Perspective and Challenges of the Students on Modular Learning Approach

Introduction
Background of the Study
The operation of public basic education and higher education institutions in the country
and around the world has been severely hampered by the COVID-19 pandemic, which began in
December 2019. It evolved into a global health crisis that affected everyone, regardless of age,
gender, or social status. As all businesses shut down, the world came to a halt and the economy
collapsed. To stop the spread of the virus, most countries closed schools, colleges, and
universities. The crisis has created a dilemma not only in the health sector but also in the
education sector. The disruptions were sudden because classes were still in session when the
Philippine government ordered the closure of all educational institutions. At the height of the
pandemic, educational institutions devised remote learning as a viable alternative. The
immediate action and strategy are intended to mitigate the closure while continuing to provide
quality education. The abrupt shift to online learning sparked a heated debate in the Philippines,
citing the learners' poor living conditions. Magsambol (2020) cites an obvious gap between those
who can and cannot afford the resources to avail the new education platform.
The general condition of children in the public school system sends a message of
inequality with the DepEd's order of no child left behind.' Learning, on the other hand, cannot be
canceled in the same way that driving the economy can. It leads to tighter measures for
educational institutions to sustain their operations despite the impending risk. One of the
problems seen by Kasrekar (2020) is the conduct of classes despite the closure order. As face-to-
face classes pose a higher risk of spreading, the most viable solution is; online teaching and
learning. This platform challenges both the teachers and the students as it teaches something new
to them. It calls for an "adopt quickly" response to the new normal in teaching forms of teaching
pedagogy. The question of how ready the schools are, in terms of technical infrastructure is still
left unanswered. Reopening the schools at this stage is expensive (Felter & Maitland, 2020).
The current educational situation in the Philippines appears to be bleak. According to the
most recent Department of Education data, there are 24.72 million students. The initial
enrollment represents just slightly more than half of the 27.7 million students expected in 2019.
The decline in enrollment is primarily due to financial factors and lack of internet access.
Although public school is essentially free, parents with financial means find it difficult to send
their children to school. This article looks at the challenges that public school education
institutions in the Philippines are facing as a result of the COVID-19 pandemic.
This study particularly assesses the various factors considered prior to reopening and how
they affect the operations of public schools. It describes the government's requirements as well as
the difficulties students face in complying with the orders.
Statement of the Problem
 This qualitative research focused on to exploring the current practices specifically the
perspectives and issues of modular learning approaches to the selected enrolled learners of Bago
City College academic year 2022-2023.
Research Questions:
The aim of this study sought to answer the following five questions:
1. What are students’ attitudes toward the implementation of modular distance learning?
2. How do students perceive the effect of utilizing modular distance learning?
3. What are the students’ perceptions of their learning engagement in modular distance
learning?
4. Do students prefer modular distance learning or traditional face-to-face?
5. What are the students’ perceived advantages and disadvantages of utilizing modular
distance learning?

Theoretical Framework
The study is anchored by the various theoretical support of educational modular learning
courses first given by Biggs (1999). Where these areas combine to make a course constructively
aligned as discussed. Modular learning is the approach where the focus is on learning outcomes,
and its success relies on connecting outcomes to student learning and course design. These
courses according to Donnelly and Fitzmaurice (as cited in O'Neill, Moore, and McMullin,
2005). Where, academic staff can begin the process not by focusing on the content of the module
and also how they intend to teach it, but rather by focusing on the quality of learning that can be
achieved by their students”. The alternative ways to offer higher learning paved the way for
modular learning in formal and informal academic settings. This study was done by (Connell,
2013), this examining how courses are offered and how to appeal to a broader educational base
than simply to those entering formal and informal setting degree programs.
To address the different learning styles and paces of learners, which have lead to Brown,
Collins, and Duguid (1989) discuss the importance of learning approaches that should be taken
into consideration when developing online learning modules in postsecondary, as well as
corporate, settings. Creating modules takes commitment, time, and a systematic approach, which
includes a rationale for the module, appropriate design, and development, and an evaluation
process, to find success in their implementation. The key is to explore how modular learning can
serve as an educational approach to building a strategic plan with the result of empowering
learners to achieve academic and professional success.
This study is based on distance learning approaches. According to Michael Simonson
distance learning, also called distance education, e-learning, and online learning form of
education in which the main elements include the physical separation of teachers and students
during instruction and the use of various technologies to facilitate student-teacher and student-
student communication. Distance learning traditionally has focused on nontraditional students,
such as full-time workers, military personnel, and nonresidents or individuals in remote regions
who are unable to attend classroom lectures. However, distance learning has become an
established part of the educational world, with trends pointing to ongoing growth.
The theory of distance education is the development of new technologies has promoted
an astounding growth in distance education, both in the number of students enrolling and in the
number of universities adding education at a distance to their curriculum (Garrison, 1990). While
the application of modem technology may glamorize distance education, literature in the field
reveals a conceptually fragmented framework lacking in both theoretical foundation and
programmatic research. Without a strong base in research and theory, distance education has
struggled for recognition by the traditional academic community. Distance education has been
described by some (Garrison, 1990; Hayes, 1990) as no more than a hodgepodge of ideas and
practices taken from traditional classroom settings and imposed on learners who just happen to
be separated physically from an instructor. As distance education struggles to identify
appropriate theoretical frameworks, implementation issues also become important. These issues
involve the learner, the instructor, and the technology. Because of the very nature of distance
education as learner-centered instruction, distance educators must move ahead to investigate how
the learner, the instructor, and the technology collaborate to generate knowledge.
Traditionally, both theoretical constructs and research studies in distance education have
been considered in the context of an educational enterprise that was entirely separate from the
standard, classroom-based, classical instructional model. In part to justify, and in part to explain,
the phenomenon, theoreticians like Holmberg, Keegan, and Rumble explored the underlying
assumptions of what it is that makes distance education different from traditional education.
With an early vision of what it meant to be a nontraditional learner, these pioneers in distance
education defined the distance learner as one who is physically separated from the teacher
(Rumble, 1986), has a planned and guided learning experience (Holmberg, 1986), and
participates in a two-way structured form of distance education that is distinct from the
traditional form of classroom instruction (Keegan, 1988). To justify the importance of this
nontraditional kind of education, early theoretical approaches attempted to define the important
and unique attributes of distance education.
Keegan (1986) identifies three historical approaches to the development of a theory of
distance education. Theories of autonomy and independence from the 1960s and 1970s, argued
by Wedemeyer (1977) and Moore (1973), reflect the essential component of the independence of
the learner.
Otto Peter's (1971) work on a theory of industrialization in the 1960s reflects the attempt
to view the field of distance education as an industrialized form of teaching and learning. The
third approach integrates theories of interaction and communication formulated by Badth (1982,
1987), and Daniel and Marquis (1979). Using the postindustrial model, Keegan presents these
three approaches to the study and development of the academic discipline of distance education.
It is this concept of industrialized, open, nontraditional learning that, Keegan says, will change
the practice of education.
 Wedemeyer (1981) identifies essential elements of independent learning as greater
student responsibility, widely available instruction, an effective mix of media and methods,
adaptation to individual differences, and a wide variety of start, stop, and lean times. Holmberg
(1989) calls for foundations of theory construction around the concepts of independence,
learning, and teaching.
Meaningful learning, which anchors new learning matter in the cognitive structures, not
rote learning, is the center of interest. Teaching is taken to mean the facilitation of learning.
Individualization of teaching and learning, encouragement of critical thinking, and far-reaching
student autonomy are integrated with this view of learning and teaching (Holmberg, 1989,
p.161).
Holmberg summarizes his theoretical approach by stating that, distance education is a
concept that covers the learning-teaching activities in the cognitive and/or psychomotor and
affective domains of an individual learner and a supporting organization. It is characterized by
non-contiguous communication and can be carried out anywhere and at any time, which makes it
attractive to adults with professional and social commitments (Holmberg, 1989, p.168).
Garrison and Shale (1987) include in their essential criteria for formulation of a distance
education theory the elements of noncontiguous communication, two-way interactive
communication, and the use of technology to mediate the necessary two-way communication.

Synthesis
The focus of modular learning is on learning outcomes, and its success is dependent on
connecting outcomes to student learning and course design. Module development necessitates
dedication, time, and a methodical approach that includes a rationale for the module,
appropriate design, and an evaluation process. According to the theory of distance education,
the development of new technologies has resulted in an astounding growth in distance
education. While the use of modem technology may elevate distance education, research in the
field reveals a conceptually fractured framework.

Conceptual Framework
Table 1.1

CONTEXT INPUT PROCESS OUTPUT

Students Qualitative Gathering Feedback on

of Bago Research on of Datas how modular
City the learning
College Perspective approach
School and affects the
Year 2022- Challenges students.
2023. of the
students on
modular
approach.
 The research paradigm illustrates the conceptual of the study shows that the relationship of
the input, and output of the topic. The framework embodied the direction by which the research
will have to be by describing the perception and challenges of the students to be identified in the
study.
The input consists of the research method applied on conducting the research regarding
the new normal Qualitative research undertaken to qualify the problem by of generating
interviews, questionnaires and etc. The data are non-numerical.
The process on the other hand shows how the gather the required data that is relevant to
the research the respondent through answering the questionnaires.
The output, as a result will indicate the general view of the situation which is the
perspective and challenges of the students in Bago City College. Conclusions are made to know
and define the outcome of the study and give justification to the study.

Scope of the study

This study was conducted for the purpose of identifying the perspectives and challenges
of selected students of Bago City College School Year 2022–2023. This study will be done with
a hard copy questionnaire as a survey and reference.

Limitations of the study

This study will cover the perspective and challenges that the selected students of Bago
City College that are facing on modular learning approach during the pandemic. The respondents
should be enrolled this second semester school year 2022-2023.

Significance of the study

The findings of this study will redound to the benefit of the following: To the School
Administrators, Instructors, Parents, Stakeholders, Learners, Potential Teachers/Students and
future researchers.
School Administrators. Data gathered in this study can improve the school's overall academic
value and performance which in return can improve the image of the school as well as its
administrators.
Instructors. The findings will benefit teachers by providing information about the perspectives
and challenges of college students using a modular learning approach. They are exposed to
students online, and teachers can offer advice once the results are known.
Parents. The results will benefit the parents of the learners, so they will know and understand that
they need to be well guided, patient, focused, helped, and acknowledged for their children’s
efforts and struggles. It will show how parents encourage their children to become attentive to a
new way of learning.
Stakeholders. This research will help stakeholders promote and collaborate on the best
knowledge to suit students' perspectives and challenges on the modular learning approach.
Learners. The findings of this study will benefit college students, for it will serve as their guide
to changing their negative implications and will help them study well and do their jobs in a
modular form of learning.
Potential Teachers/Students. This study could be used to educate potential teachers and students
so that they are prepared and know what to do in the event of such problems.
Future Researchers. Data used in the study may be used as reference data in conducting new
research. The proposed design could also serve as a project development study that could be
further enhanced and developed.

Definition of Terms
For better understanding and clarification, the following terms are defined both
conceptually and operationally.
Challenge- Impugn new data that challenges old assumptions. Operationally, challenges is
measured through this study.
Distance learning - a method of studying in which lectures are broadcast or classes are conducted
by correspondence or over the internet, without the student's needing to attend a school or
college.
Modular Learning Approach - Is an emerging trend educational thinking that shifts traditional
method of instruction to an outcome-based learning paradigm. Operationally, The modules
include sections on motivation and assessment that serve as a complete guide of both teachers
and students desired competencies.
Perspective - A particular attitude toward or way of regarding something; a point of view.
Operationally, perspective of learners is measured through qualitative research.
Students - A student is a person who goes to school to learn something. Operationally, selected
students of Bago City College are the respondents to this study.

Review of related Literature

 This chapter presents the literatures which is related to the study.
Modular Learning Approach
According to Karalis (2020), what is worth studying after returning to normality, are the
implications that have arisen for the day after, that is, what adjustments need to be made, the
extent of the situation, and to define the basic dimensions of education and learning in formal
education systems and organizations amid educational disruptions.
Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.17, 2014 Dr. Shazia Zamir Department of Education National University of Modern
Languages, Islamabad found the “Effectiveness of Modular Approach in Teaching at University
Level.” The key purpose of this research was to find out the effectiveness of the modular
approach in teaching to assess student learning, performance, and achievement and to determine
whether modular teaching is more effective than traditional methods. The study was an
experimental type. An equivalent group study design was used. The population was university
students with a master's in educational planning and management. The sample size consisted of
30 students. The data collected from both groups(controlled and experimental) was analyzed and
interpreted by using mean, standard deviation, and t-tests through the use of the statistical
package SPSS. The result scores were in the favor of usage of the modular teaching approach. So
it is recommended that the modular approach should be widely used at various levels of
education.
Modules are increasingly being used to organize language curriculums in many countries.
As a result, many course books are now structured around "modules" rather than "units," and the
concept of "module" is inextricably linked to the concept of a flexible language curriculum.
According to Taneja (1989), a module is a unit. of work in a nearly self-contained course of
instruction and a teaching method based on the concept of building up skills and knowledge in
discrete steps, A module is a collection of learning opportunities organized around a specific
topic that includes elements of ordinate dictation, categorical objectives, edifying cognition
activities, and evaluation using criteria-referenced measures (UNESCO, 1988).
According to Kandarp Sejpal (2013) and Brown et al. (1977), the goal of the modules is
to provide instructors with resources that will allow them to transform their classrooms into
active, student-centered learning environments. Joanne L. Stewart, Valerie L. Wilkerson (1999)
The following common characteristics of a module can be distinguished: it is self-contained, an
independent instruction unit, systematically organized, well defined, and has a means of
evaluating the work.
Module developments encourage the planning and development of modular materials.
Module writers create a common framework for designing and developing modular materials.
According to Brown and Atkins (1991), when designing modules, teachers must be aware of the
concepts of deep and surface approaches to learning. Many studies have been conducted in the
past on the relationship between courses and how students approach learning. Saljo (1976),
Martn (1976), Entwistle (1981), Gibbs (1992), Ramsden (1992), and Biggs (1992). (1999). They
discovered a link between curriculum and learning approaches.

Synthesis
Within the context of the new normal, the situation poses a unique challenge to every
educational leader's decision-making process. As a result, in order to maintain the delivery of
quality instruction in every school, this article presents opportunities for responding to issues,
problems, and trends that are arising and will arise in the future as a result of the Covid-19
pandemic.

Teacher’s Role
International Journal of Scientific Advances ISSN: 2708-7972 How do teachers perform
their roles in modular distance learning? Teachers are doing their jobs in this modality by
Preparing the learners’ answer sheets (LAS) for the learners to write their answers to the weekly
tasks in their Self-Learning Modules (SLM). Making their weekly Weekly Home Learning Plan
(WHLP) which is also given to the learners as a guide in their five-day tasks of learning with the
allotted time per day and what subject they are going to learn and study on that particular day.
Checking the retrieved Learners’ Answer Sheets (LAS) every week. Giving feedback on the
scores of the learners on their Learners’ Answer Sheets (LAS). Preparing the learners’
intervention materials for the learners who had a hard time answering the tasks in the self-
learning modules (SLM) to make them understand the lesson in the particular subject easily.
Monitoring the learner’s performance and reading skills through text messages and phone calls;
answering the parents’ questions whenever they have queries about a particular subject and
lesson. What are the types of assessments used in the literature review discussing the studies
conducted in the modular learning field enriches this study’s literature for several reasons? (1)
Obtaining and knowing better perceptions of the history of modular learning. (2) To provide the
criticisms needed for providing
future studies, as the urgent necessity to have research and practices for modular learning prime
quality.
The modular approach dates from B.F. Skinner’s and others’ research in the 1950s led to
the formulation of various principles of teaching and which afterward became the main
characteristics of programmed instruction like the division of subject material into small steps,
active participation of students, immediate feedback, and self-pacing (Taberdo & Acuavera,
2018). These are all the principles that are utilized in module making (Malik, 2012). Modular
instruction is one of the most recent innovations in the educational system. This innovation
within the modular approach contains a series of activities each of which starts with teaching
instructions addressed to the learners, explanations, exercises, and generalizations (Guido, 2014).
As Tarek (2016) emphasized that since distance learning entails high level of interaction
between the teachers and students, the teacher must treat learning problems that students might
encounter taking into account the individual needs of the students in terms of their learning
styles. Teachers must initiate virtual learning activities such as collaborative work to motivate
students to learn. They should be more creative, motivate their students to actively participate in
the virtual learning and engage the students to a deep learning so that the desired learning
outcomes are met (Tuscano, 2020).
 Guido (2014) explained that the instructional module in materials science and
engineering is effective for students’ knowledge adaptation and shows suitability to the level of
the students and acceptability to the faculty evaluators. This reveals that the evaluators trusted
that the module is very valuable to the course, which makes students' learning experiences well-
stimulated. Sadiq and Zamir (2014) studied the effectiveness of the modular approach in
teaching at the university level, and therefore, the data were collected from both groups
(controlled and experimental) and analyzed and interpreted by using mean-variance and a t-test
through the use of the statistical package SPSS. The resultant scores were in favor of the modular
teaching approach. So, it is recommended that the modular approach be widely used at various
levels of education. Padmapriya (2015) has found that self-learning modules are effective in
raising achievement in biology among secondary school students.
The study reveals the effectiveness of the self-instructional module on achievement
among secondary school students, and therefore the administrators must take the necessary steps
to provide special training to teachers in developing modular packages. Ambayon (2020)
evaluated the effectiveness of teaching the subject of mythology and folklore using a modular-
based approach. As supported by the results, the performance of the college students in literature
within the experimental group had improved from poor to excellent achievement, whereas the
control group had relatively improved from poor to fair achievement. Hence, it is recommended
that the module be utilized in similar contexts, particularly in learning mythology and folklore.
Moreover, in the study conducted by Dangle and Sumaoang (2020), they concluded that their
study was able to determine the prevailing challenges of the participants in terms of resources,
preparedness, and communication in the implementation of modular distance learning in
Philippine secondary public schools.
Thus, they suggested that the results of their study may serve as a springboard for future
improvements of the schools' existing programs and guidelines for the implementation of
modular distance learning. Similarly, in their study, Labrado, Rosal, Layasan, and Salazar (2020)
described the process of the modular teaching-learning methodology implemented in the
Division of Naga-Cebu. They suggested that the actual observations, reliable data collection,
valid concerns, and issues be discussed for future studies and references.
Current education practices may be invalid nowadays; perhaps conditions in the past in
teaching students were restricted to one teacher, the blackboard, and the textbook. while
nowadays we have an emergency health crisis caused by COVID-19. Thus, students are forced to
resort to self-learning programs like modular learning. Consequently, it has become necessary to
depend upon teaching approaches that are far from conventional, both in the teacher's and the
school's ways. And to make education more accessible during the COVID-19 pandemic, the
module is one of these means to meet the needs of Filipino learners.

Synthesis
The role of the teacher in the new normal is important in the teaching and learning
process using the chosen modality. When compared to the new standard classroom setup, the
role is expanded. In the new normal, the teacher must be available at all times, even if they are
working from home. Although this is a bit of a burden for the teachers, they must be available
online at all times in case of questions from parents and students.

Learners Role
In “Distance Education in the Faculty of Education” Burpee, Peter; Wilson, Brenda
McGill Journal of Education, Spring 1991. Wilson, et al. (1991) describes the development of a
distance education, professional development program for teacher education that promotes two-
way communication between tutor and student through use of the telephone, electronic mail, and
facsimile transmission. It is reported that in 1986, McGill University in Montreal began by
offering education courses to five teachers in remote areas, with enrolment expanding to 320 by
1991. Educational computing and media courses were adapted for distance education,
representing the department's first major venture in developing specific instructional materials
for distance learners. Additionally, the geographical area served grew to include all of Quebec,
the Northwest Territories, the Yukon, New Brunswick, Nova Scotia, and parts of Newfoundland
and Labrador. It is noted that, although the relationship between teacher and student in distance
education seems to imply a form of learning that is remote, impersonal, and indifferent, students
of the McGill program praise the courses for their "human" atmosphere and the "warm"
interaction they allow. It is concluded that the McGill University program is a success, and will
continue to establish more substantial programs in continuing education for professionals. It is
also expected that future research will find immediate application in establishing new guidelines
for tutor training. The article was so important to understand the real interaction among the
students and teacher with their roles. Clark (1993) describes a study that was conducted to
examine the receptivity of faculty at two-year and four-year colleges and universities to distance
education. Attitudes toward distance education, the influence of previous experience with
distance education and with educational media is examined, and barriers to distance education
are discussed. The knowing the attitude towards distance education is important prospect to
apply frequently to the education. Garrison, Anderson (1999); In contrast to the big industrial
mode of distance education, an approach to distance education called "little distance education,"
is described that is consistent with the traditional goals and values of creating knowledge through
a critical community of learners. It discusses meeting the needs of a new market for continuing
distance professional education. The effects of distance education and shortcomings of it were
evaluated that this concern gives huge light to the handled thesis subject. Levin (2001) examines
distance education in postsecondary institutions, specifically in community and technical
colleges in the United States, as an educational domain where information technologies have a
central place. Looks at characterizing features of distance education management through a
group of distance education managers and explores their role as professionals to identify what, to
them, are critical issues in distance education. It is good reflection to know the management of
the distance education in particular field or place in order to reflect perceptions from the
management influences on the program. Rockwell, Furgason, Marx (2000) wrote an article
which was about Distance educators participated in a Delphi study to identify and rank future
research and evaluation needs/issues. The study focused on planning for distance education;
structuring decisions required for distance education; the implementation process; and evaluation
needs in documenting outcomes. Four themes emerged: cooperation and collaboration among
institutions; designing the educational experience for the distance learner; teacher preparation;
and educational outcomes. Giltrow (1997) discusses outlooks for distance education as K-12
enrollment increases in the next 10 years. Outlines distance education development needs. It
notes obstacles to addressing large-scale educational problems using distance education and the
necessity for a three-part analysis of America's distance education. It is important to see the
alternative or negative side of the issue before asserting or investigating its effectiveness. So the
article was concerned about the negative aspects of the style on education.
According to research findings on the roles of the students’ in distance education are;
Being self-responsible on task, Consulting to advisors through required access methods, Being in
individualistic learning , Catching same effective interaction with counselors like classical
learning, Evaluating and judging self-performance, Getting rid of prejudice of communicational
barriers mood and Establishing effective student-teacher interaction environment.

Synthesis
In the new normal, learning on the part of the students is a drastic change; it could be
modular learning or online learning. Since students are used to face-to-face interaction with the
teacher, it will be quite difficult for them to suddenly adjust to the new system. It requires proper
orientation and familiarization with the new normal. The learners need to be encouraged to
adapt to the new learning modality and understand the lessons at their own pace with the
assistance of their parents or guardians.

Parents Role
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-
288X (Online) Vol.7, No.5, 2016 The Role of Parents in the Education of Children Ardita Cekal
Rabije Murati Faculty of Philosophy, University of Tetova, 176 no.53A, Tetovo,1200 Macedonia
Faculty of Philosophy, University of Tetova,1200 Macedonia, Parents play an essential role in
their child's overall development and education. Aside from providing their basic needs and
educating their children, they also nurture a child by giving love, attention, support, and
fundamental understanding. Similarly, they serve as the primary and continuing educators of a
child before their formal schooling and remain an important influence in their children's learning
in school and beyond.
Thus, the parents and the family are considered educational partners and supporters of
their child's education. Many studies show that children learn and achieve when their parents are
involved. Ceka and Murati (2016) highlighted in their research that parents should take good
care of their children's physical and educational development to the extent that they can be
independent and meet the needs of the world in which they live. It has also been substantiated
further by Matilov (2002) that when parents are aware and engaged in their children's education
process, the outcome may naturally be qualified as positive and motivating.
In this study, parents demonstrated apprehensions, safety concerns, and a sense of
responsibility. Still, all these things are condensed so that they are fully aware of the "important"
role of study buddies in this new normal teaching. According to the works of Epstein, parents,
and schools, recognize their shared interests and responsibilities of children and work together to
create better programs and opportunities for students. She explains this connection through her
theory of overlapping spheres of influence, which expresses that the external model recognizes
that the three primary contexts in which students learn and grow—the family, the school, and the
community—may be drawn together or pushed apart. As the coronavirus pandemic puts face-to-
face learning to a halt, parents find themselves at the frontliners of education once more.
Teachers and parents now have the vital task of ensuring the quality of education without
compromising the child's safety. Parents, teachers, and schools should be working hand in hand
in preparing children spiritually, socially, emotionally, physically, and intellectually. Parental
engagement is a critical factor influencing student achievement (Kim, 2020). Parental
engagement is the active participation of parents in all aspects of their children’s social,
emotional, and academic development (Castro et al., 2015). It is a multifaceted concept because
it subsumes a broad range of parental beliefs, roles, behavioral patterns, attitudes, and Budhrani,
Martin, Malabanan, and Espiritu practices (Fan & Chen, 2001).
The level of involvement changes due to the parents’ abilities and expectations, differing
student needs, and shared responsibility with teachers (Borup et al., 2015; Keaton & Gilbert,
2020). Parents or guardians are partners of teachers in education. They serve as home facilitators
and para-teachers who facilitate and guide the students in answering the modular lessons they
sent during the modular learning (Manlangit et al. 2020). Depending on the administrators '
schedules, parents and guardians will pick up the school's self-learning modules (DepEd, 2020).
The Philippine Information Agency (2020) shares that parental guidance and support will serve
as an incentive for children to learn. Studies revealed that parental participation is the missing
link in educational equity in this educational setup, such as modular distance learning. Even the
most established ones, schools, and teachers cannot simply educate every child independently.
Strong support from parents and family is needed (Colombo, 2006). LaRoque, et al., (2011)
explains that parental response and participation in module teaching are influenced by a variety
of factors including educational achievement, confidence, motivation, level of comfort, language
skills, and social profile. Teachers should aim to make parental involvement more common and
meaningful. As a Bundy clock, they must check their child's schedule or workweek plan.
Because of the number of subjects or activities to be done, they must see that it is being followed
accordingly to avoid cramming or delays in submission, which may affect the child's
performance.
McWayne et al. (2004) research indicated that learners whose parents are in crucial duty
of ensuring that their kids receive a top-notch education while being safe. Numerous parents are
stepping forward to assist their children in adjusting to the new circumstances, although
education suffers due to classes being forced to close their doors to eager students (Wang et al.,
2020). Every parent and caregiver wants to provide their kids with the best environment possible
(Varkey Foundation, 2019). Additionally, working with teachers can enable parents to support
the education and well-being of their kids. The greatest success stories were found where a
parent was a: good communicator, active caretaker, routine builder, vigilant guardian, and
friendly teacher. Parents must play a multifaceted role in reducing the epidemic’s impact on their
children’s academic performance and well-being due to the expectations of the education system
in the “new normal” (Carbonilla et al., 2022). The researcher said parents could also serve as role
models, motivators, and counselors.
Lastly, as a Home Innovators, they must provide their child with a productive learning
environment to help them focus more on learning. It must be a well-lighted and well-ventilated
space in the house, with little or no distraction (DepEd, 2020)

Synthesis
In the new normal of teaching and learning, parents play a significant role in their
child's academic performance. Their critical role in the adaptation of the learning modality is
addressed at the outset with a consultative session. Because students are homeschooled, their
parents must monitor their child's development and performance in their day-to-day activities
during independent learning hours. Parents should assuage their children's concerns about the
situation. The children's stress and anxiety levels rise as a result of difficult times. Their role
becomes more important as their children are homeschooled. In the absence of teachers,
parental support is critical to children's learning development.

To sum up, the literature cited point the importance of Modular Learning Approach, Teacher's
Role, Learner's Role, and Parent's Role to the new normal education.