Slidesgo 2022

 
Improving the Academic Performance of the
Learners using Modular Instruction through
Family Members’ Involvement

An Action Research Under the Basic Research Fund

Submitted to the Schools Division Research Committee
Department of Education, Division of Zamboanga Sibugay
MARIA HELEN C. LAGUTIN, MAED-English
 
ESMERALDA D. GAMIL, MAED-Science
YOLANDA A. FORTUNA
 Context and Rationale
The coronavirus COVID-19 outbreak disrupted life around the globe in
2020. As in any other sector, the COVID-19 pandemic affected education in
many ways. Government actions have followed a common goal of reducing
the spread of coronavirus by introducing measures limiting social contact.
Many countries suspended face-to-face teaching and exams as well as
placed restrictions on immigration affecting Erasmus students. Where
possible, traditional classes are being replaced with books and materials
taken from school. Various e-learning platforms enable interaction between
teachers and students, and in some cases, national television shows or
social media platforms are being used for education (Gonzalez et al., 2020).

Hence, the phenomenon inspires the researchers to conduct this study to

address the efficacy of family members’ involvement in the academic
performance of the learners using modular print.
 Innovation, Intervention, and Strategy

This research investigated the involvement of family members in the academic

performance of the learners using modular instruction and their significant
relationship to the Grade 10 Rizal of Imelda National High School for the school
year 2021-2022.

The number of learners who studied and put into intervention was the learners of
Grade 10 Rizal whose parents and other family members can assist them in
their homeschooling based on the Learner Enrollment Survey Form, anecdotal
record, and the learners’ scores from GIYA on the English, Science, and MAPEH
subjects. The researchers gathered data from the adviser and the school’s LIS
coordinator, and the results of a survey from the parents.
Three sets of instruments were used in this study. The first is the
Learners’ Enrollment Survey Form on the mental capacity of the
family members to assist the learners. The second is the actual Survey
Questionnaire to identify the extent of the family member’s
involvement in the learning process. The third is the first grading of
learning modules in English, Science, and MAPEH. This research will
start on October 2021 and up to February 2022.
 Action Research Method
Research Design
Improving the
Participant and/ or other
Academic
sources of data and
Performance of
the information
Learners using
Modular
Research Instrument
Instruction
through Data Gathering method
Family Members’
Involvement Data Analysis
 Research Design
The current action research employed a descriptive-survey research
design. This model used quantitative data collection and analysis. According
to Creswell (2003 p.18) quantitative research employs strategies of inquiry
such as experimental and surveys and collects data on predetermined
instruments that yield statistical data. The findings from quantitative
research can be predictive, explanatory, and confirming.
This research design is considered appropriate for this undertaking
because this study's main objective is to assess the impact of family
member’s involvement in the academic performance of the learners in Grade
10-Rizal of Imelda National High School, Imelda, Zamboanga Sibugay during
the First Grading Period of the school year 2021-2022 using Modular
Instruction.
Participant and/ or sources of data and Information

The researchers used the qualitative descriptive method of

investigation in this research because the researchers aim to
know the level of effectiveness of family involvement in the
Academic performance of the learners during the first quarter
using modular instruction. The research will be conducted on
Grade 10 Rizal learners for SY 2021-2022.

The research was done by observing and getting the average grades
of the Grade 10 Rizal learners in English, Science, and MAPEH
subjects for the first quarter.
 Research Instrument

The researcher-made questionnaire with 10-item statements

with the response using the Likert Scale. This
questionnaire was used during the first and second
quarters of the school year 2021 – 2022. The
questionnaire was validated by a panel of experts within
the school.
 Data Gathering Method
Since the research employs a descriptive quantitative method, a survey
questionnaire was used to gather the needed data. The respondents of
this study were the Grade 10 Rizal learners of Imelda National High
School and their family members who were qualified to assist in the
learning process. Table 1 showed the number of respondents who were
surveyed
Table 1. The Respondents of the Research
Total Enrollees of G-10 Rizal Desired Sample
Respondents
for School Year 2021-2022 Size
Grade 10 Rizal Learners 71 71
Family Members 71 71
Total 142 142
 Data Analysis

The data gathered from the learners were summarized and

analyzed using the weighted mean to determine the level
of effectiveness of family members’ involvement in
academic performance using modular instruction. A t-
test was used to determine the significant difference
between the two variables and the Pearson correlation
was used to test the significant relationship between
students’ GPA from first to second grading periods.
 Result and Discussion

This section focused on the discussion on results, research findings,

and reflection of the researchers on family member’s involvement in the
academic performance of the learners in Grade 10-Rizal with 71 learners
of Imelda National High School, Imelda, Zamboanga Sibugay during the
First Grading Period of the school year 2021-2022 using Modular
Instruction.
The following questions were used for the results’ discussion, to wit:
 Table 1. The extent of family members’ involvement
in the learners’ academic performance using
modular instruction during the first quarter
1. What is the extent of family   Statement Weighted Interpretation
members’ involvement in the 1 I received information on what I can do at
Mean
  Always
learners’ academic performance home to help my child improve or advance
his/her learning. 3.98
using modular instruction during 2 I received regular updates from the teacher 3.73 Always
the first quarter? 3
on my child’s progress.
I received information on what my child   Always
should learn and be able to do in his/her
current year level. 3.83
4 I am aware of my responsibility to my child’s 3.85 Always
Range: 1 – 1.75 Never; 5
academic performance at school.
I regularly followed up with my child in 3.38 Always
1.76 – 2.51 – Sometimes; answering his/her modules.
6 I help my child in answering the modules by 2.00 Sometimes
2.52 – 3.27 Oftentimes; explaining to him/her the topic.
3.28 – 4.00 Always 7 I teach my child the correct answer for
him/her to finish answering ahead of time.
1.45 Never

8 I retrieved the modules for my child on time. 3.83 Always

9 I retrieved the modules for my child on time. 3.93 Always
1 I followed up regularly on the progress of my 3.15 Oftentimes
0 child at school through messenger or text.
  Average Mean 3.31 Always
2.What is the GPA of the learners’ academic performance during
the first quarter?

Table 2. Grade-point Average (GPA) of the learners’

academic performance during the first quarter
Quarter Average MPA

First 91.53
 Table 3. The extent of family members’ involvement in the
3. What is the extent of family learners’ academic performance using modular instruction during
the second quarter
members’ involvement in the   Statement Weighted Interpretation
learners’ academic performance Mean
1 I received information on what I can do at home to help 3.80 Always
using modular instruction during my child improve or advance his/her learning.
the second quarter? 2 I received regular updates from the teacher on my 3.73 Always
child’s progress.
3 I received information on what my child should learn 3.70 Always
Range: 1 – 1.75 Never; and be able to do in his/her current year level.

1.76 – 2.51 – Sometimes; 4 I am aware of my responsibility to my child’s academic 3.68 Always

performance at school.
2.52 – 3.27 Oftentimes; 5 I regularly follow up with my child in answering his/her 3.13 Oftentimes
3.28 – 4.00 Always modules.
6 I help my child in answering the modules by explaining 1.88 Sometimes
to him/her the topic.
7 I teach my child the correct answer for him/her to finish 1.48 Never
answering ahead of time.
8 I retrieved the modules for my child on time. 3.45 Always
9 I returned the modules to my child on time. 3.87 Always
10 I follow up regularly on the progress of my child at 2.95 Oftentimes
school through messenger or text.
  Average Mean 3.17 Oftentimes
4. What is the GPA of the learners’ academic performance during
the second quarter?

Table 2. Grade-point Average (GPA) of the learners’ academic

performance during the first quarter
Quarter Average MPA
Second 92.33
5. Is
there a significant difference between the extent of family
members’ involvement in the academic performance of the learners
using modular instruction during the first and second quarters?

Table 1. Test of Significant Difference in the Extent of Family Members’

Involvement in the academic performance of the learners using modular
instruction during the first and second quarters
Variables t-value p-value Findings Decision on Ho
1st Quarter vs. 2nd 4.157 .002 Significant Rejected
Quarter
         
6. Is
there a significant difference in the GPA of the learners using
modular instruction during the first and second quarters?

Table 1. Test of Significant Difference between the GPA of the learners using
modular instruction during the first and second quarters
Variables t-value p-value Findings Decision on Ho
1st Quarter vs. 2nd -6.676 .000 Significant Rejected
Quarter GPA

         
7. Is
there a significant relationship between the family members’
involvement in the GPA of the learners?

Table 1. Test of Significant Relationship between the family members’ involvement in

the GPA of the learners
Variables r-value Interpretation p-value Findings Decision on Ho
1 Quarter vs.
st
.977 Very strong .000 Significant Rejected
2nd Quarter relationship
Family
Involvement
           

**Correlation is significant at the 0.01 level (2-tailed).

 Conclusions
Based on the findings of the study, the involvement of
parents in the modular instruction of their child has
greatly differed in the first and second quarters of the
school year 2021 – 2022. Findings divulged that there
was a relationship between parents’ involvement in
modular learning and the academic performance of the
learners. Further, the study also conforms to different
previous findings that the participation of parents had a
significant effect on children’s academic progress. Thus,
the researchers recommend that there shall be close
involvement of parents in modular learning activities
and encourage active participation as partners in their
child’s learning.
 Action Plan
To institutionalize this study, the researchers called the
attention of the parents and or guardians of the
recipients of this research for a caucus highlighting their
involvement in the academic performance of the learners
under modular instruction on the first week of
September. During the conduct of the study, followed
ups were made on the grades or performances of the
learners after the first quarter and second quarter
assessments. Right after, a parents’ meeting was called
to inform the result of the performances of the learners
in both quarters.
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