PARENTS’ INVOLVEMENT IN MODULAR DISTANCE LEARNING AND THE ACADEMIC PERFORMANCE OF GRADE 6 LEARNERS IN A PUBLIC SCHOOL

Abstract

Face-to-face classes were temporarily suspended and shifted to modular print learning modality due to the COVID-19 pandemic. The study aimed to determine if there significant difference and relationship between parents’ involvement in modular distance learning and the academic performance of the Grade 6 learners in a public elementary school. The results revealed that parents’ involvement in their child's MDL varies substantially according to their educational attainment and family monthly income. Similarly, the educational attainment of parents and their family's monthly income are predictors of their children's academic achievement. Furthermore, it was disclosed that fathers were more likely than mothers to be involved in the learners' MDL. The findings also revealed that there was a correlation between parents' involvement in modular learning and their children's academic performance. Furthermore, the study supports prior results that parental involvement has a major impact on children's academic achievement. As a result, the researchers urge that parents be heavily involved in modular learning activities and encouraged to participate actively as partners in their children's education. Keywords: Parents’ Involvement, Academic Performance, Modular Learning, Learners.