Parents As Learner's Facilitator

PARENTS AS LEARNER’S FACILITATOR: BUILDING POSITIVE HOME-SCHOOL
RELATIONSHIPS IN MODULAR DISTANCE LEARNING
Parents as Learner’s Facilitator: Building Positive Home-School Relationships
in Modular Distance Learning
Rowena A. Aragon
Calao Elementary School
Brgy. Maria Aurora, Aurora
Division of Aurora
Parents as Learner’s Facilitator: Building Positive Home-School Relationships
in Modular Distance Learning
The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. Even prior to the spread of COVID-19 that
eventually led to the closure of schools nationwide, the congested curriculum has been a
perennial problem of teachers (Andaya, 2018). This is perceived to be one of the hindering
factors on the poor performance of Filipino learners. As the Covid-19 pandemic arises its active
cases of being positive in corona virus the Inter Agency Task Force who was responsible to give
health protocols, mandated that there will be no face to face classes for the school year 2020-
2021. In accordance with the directive of the Office of the President that no face-to-face classes
shall be held until the vaccine for COVID-19 becomes available, the distance learning delivery
modalities (DLDM) shall be implemented this SY 2020-2021.
According to the Department of Education (DepEd) survey, modular learning is the most
preferred by parents for the conduct of distance learning for the coming school year. The DepEd
said that 8.8 million parents chose printed modules; followed by blended learning or the
combination of learning through modules, online classes, television, and radio (3.9 million
parents); online learning (3.8 million); educational TV (1.4 million parents); radio-based
instruction (900,000 parents); and other modalities not specified by the agency (500,000
parents). 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.
In order that the Department of Education continue its vision, mission and goals and to
continue serve, promote and protect the right of every learner to quality, equitable, culture-based,
and complete basic education where students learn in child friendly, gender sensitive, safe and
motivating environment. The Department of Education proposes to make scheduled orientation
for parents once every week to facilitate and teach their children at home through attending
Learning Action Cell, wherein teachers will teach them how will they deliver the learning
objectives of every module among their children. However, there are cisrcumstances that parents
have work to attend especially in rural areas that families belong to low income status.
According to Matitu (2015) Home visits can be considered as a new way of creating
connections between home and school partnerships and enhancing parents involvement in their
children’s education. Home visits by either teacher or principal are a time honored method of
gaining information about the students and in giving them teachnical assistance in their academic
status. The traditional justification for such visits is still valid; knowledge of the home and
community background will the teacher understand the student better. Participation in school
affairs can broaden and deepen parents knowledge and appreciation of what the school is
attempting informed of their child’s academic standing.
Over the past few decades, home visits have become increasingly popular with policy
makers and programs that deliver services to families (Gomby et al.2009) and according to Menn
and Meyer (2006), identify home visits as a means for teachers to create an initial positive
impression and gain support from parents. Reagardless of the intent, visiting the homes of
students can send a very significant message of care and concern for future opportunities of the
learners (Stenberg, 2006). Home visits enable teachers to have experiences with their students
and their students families to help them better understand their students lives and needs (Allen
and Tracey, 2004). Teachers can also gain an understanding of the impact children’s home
environment can have on children’s academic performance.

Results of the study of Smith, (2013) suggest that the benefit of home visits is a means of
stregthening home school partnerships. Teachers perceive that home visits result in more positive
relationships with children and their families. Further, the teachers believe that the visits lead to
improved communication with the parents, better understanding of the child and better
understanding of the impact of the child’s home environment as it relates to school performance.
Home visits help to establish strong positive communication between teacher and parent
relationship.
As this Printed Modular Distance Learning was implemented by the Department of
Education in Schools for the school year 2020-2021, home visits is a creative plan to give
technical assistance to parents, in order that parents can apply appropriate teaching strategies and
approaches that best suit specific objectives and outcomes to facilitate the process of knowledge
transmission .
Modular Distance Learning
According to DepEd order 00162 series of (2020) A learner may adopt either Digital
Modular Distance Learning (DMDL) or Printed Modular Distance Learning (PMDL). Learners
with devices at home like laptop, desktop, or tablet, may adopt DMDL. The SLMs in different
digital formats such as flat PDF, education videos, audio lessons, e-SLMs and others may be
stored in a CD/DVD/USB flash drive/pen drive while the printed SLM shall be used by learners
adopting PMDL. Self-learning Modules (SLMs) which are K to 12 compliant are developed
following the ADM Learning Resources Standards. The SLMs are designed to provide ample
time for mastery and sufficient practice to ensure that the targeted most essential learning
competencies are achieved. Clearly defined goals are attainable within the specific time frame by
taking into consideration the learners’ learning capacity based on their grade level. Learners shall
be provided with the suggested time frame to work on their assigned tasks. Flexibility in
finishing each module is accorded to learners with respect to their learning needs, characteristics,
and level of understanding to ensure that they have secured mastery of learning contents which is
also an essential prerequisite for success in the succeeding modules. Monitoring of learner
progress and setting up of a feedback mechanism shall be ensured to help learners meet the most
essential learning competencies while seeing the connection of one lesson to the next to reinforce
the coherence of the curriculum. Timely and appropriate monitoring and feedback for
consultation and intervention purposes shall be put in place through various touch points such as
text messaging, and audio/video calls, whichever is accessible to the learner. If possible and
allowed, face-to-face interaction may be utilized for this purpose. Members of the family and
other stakeholders within the community who are trained as learning facilitators shall be engaged
to provide learners with instructional support as needed in the absence of a classroom teacher.
To make learning manageable for learners, they may be given a set time frame to
undertake a lesson or accomplish an activity. The setting of the time frame shall be guided by the
suggested time allotment a MELC can be mastered. Learners who are not meeting expectations
shall be provided with remediation while those who may accomplish the tasks as contained in the
SLMs shall be given enrichment activities.
To ensure that learners are on task and are guided on what they are expected to
accomplish within a specific week, teachers shall prepare a Weekly Home Learning Plan.
Sufficient break times shall be ensured.

It is recommended that a learners facilitator or a household partner like parent, guardian,
sibling, or other community members considered as a responsible adult should be available to
guide and support the learning process of the child at home as well as provide guidance in
accomplishing given home learning tasks.
The learning facilitators shall be capacitated on their roles through a capacity-building
program that shall be organized by the schools through the supervision of the ROs and SDOs.
The school-level capacity building program shall be part of the cascade model of training that
shall commence at the national level where school heads and supervisors are trained first about
the roles of the learning facilitators to be rolled out to the school level before the school year
opens.
For learners without available learning facilitators at home, subject teachers or a cluster
learning facilitator may conduct home visits following social distancing protocols or they may
communicate through text messages, phone/live chats, or through other available forms of
communication to provide assistance or remediation. Teachers/Learning facilitators may be
provided with load allowance, and travelling expenses chargeable against local funds subject to
availability of funds and applicable rules and regulations.
Strong school, home, and community partnerships shall be forged to ensure the
effectiveness of any DLDM chosen. In the context of the present crisis, dialogue with parents
and the wider community is a key step to ensure that the school, parents/guardians and the wider
community have reached a degree of shared accountability and responsibility for the learning
delivery modality/ies chosen. School administrators, teachers, parents/guardians, and community
partners shall provide adequate and appropriate guidance and support for the learners to ensure
that their new experience with these learning modalities shall be properly transitioned both at
home and in school. While mass gathering is not yet allowed by the IATF, schools shall initiate
online orientation program for parents, online trainings for learning facilitators, and webinars on
home-school partnership.
Homeroom visits/guidance is a program wherein parents can realize their roles as
learning facilitator who can be able to track the performance standards and learning objectives of
their children if it was attained or needing remediation/additional activities. Therefore this
research will provide information and will give strategies on how to continue learning modalities
in school year 2020-2021.
According to Deped Memorandum 2020-00155 homeroom guidance is a comprehensive,
developmental and pro active program designed to equip K to 12 learners with life skills on three
domains:Academic Development, Personal and Social Development and Career Development.
Homeroom Guidance shall complement the Department’s goal, which is to produce holistically
developed Filipinos who are able to understand themselves, have-problem solving skills, make
informed decisions, achieve academic success, plan for their future and respect individual
differences. It envisions learners who can work for the common good of society and love for our
country while upholding the rights and responsibilities of global citizens.
On Home Visitation
Home visit is a way to bridge

the gap between school and
home for students, families and
teachers. A growing amount
of research points to the
importance of parents
supporting their
children’s learning in the
home. Parent-teacher
conferences, phone calls,
sending letters and
progress reports are part of the
communications to follow up
students especially those who
are
On Home Visitation
Home visit is a way to bridge
the gap between school and
home for students, families and
teachers. A growing amount
of research points to the
importance of parents
supporting their
children’s learning in the
home. Parent-teacher
conferences, phone calls,
sending letters and
progress reports are part of the
communications to follow up
students especially those who

are
Home visit is a way to bridge the gap between school and home for students, families and
teachers. A growing amount of research points to the importance of parents supporting their
children’s learning in the home. Parent-teacher conferences, phone calls, sending letters and
progress reports are part of the communications to follow up students especially those who are
academically at-risk to monitor their school performances and daily classroom behaviors.
Coleman (2012) explained that home visit is to socialize and build positive family teacher
partnerships. It includes sharing information about your classroom, completing forms,
and reviewing children’s educational progress. In addition to home visits to establish
relationships and communication, home visitation programs developed over the past several
decades focus specifically on teachers educating and supporting parents and children in the home
(Gestwicki, 2012).
Home visitation supports and encourages parents to take more of an active role in the
learning activities of their children. The Parents as Teachers Program (Parents as Teachers
National Center, 2008) recognizes parents as the primary teachers of children, and bring
resources to parents in order to help them to develop into effective parent-teachers. Through
home visits, schools can help establish positive relationships with the families, leading to more
involvement with the schools and better student success. Teachers who make these home visits
can take with them simple materials that can be left with the child, such as crayons and paper, or
a child's book. They can make suggestions for ways the parents can help the child prepare for
school. Schools can also use a hand-off procedure in which teachers might take initial home
visits, but if there is a need for ongoing support in the home, either other school staff can take
over, or the school can link with other community agencies that might be staffed for more
intensive home visiting services.
Home visits allowed teachers to develop deeper level of empathy with children whose
home life was in some way lacking. For example, during your home visits you might find that
some parents cannot write or that they show their children little affection.
Conceptual Framework
A good school-home partnership is characterized by the relationship that teachers and
parents hold. The learners, being the central focus in this kind of partnership serves as the
binding force in the relationship. The level of relationship is influenced by several factors. And
without the cooperation of parents, teacher will fail to reach out their learners to attain specific
learning competencies. Genuine partnership is one based on mutual trust, common goals and two
way communication (Smit, Wolf, & Sleegers, 2001). The paradigm of the study adopted the
Input-Process-Output (IPO) as shown in figure 1.
The paradigm of the study adopted the Iput-Provcess-Output (IPO) model as shown in
figure 1.
Weekly Providing Techinical

Home Assistance to Parents
Visitation to Positive Home-School
Learners Relationships
Scheduled
Homeroom
visitation
Figure 1. The Research Paradigm
The inputs consisted of scheduled home visitation following the health protocols with the
attachment of health certificate. The process involved weekly homeroom visitation to Learners
Facilitators and the expected output is giving technical assistance to parents, providing action
plan and intervention program for stuggling learners.
Research Question
This study aims to conduct homeroom visitation of teacher to give technical assistance to
parents in assisting their children in printed modular distance learning.. Specifically, it will seek
to answer the following questions:
1. How often does teacher go for home visitation in the 2nd and 3rd quarter?
2. What are the technical assistance/intervention program/teaching strategies provided to
parents in home visitation?
3. What are the remarkable improvements of learners before and after home visitation?
Significance of the Study
The study is deemed important for building positive home school relationship among
teacher and parents as a leaner’s facilitator implementing the Modular Distance lEraning in
School Year 2020-2021. Therefore, the findings of this research are useful to the following, to
wit:
Pupils. Through the strategies that parents will apply to guide the learner in answering
their module pupil's enthusiasm will help them develop their study habit and become a self-
directed learner. It may help them to realize the importance of mastering their learning
competencies in order to be a 21st century learner and continue basic education inspite of closure
of schools.
Teachers. The findings of the study may heighten their awareness in collaborating with
the parents to attained the learning objectives in order that the learners may also complete the
curriculum for their grades. Teachers will also identify the learning tasks that are well developed
as well as the least. This may further be a motivating factor to adapt measures and new strategies
for the improvement of instructions in teaching subject. Through the PLAC, it may also function
as instructional material and source of activities in facilitating the lesson to the pupils.
Parents. The result of this study may serve as bird's eye view of the parents to know the
needs of their children with regards in facilitating the learning objectives. They will realize that
their role as parent is essential to gain good performance.
School Administrator and Supervisors. The results of this investigation may encourage
administrators and supervisors help their teachers and parents to achieve better performance of
learners; through closer supervision, faculty development, and training programs.
Department of Education, Maria Aurora West District. With the use of the results of
the study, the municipality of Maria Aurora will be benefitted as it may improve the quality of
working force of the municipality or the quality of life of their respective constituents.
Curriculum planners. The findings of this study may assist the planners in the proper
selection of methods, techniques, and strategies that need to be reinforced.
Community.The result of this study may benefit the community in as much as they know
that the teachers and parents are equipped with the necessary tools and competence in teaching
them.
Future researchers. The information and insights gained from this study may serve as
guide for other researchers in framing their intervention material and designs and at the same
time encourage them to conduct lateral studies within their area of preferences.
Scope and Delimitation
This study covered the school year 2020-2021 at Calao Elementary School in Brgy.
Wenceslao, Maria Aurora, Aurora. The participants will be the parents Grade 6 pupils. It will be
conducted for 2nd and 3rd quarter.
The focus of this study is to build positive home-school relationships through homeroom
visitation in implementing Modular Distance Learning.
Method
Type of Research
In order to gather the desired result the descriptive-quantitative research design will be
employed. It includes studies presenting the facts concerning the nature and status of anything.
this means that it gives meaning to the quality and standing facts that are going on. For instance,
the information about the group of person, number of objects , a set of conditions, a class of
events, a system of thoughts, or any other kind of phenomenon.
Participants
The participants will be 20 Grade 6 parents in Calao Elementary School, Brgy.
Wenceslao Maria Aurora, Aurora
Table 1
Participants of the study
Grade Number of Parents
Grade 6 20
Total 20
Sampling Method
The total enumeration sampling was applied. All parents of Grades 6 will be included as
the respondent of the study.
Sources of Data
The sources of data will be collected from the responses of the parents through the survey
questionnaire, anectodal record and home visitation form.
Instruments
The home visitation form, survey-questionnaire, and document analysis guide or
anecdotal record are the instruments that will be used by the researcher in gathering the data.
To establish the content validity of the instruments, DepEd Orders governing the policy
guidelines on the Implementation of the Homeroom Visitation during crisis situation in K-12
Basic Education Program School Based continuing professional development strategy for the
improvement of teaching and learning was used.
Data Collection Procedure
The Grade 6 teacher will conduct a scheduled weekly Homeroom Visitation in each
grade 6 parents to provide technical assistance/intervention program on how they will facilitate
learning process using Modular Distance Learning. To evaluate the implementation of 2nd and
3rd quarter Homeroom Visitation the researcher will guide the participants of the study on how
they will answer the survey-questionnaire. After answering the questionnaire, the researcher will
get the frequencies and mean then the result will be interpreted according to the descriptive
values and indicators.
Ethical Considerations
Upon the signature of the members of the Division Research Evaluation Committee of
the research proposal. The researcher will seek approval to the immediate head and to the public
schools district supervisor to conduct homerrom visitation to Grade 6 parents. Once approval
from the school head was attained, a letter of consent, homeroom visitation form will be given to
the parents as the participants of the study.
Data Analysis
Descriptive statistics will be used in the study. The data will be analyzed, and computed
using the Microsoft Excel Spreadsheet and then will be presented in table form. Responses of
parents under the intervention program/ technical assistance provided will be assessed using
frequencies and mean with corresponding descriptive values and indicators.
Timetable/Gantt Chart
Activities Date Data to be Collected
Submitting Training Proposal October 2020 - Approved training proposal

every Month in the District Office January 2021
Weekly Homeroom Visitation of October 2020- Teachers assistance to the parents
Teacher January 2021
Guiding the Parents in answering January 2021 Results of the evaluation of Parents
the Survey questionnaire in the conduct of Home Visitation
Consolidation of the result of January 2021 Result of the responses.
responses of the parents through
assessing of the frequencies and
mean with corresponding
descriptive values and indicators
Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Schools Division of Aurora
Maria Aurora West District
CALAO ELEMENTARY SCHOOL
COST ESTIMATES
Particulars Amount
Implementation of the Approved Research Proposal
Supplies and Materials for the Conduct of Research 1,000.00
(supplies to be used in the study)
Local Transportation for Validation/Pilot Testing of Instrument and 1,000.00

Gathering of Data/Signing of MOA
(local travel)
(food for interviews during FGD if applicable)
Communication and Wifi Load 1,000.00
Reproduction of Research 1,000.00
Reproduction of Final Copy of Research Paper 1,000.00
Results and Dissemination
School INSET/ District /Division Research Congress/ Colloquium 1,000.00
Grand Total 6,000.00

Prepared by:
ROWENA A. ARAGON
Researcher
Plan for Dissemination and Advocacy
The research result will be cascaded to the internal and external stakeholders of the
school during the parent-teachers meeting:school management committee meeting; district,
division, and regional research conferences. The unspoiled avenues will be utilized to share
reflections about the current research results and recommend future actions beneficial to the K to
12 curriculum. The present and timely study will also ensure that the research findings will be
used for decision making and policy formulation on instructional leaders and human resource
development management in support to the enhanced basic education curriculum (EBEC).
The findings of this study can be utilized and integrated into the school improvement plan
(SIP) that effect changes on instructional, supervisory practices of the school head. In addition,
teachers, school heads and supervisors will be topped and encouraged by parents/ household
partners in the implementation of Modular Distance Learning.

References
Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (1999). The Home Instruction Program
for Preschool Youngsters (HIPPY). The Future of Children, 9(1), 116-133.Department of
Education Resources (2015). Most friendly and accessible source of teachers and
students resource. Online Resources
DepEd Memorandum . 2020-00155 series of 2012. Policy Guidelines on the Implementation of
the Homeroom Guidance during Crisis Situation.
DepEd Order No. 012 series of 2020. Adoption of the Vasic Education Learning Continuity Plan
for School Year 2020-2021 in the light of Health Public Emergency
Enhanced Basic Education Act of 2013 Section 5 of Republic Act 10533
Hall, C. & Barnes M. (2016). Inference Instruction to support Reading Comprehension for
Elementary Students with Learning Disabilities Retrieved from:
http://www.journals.sage.pub.com
Johnson, B. D., Huebner, C. E., Anderson, M. L., Tyll, L. T., & Thompson, R. S. (2006).
Healthy steps in an integrated delivery system: Child and parent outcomes at 30 months.
Archives of Pediatrics & Adolescent Medicine, 160(8), 793-800.K to 12 Curriculum Guide
(May 2016).
Logsdon, A. (2013). Essentials of Learning for Instruction. 2nd Edition. New Jersey:
Matitu, Carlos R. (2015), Home Visitation; An Effective Way to Boost Students in Schools
Mayer, James and Mann, Mary Beth (2016), Teachers Perception of the Benefits of Home Visits
for Elementary Children Early
Smith, Brian R. (2013), Why Home Visits are Worth it.https://www.netxv.net/pm_attach/67/TRI-
Comprehension_Instr.
A. Appendices
QUESTIONNAIRE
I. How often does teacher go for home visitation in the 2nd and 3rd quarter? Check the
appropriate times of attendance.
Quarter 10 times 8 times 6 times 4 times 2 times

2nd Quarter
3rd quarter
II. A. What are the technical assistance/intervention program/teaching strategies provided to

parents in home visitation??
Check the box to indicate your assessment guided by the scale below.
Sufficiently observed and Commendable - 4

Sufficiently Observed - 3
Observed but not sufficient - 2
Not Observed - 1
4 3 2 1
1. It helps the parents to realize the importance of subjects
to learn by their children.
2. It gives strategies on how will the parents facilitate
learning to their children.
3. It gives them idea on how will they approach their
children when problem in discipline arises.
4. It helps them manage time wisely in giving schedule of
what to do to their children
5. It helps them develop the love of learning of their
children.
6. It motivates them to give assistance to their children.
7. It helps them assess the weaknesses and strength of their
children in some areas
8. It gives an idea on how they will give life application to
the subjects they taught to their children.
9. It helps their children to meet educational goals
10. It will also provide additional learning for themselves as
a parents.
11. It helps them to keep track the academic performance of
their children
12. It helps them to develop good habits among the learners
when facilitating the learning objectives to their children
13. It can provide DepEd updates from time to time.
14. It can develop good relationship among parents and
teachers.
15. The teacher make sure that the learning modality is

conducive for learning and activities.
16. The teacher uses instructional methods that encourage
relevant learner participation in the learning process
17. The teacher implements the module in accordance to the
guidelines.
18. The teacher communicates clearly and effectively to the
level of learners.
19. The teacher responds appropriately to learner questions
and comments.
20. The teacher provides time and direction for individual
thought prior to group discussions (if applicable)
21. The teacher prepares/checks, distributes efficiently the
materials for activities.
22. The teacher adequately prepares learners to undertake
the specific activity.
23. The teacher provide learners adequate time to reflect on
the activity utilizing a variety of process skills
(I.e.demonstrate, predict, analyze , conclude, synthesize
24. The teacher attends to the learner’s concerns in different
modalities.
25. The teacher provides individual attention when
appropriate (non-submission, non-compliance)
26. The teacher provides minimal yet sufficient to
successfully complete their tasks
27. The teacher provides adequate feedback, reflections,
encouragement on individual/group efforts and progress.
28. The teacher encourage learners to appropriately use
tools, ideas, methods or “ways of knowing”to accomplish
the activity and or/solve the problem.
29. The teacher encourages the learners to apply their
realizations on the lesson (insights)
30. The teacher maintains safety procedures in facilitating
learner’s tasks.
Consent and Assent Letters

Region III
September 20, 2020

Elementary School Principal I
Maria Aurora, Aurora
Ma’am:
Greetings!
The undersigned is currently working on her action research entitled “Parents as Learner’s
Facilitator: Building Positive Home-School Relationships in Modular Distance Learning” in a
will to help parents to facilitate learning process among their children through Modular Distance
Learning.
In this regard, the undersigned would like to ask permission from your good office to conduct
this applied research that involves those Grade 6 parents during this school year 2020-2021.
Your approval in this endeavour is highly appreciated. Thank you very much.
Very truly yours,
ROWENA A. ARAGON
Teacher III

Region III
September 20, 2019
CATALINA P. PAEZ, Ph.D, CESO V

Schools Division Superintendent
Division of Aurora
San Luis, Aurora
Madam:
Greetings of Peace!
I am a Grade 6 teacher of Calao Elementary School and I am planning to conduct an

applied research entitled ““Parents as Learner’s Facilitator: Building Positive Home-School
Relationships in Modular Distance Learning”” in a will to help parents to facilitate learning
process among their children through Modular Distance Learning. In this connection, may I ask
your permission to please allow me to conduct my study in my school at Calao Elementary
School.
I am hoping for your positive response regarding this request. Thank you very much and
God Bless!
Truly yours,
ROWENA A. ARAGON
Researcher
Approved by:
CATALINA P. PAEZ, Ph.D. CESO V

Schools Division Superintendent

Region III
September 20, 2020
Dear Parents/Guardian:
I am currently conducting an action research entitled: “““Parents as Learner’s Facilitator:

Building Positive Home-School Relationships in Modular Distance Learning”” The purpose
of this research is to help parents to facilitate learning process among their children through
Modular Distance Learning.
I will be conducting my action research from October, 2020 to January 2021. The activities
related to research will take place starting on October during the orientation and will end on
January after the 3rd quarter of the school year. The gathering of information during these
activities offers no risks of any kind of your schedule.
The result of the study will be used to share what I have learned in this research with other
professionals in the field of education. Participation in this study is completely voluntary. You
may choose to withdraw from the study at any time. If you choose not to participate, information
gathered will not be included in the report.
If you agree to have your student participate in the project, please sign the attached CONSENT
and return it to me.
Sincerely,
ROWENA A. ARAGON
Researcher

Region III
Consent to Participate in a Research Study
I, _______________________, the parent/guardian of_______________________,
acknowledge that the researcher has explained to me the purpose of this research, identified
risks involved, and offered to answer any questions I may have about the nature of my child’s
participation. I freely and voluntarily consent to my child’s participation in this project. I
understand all information gathered during this project will be completely confidential. I also
understand that I may keep a copy of this consent form for my own information.
_____________________________________________
Signature over Printed Name of Parent/Guardian
_______________________
Date

Region III
CERTIFICATE OF ACCEPTANCE
(School Level)
This research proposal entitled “Parents as Learner’s Facilitator: Building Positive

Home-School Relationships in Modular Distance Learning” prepared and submitted by
ROWENA A. ARAGON, of CALAO ELEMENTARY SCHOOL, was evaluated by the
School Research Committee and is hereby accepted this 25th, day of September, 2020
_____________________________________________________________
School Research Committee
__ JAYRALD R. MANGAOANG_ JENALYN S. VERGANIO___
Grade 5 Teacher Grade 4 Teacher
Member Member
JOHN C. NISPEROS, Ph.D.
School Principal-II
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office
functions.
JOHN C. NISPEROS, Ph.D.

School Principal-II
September 19, 2020
A. RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF

IMMEDIATE SUPERVISOR
A.1 RESEARCH INFORMATION
RESEARCH TITLE: “Parents as Learner’s Facilitator: Building Positive Home-

School Relationships in Modular Distance Learning”
SHORT DESCRIPTION OF THE RESEARCH
This study aims to build a Positive Home-School Relationships through scheduled

home visits, its purpose is to help the parents facilitate learning process among their
children Its purpose is to give technical assistance/ intervention programs and strategies to
parents as a learner’s facilitator in Modular Distance Learning.
RESEARCH CATEGORY (Check RESEARCH AGENDA CATEGORY

only one) (Check only one main research theme)
Teaching and Learning

National Child Protection
Regional Human Resource Development
Schools Division Governance
District
School (Check up to one cross-cutting theme, if
applicable)
(Check only one)
Applied Research DRRM
Action Research Gender and Development
Inclusive Education
Others (please specify):__________
FUND SOURCE (e.g. BERF, SEF, AMOUNT

others)*
PERF 6,000.00php
TOTAL AMOUNT
*Indicate also if proponent will use personal funds
A. PROPONENT INFORMATION
LEAD PROPONENT/INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:
ARAGON ROWENA ABENOJAR

BIRTHDATE (MM/DD/YY) SEX: POSITION:
08/08/1990 FEMALE TEACHER III
REGION/DISIVISION/SCHOOL
Region III/Schools Division of Aurora/ Calao Elementary School
Contact Number 1: Contact Number 2: Email Address:
09294136677 09338788700 [email protected]

EDUCATIONAL ATTAINMENT: TITLE OF THESIS/RELATED
RESEARCH PROJECT
BACHELOR OF ELEMENTARY EDUCATION “The Teaching Strategies in
Multigrade Schools of Maria
Aurora, 3202 Aurora”
Master of Arts in Education major in “Self Learning Kit As A Tool In
EDUCATIONAL MANAGEMENT- Mastering Araling Panlipunan
Learning Competencies Of Grade 5
Pupils”,
SIGNATURE OF PROPONENT:
A. Declaration of Anti-Plagiarism and Absence of Conflict of Interest
DECLARATION OF ANTI-PLAGIARISM
1. I, ROWENA A. ARAGON, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly
copying the whole work of another person and/or using some parts of their work without
proper acknowledgement and referencing.
2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealth with accordingly by the Department of Education and
Basic Education Research Fund (BERF).

PROPONENT:
ROWENA A. ARAGON
_______________________
September 25, 2020
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, ROWENA A. ARAGON, understand that conflict of interest refers to situatins un
which financil or other personal consideratins may compromisee my judgment in
evaluating , conducting, or reporting resrach.
2. I hereby declare that i do not have any personal conflict of interest that may arise from
the applcation and submission of my resrach prposal. I uderstand that my research
prposal may be returned to me if found out that there is conflict of interest during the
initial screening as per (insert RMG provision).
3. Further, in case of ny form of conflict of interest (possibble or actual) which may
inadvertntly emerge during the conduct of my research, i will duly report it to the
reeasrch committee for immediate action.
4. I understand that i may be held accountable by the Department of Education and (insert
grant mechanics) for any conflict of interest which i have intentionally concealed.
PROPONENT:
ROWENA A. ARAGON
_______________________
September 25, 2020

Parents As Learner's Facilitator

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Parents As Learner's Facilitator

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What challenges does modular distance learning pose for teachers and students?

What challenges does modular distance learning pose for teachers and students?

What role are parents expected to play in modular distance learning?

What role are parents expected to play in modular distance learning?

PARENTS AS LEARNER’S FACILITATOR: BUILDING POSITIVE HOME-SCHOOL

RELATIONSHIPS IN MODULAR DISTANCE LEARNING

Parents as Learner’s Facilitator: Building Positive Home-School Relationships

in Modular Distance Learning

in Modular Distance Learning

modalities (DLDM) shall be implemented this SY 2020-2021.

motivating environment. The Department of Education proposes to make scheduled orientation

attempting informed of their child’s academic standing.

environment can have on children’s academic performance.

As this Printed Modular Distance Learning was implemented by the Department of

Modular Distance Learning

SLMs shall be given enrichment activities.

Sufficient break times shall be ensured.

sibling, or other community members considered as a responsible adult should be available to

accomplishing given home learning tasks.

The learning facilitators shall be capacitated on their roles through a capacity-building

communication to provide assistance or remediation. Teachers/Learning facilitators may be

availability of funds and applicable rules and regulations.

delivery modality/ies chosen. School administrators, teachers, parents/guardians, and community

Homeroom visits/guidance is a program wherein parents can realize their roles as

their children if it was attained or needing remediation/additional activities. Therefore this

in school year 2020-2021.

According to Deped Memorandum 2020-00155 homeroom guidance is a comprehensive,

domains:Academic Development, Personal and Social Development and Career Development.

country while upholding the rights and responsibilities of global citizens.

Home visit is a way to bridge

students especially those who

partnerships. It includes sharing information about your classroom, completing forms,

and reviewing children’s educational progress. In addition to home visits to establish

intensive home visiting services.

A good school-home partnership is characterized by the relationship that teachers and

Input-Process-Output (IPO) as shown in figure 1.

Weekly Providing Techinical

Figure 1. The Research Paradigm

plan and intervention program for stuggling learners.

to answer the following questions:

2. What are the technical assistance/intervention program/teaching strategies provided to

parents in home visitation?

Significance of the Study

their role as parent is essential to gain good performance.

learners; through closer supervision, faculty development, and training programs.

selection of methods, techniques, and strategies that need to be reinforced.

Scope and Delimitation

conducted for 2nd and 3rd quarter.

visitation in implementing Modular Distance Learning.

events, a system of thoughts, or any other kind of phenomenon.

The participants will be 20 Grade 6 parents in Calao Elementary School, Brgy.

Wenceslao Maria Aurora, Aurora

the respondent of the study.

questionnaire, anectodal record and home visitation form.

The home visitation form, survey-questionnaire, and document analysis guide or

improvement of teaching and learning was used.

Data Collection Procedure

I, _, the parent/guardian of_,