. Roles of Parents/Guardians in the module-
based learning of their children during covid-
19 pandemic
If the computed mean will be as
follows:
1.51-2.50 Very Often 1
2.51-3.50 Sometimes 2
3.51-4.50 Rarely 3
4.51-5.00 Never 4
VARIABLES DESCRIPTION DUMMY VALUE
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered, the analysis made and the interpretation
Socio-demographic Characteristics
The socio-demographic characteristics of the respondents is presented in three
parts. These are on personal, familial and economic characteristics of the respondents.
Personal Characteristics of the Respondents
The personal characteristics of the respondents is shown in the Table 3. This
Age. The findings in the study reveals that of the 22 respondents, majority
(59%) are in the age bracket of 25-36 years old. While 32% are of the age bracket of
37-48 years old. Only 9% are of 49-59 years old. The computed mean age of the
respondents is 37.55. According to Arnott & Brown, (2013) states that younger parents
may benefit from higher levels of energy; however, they may struggle with instability
relative to older parents who have settled into their careers or relationships. Some
research has indicated that older, relative to younger, mothers at the age of their first
birth are more positive (i.e., give more frequent hugs, kisses, praise, and supportive
statements). However, other research has indicated that older mothers are less nurturant.
respondents are female, 14% are male. The result shows that the respondents were
mostly females. According to Deutsch, (2011) it is more often the case that mothers fill
the role of primary caregivers, even when they are employed further, mothers on
average hold more empathic and nurturant attitudes toward children relative to fathers.
Civil status. As regards to civil status 86% of the respondents are married,
while 14% are single. The result shows that the respondents were mostly married.
the findings show that 73% of them finisheds colloge. While 27% of the respondents’
finised highschool. This implies that most of the respondents have finised an average
formal schooling.
Table 3.
Socio-demographic characteristics of the respondents: Personal characteristics
include their family size, family structure and number of children involved in modoule-
family ranging from 3-5 members. While 14% have a small family sized of 1-2
members, and also 14% have a large family sized of 6 to 7 members. The mean shows
means that their family is composed of the immediate family family members,
particularly, the father, mother and children. On the other hand, 18% belongs to
extended families that is, aside from the direct family members, others relatives also
Table 4.
Socio-demographic characteristics of the respondents: Familial characteristics
include their employment status, monthly gross income, other source of income, income
Monthly Gross Income. The result shows that majority (67%) of the
respondents have a monthly income of Php 2,000.00- Php 15,000.00, 19% of the
respondents are earning Php15, 000.00-Php 25,000.00 while only 14% earn Php25,
Other sources of income. 64% of the respondents do not have other source of
income and 36% of them have other sources of income. Those with other source on
Income from other sources. 100% of the respondents have an income from
expenses majority (59%) of the respondents have Php 5, 0001.00- Php 25, 000.00 while
32% have Php 2,000.00- Php 15,000.00 and 9% have Php 25,001.00- Php 50,000.00 of
In terms of roles of parents/guardians the result shows the mean is (2.35) with
descriptive interpretation, very often. This implies that the respondents have
The statement with the highest mean (4.09) with descriptive interpretation,
the one respondent said that “Bay-bay ak isuna nga mang sungbat kadagiti module na
tapnon iti kasta maka sur suro uray module-based da” [ I let him work on his module
so he can still learn even they are doing module-based learning]. The mean that have a
modules?”. In fact one of the respondents said that: “ Ay! Baotek ken haan ko nga
palubosan nga mapan agay-ayam no haan na malpas tay naitudeng nga ubraen na nga
module na” [ I punish him/her/them in the sense of not letting him/her/them play
outdoor games when he/she/they did not finish the task I gave to him/her/them
regarding to their module]. The (2.00) mean with descriptive interpretation, very often
interpretation, very often. The mean that have (1.23) with the descriptive interpretation,
always is “I encourage my child/children (Kindergarten and/or Grade 1 pupil/s) to work
on his/her/their modules”.
While the findings revealed that the more engagement to give to their child the
more achivement of their children will be done. This may be attributed by the study of
Sheldon and Epstein, 2005; Harris and Goodall, 2008; Altschul, 2011 on parent
the child’s academic achievement and performance at school. When parents are
engaged with student-learning in the home and work collaboratively with their children
Table 6.
The respondent’s interpretation, rarely with the statements: I ask for assistance
teacher/s regarding the modules (3.18); I ask for assistance from other members of the
household chores (3.00); and I follow a set time for personal leisure with a mean 2.95
(2.64); this statement reflects on the study of Canonizado (2021) that technology and
online tools were far more effective in creating a routine of learning at home with their
children, including activities and home assignments given by the schools, and using
time for family bonding with a mean (2.23) and I set specific time in the day for
Table 7.
Strategies of parents/guardians in the module-based learning of their children during
covid-19 pandemic.
Relationship of Variables
The preceding table shows that age of the respondents is siginificantly related to
both roles and strategies on the module-based learning of their children during the
covid-19 pandemic. With coefficients of 0.552 and 0.434, respectively, these mean that
the younger the respondent the higher is his/her involvement to the roles and strategies
as teacher of their children in the module-based learning. This result may be attributed
by the study of Arnott & Brown, (2013) that parents’/ guardians’s age may also
influence differences in parenting goals. Younger parents may benefit from higher
levels of energy; however, they may struggle with instability relative to older parents
who have settled into their careers or relationships. Some research has indicated that
older, relative to younger, mothers at the age of their first birth are more positive (i.e.,
give more frequent hugs, kisses, praise, and supportive statements). However, other
In addition, monthly family gross income also has significant relationship to the
roles of the respondents. With a coefficient of 0.467, it implies that the greater the
earnings, the more is the involvement in fulfilling his/her role in the module-based
learning. Rehman et al (2015) supports that Income level becomes an important factor
which affects the parents’ choice in their children education due to the involvement of
monetary contributionIn certain cases, there are parents with middle income with better-
educated background who find ways to ensure their children are admitted to the best
private school. The cases also supported by Dronkers J. & S. Avram (2010), that
wealthy family in terms of the level of their education, as well as the occupational
Table 8.
Relationship between socio-demographic characteristics of the respondents in terms of
their roles in module-based learning of their children during Covid-19 pandemic
** Significant at 1%
* Significant at 5%
Table 9.
Relationship between socio-demographic characteristics of the respondents in terms of
their strategies in module-based learning of their children during Covid-19 pandemic
** Significant at 1%
* Significant at 5%
ROLES
MONTHLY FAMILY
GROSS INCOME
STRATEGIES
CHAPTER V
This chapter presents the summary and findings, conclusions and implications
considerations.
SUMMARY
More specifically, this study sought to answer the following questions: (1) What
familial characteristics, and economic characteristics? (2) What are the roles of
Covid-19 pandemic? (3) What are the strategies of parents/guardians as teachers in the
profile and their strategies in the module-based learning of their children during Covid-
technique.
Data were collected face to face using an open and closed ended interview
schedule. These were analyzed using frequency counts, means and percentages. To
determine the relationship of variables the Pearson r correlation was used. Microsoft
Excel was used to process and generate the data and information needed by the study.
CONCLUSION
Based on the findings of the study the following conclusions were drawn:
Most of the respondents are between 25-36 years old, and have finished college.
Most of the respondents are females. Almost all of the respondents are married.
Majority of the respondents have 4-6 family members. Majority of the respondents
Most of the respondents are employed. Majority of them have income of Php
2,000.00- Php 15, 000.00 per month. There are limited employment opportunities
because of the pandemic thus respondents have low income. The other sources of
income of the respondents include piggery, sari-sari store and online selling. Most of
The study focused on the roles and strategies of the parents/guardians in the
RECOMMENDATIONS
that optimize the exisiting skills and competencies of parents. This is to broaden their
3.1. Teacher’s assistance to all students through a regularized one week schedule
learning.
parents’ role and strategies in the success of their children; reorienting/redirecting the
perception of students towards modular distance learning for them to develop a positive
perception and love of the modular distance learning modality which will redound to
4. More researches should be done to include variables not included in this study and to
replicate the study in various Elementary Schools in Claveria for a more understanding
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