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Chapter I
THE PROBLEM AND ITS BACKGROUND

Introduction

Education is the key for generations of Filipinos to become full-pledged,

productive members of society. It will make an individual to grow his/her skills

through the gained knowledge. The young ones should be given proper

education so that they can develop themselves and bring positive changes to

society.

Year 2019, a novel Coronavirus (COVID-19) was identified in Wuhan,

China that leads to a dramatic loss of human life worldwide and presents a new

challenge to public health, food systems, world of work and education (World

Health Organization,2020). Covid-19 affects educational systems worldwide that

leads to temporarily closure of schools, universities and colleges in order to

reduce the spread of the virus. The new educational system was implemented

known as the ‘New Normal Education’ that became a challenge for the teacher,

students, and even for the parents.

In this time of pandemic, every learner faced a new learning environment.

They have to adapt the new normal education system specifically the secondary

students who are in the modular learning approach. Parents are their first teacher

and they have a key role in shaping up their character. A balance of education at

home and school molds the student actual learning.

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Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd),

learning through printed and digital modules emerged as the most preferred

distance learning method of parents with children who are enrolled this academic

year (Bernardo, 2020). This is also in consideration of the learners in rural areas

where internet is not accessible for online learning.

The teacher takes the responsibility of monitoring the progress of the

learners. The learners may ask assistance from the teacher via e-mail,

telephone, text message/instant messaging among others. Where possible, the

teacher shall do home visits to learners needing remediation or assistance

(Llego, 2020). Printed Modules will be delivered to students, parents or guardians

by the teachers or through the Local Government Official.

Since education is no longer held within the school, parents serve as

partners of teachers in education. Parents play a vital role as home facilitators.

Their primary role in modular learning is to establish a connection and guide the

child. (FlipScience, 2020)

According to the Department of Education (DepEd), parents and

guardians perform the various roles in Modular Learning such as Module-ator,

Bundy-clock, and as Home Innovator. As a Module-ator, they are the ones to get

and submit the printed Self-Learning Modules (SLMs) from and to schools or

barangay halls at the beginning and end of the week, depending on the

agreement between the parents and the school. As a Bundy-clock, they must
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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. Lastly, as a Home Innovator, 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.

The theories put forward have been supported, and reaffirmed by

numerous studies that have shown that good cooperation between schools,

homes and the communities can lead to academic achievement for students, as

well as to reforms in education. Research has also shown that successful

students have strong academic support from their involved parents (Sheldon,

2009). Furthermore, research on effective schools, those where students are

learning and achieving, has consistently shown that these schools despite often

working in low social and economic neighborhoods, have strong and positive

school-home relationships (Sanders & Sheldon, 2009; Sheldon, 2009).

Parental involvement has many positive effects on students other than

academics, including increased motivation, self-esteem, and self-reliance, which

may lead to academic success regardless of economic background. Conversely,

research affirms that inadequate or no parental involvement contributes to low

student achievement and engagement (Bower & Griffin, 2011). In essence,

parents, siblings, and other significant relatives can create rich learning

environments to enhance children’s academic development.

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Hoover-Dempsey & Sandler describes parental involvement as a “rich

vein” of continued parental influence in the lives of children as they develop

through the elementary, middle and high school years. This implies that benefits

of a strong home-school relationship don’t end with children’s achievement in

early years of education but it persists through their adult life.

The researchers also want to prove whether parents are really fulfilling

their roles. Are they only facilitators, or are they ones who are learning and

accomplishing the modules? How does the teacher assure that the students are

the ones who are learning and not the parents? The one who is making the

activities, projects and assessments provided and not the parents? And does the

parent provide sufficient needs for the students in their modules such as giving

them enough time for studying and providing enough resources for the students

to accomplish the activities indicated in their modules? Does the learning differ

with or without parents’ involvement in this kind of New Normal Education?

Parent involvement is lowest in families below the poverty line or with

older children, as well as parents who do not speak the areas primary language

or did not graduate high school. Parent involvement in schools is the first step to

parent engagement and, ultimately, parent partnership. When parents and

teachers work together to establish a thriving classroom, the effect on their

students is profound. Students with engaged parents don’t just have high test

scores: their attendance, self-esteem, and graduation rate rise too. Parent-

teacher relationships are more than an optional classroom benefit. They are key

for helping students on a personal and classroom level reach their academic
 5

potential. If we as educators do not make a space for parent partnerships in our

schools, we are limiting our classroom’s capacity for growth.

Parents involvement helps extend teaching outside the classroom, create

a more positive experience for children and helps children perform better when

they are in school. It is essential for parents to support the learning that happens

in pre-school settings at home as well.

This study will determine whether parents’ involvement in the modular

learning approach of the students are effective or ineffective. It will also identify

real duties of the parents to assure the learning of their children even in this time

of pandemic. It will somehow show the effectiveness of Modular Learning

Approach and will also give some insights on the importance of collaboration and

connection among the teachers, students and parents for the successful

learning.

Statement of the Problem

This study aimed to determine whether Parents Involvement in the

Modular Learning Approach among Grade 7 Students of Alcate High School is

an advantage or disadvantage in their learning.

Specifically, this saught to answer the following questions:

1. What is the extent of Parents Involvement in the Modular Learning Approach

of Grade 7 students in terms of:

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1.1 answering the test;

1.2 understanding the concept: and

1.3 completing the task?

2. What is the level of performance of the students in their modular learning in

mathematics?

3. Is there a significant relationship between parents’ involvement and the level of

performance of the students in their modular learning in mathematics?

Statement of Hypothesis

This study tested the following null hypothesis:

1. There is no significant relationship between the extent of parents’ involvement

and the level of performance of the students in their modular learning in

mathematics.

Scope Limitations and Delimitations of the Study

This study focused mainly on the relationship between the extent of

Parents’ involvement and the level of performance of the students in their

modular learning in mathematics.

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Eighty-five (85) Grade 7 students of Alcate High School were the respondents of

this study. Parents involvement is delimited to their involvement in modular

learning.

Significance of the Study

The findings of this study have great benefits to the following:

Parents. The results of this study will give insights on the importance of

their real roles and responsibilities in the modular learning approach of their

children. This will give them awareness on the things they can contribute in

assuring the learning of their children.

Students. Results of this study will widen their understanding on their

parents’ role in their modular learning. This will also make them responsible for

their own learning through the awareness on the limits of help they can get from

their parents.

Teachers. As instructors of the students, this study will serve as a basis to

think of the best strategies to assure the learning of the students even they are at

home. It will also help them to be aware on how parents’ involvement affects the

learning outcome of the students.

Principal. As the head teacher this study will be beneficial to them as it

will serve as his basis to think of the best way to assess the effectiveness of this

modular learning approach with the parents’ involvement.

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Future researchers. Results of this study were helpful to future

researchers who will conduct related researches.

Theoretical and Conceptual Framework

This study was anchored on the following relevant theories such as

Theory of Distance Education, Theory of Self-determination, and Theories of

Interaction and Communication.

Distance Education Theory has been described by Garrison and Hayes

(1990) as no more than a mixture of ideas and practices which are taken from

traditional classroom settings wherein students are physically separated from

their teachers. Distance education involves the learner, the instructor/teacher and

the technology.

This conforms the current study by clearly stating that distance learning or

distance education only involves the learner and the instructor/teacher and as

well as technology for online learning. Therefore, still the learning depends

between the students and the teachers and that parents serves only as a guide

for the successful learning of the students.

On the other hand, Theory of Self-determination by Edward Deci and

Richard Ryan (1985) in psychology is an important concept that refers to each

person’s ability specifically students to make choices and manage their own life.
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It plays an important role in psychological health and well-being and also has an

impact on motivation that fosters success in many different domains of life

especially in education for the students. It focuses primarily on internal sources of

motivation such as the needs of the students to gain knowledge or

independence.

Lastly, Borje Holmberg Theory of Interaction and Communication also

known as the “guided didactic conversation” wherein it requires rapport between

the teacher and the learner that helps the students to become emotionally

involved and so they will become motivated. This motivation creates a lifelong

learning and students who will learn for the sake of learning and this will create

and lead to students’ engagement for they have the willingness to learn. This

theory still shows that what is more important in the successful learning of the

students is the interaction and communication with the teacher and not through

the 100% help given by the parents especially in accomplishing their tasks or

activities in their modules.

All the discussed theories will provide credence to the current study in

which the researcher will apply and will use in deep analysis and interpretation of

the data to be gathered about the variables under study and their respective

indicators.
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Conceptual Framework

The paradigm of the study is presented below.

IV DV

Extent of Parent
Involvement
 answering the test Level of
Performance in
 understanding the Mathematics
concept
 completing the task

Figure 1. Hypothesized relationship between the variables of the

study.

Figure 1 presents the hypothesized relationship between the variable

study. The first box consists of independent variable which is the extent of

parents involvement in terms answering the test, understanding the concept,

and completing the task, while the second box consists of dependent variable
 11

which is the level of performance in Mathematics and the single headed arrow

indicates relationship between the independent and dependent variable.

Definition of Terms

To facilitate understanding of the study, the following terms were

operationally or conceptually defined.

Answering the Test. This refers to how students will be assessed in answering

each module and component

Completing the Task. This pertains to accomplishing the activities and

exercises in the module.

Level of Performance. This refers to a student’s relative standing on some

dimension of achievement/performance compared to expected performance.

Modular Learning Approach. It pertains to learning delivery modality

where learning takes place between the teacher and the learners who are

geographically remote from each other during instruction.

Parents Involvement. It refers to parents’ participation in the modular

learning of the students from understanding the concept, completing the

task, and up to answering the test.

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Understanding the Concept. This refers to how the students completed

the entire lesson and its content. It is an approach where the focus is on learning

outcomes, and its success relies on connecting outcomes to student learning

and course design.

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents all the related literature and studies derived from

various containing relevant discussions and findings on parents’ involvement in

the modular learning approach of the students.

Related Literature

The researchers reviewed literature including books, journals, articles,

studies and professional literature to address the topic of the knowledge on

parental involvement in the modular learning of the students. It has four major

parts which are composed of foreign and local literature and foreign and local

studies.

Foreign Literature
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Garbacz et al., 2017, found out that a positive association between

parental involvement in education and academic achievement improving

children’s self-esteem and their academic performance, as well as school

retention and attendance.

Educational Review in 2011 presented a model which discussed four

types of barriers on the establishment of effective parental involvement in

education and these are the individual parent and family barriers, involving child

factors and the parent-teacher factors and as well as societal factors. This study

was conducted with the 11 primary schools in UK. Findings indicated that the

pressures on parents due to declining support for families from external agencies

and services has meant that schools are developing broader roles in supporting

parents. This finding suggests that a more optimistic pattern of parental

involvement in education may be emerging.

Moreover, based on an economist perspective on parental involvement it

has` a direct effort which are provided by the parents, in order to increase the

educational outcomes of their children. This broad perspective on parental

involvement mirrors the definition of family involvement by the Harvard Family

Research Project wherein their definition includes all activities by the parents that

are intentionally “linked to learning” (Bouffard and Weiss, 2008).

In addition, a study of home-based and school-based in Cambodian have

found out that parents have been found to have lack of involvement in their

children academic activities to help their children to learn at their homes. Parents

often think that school-based is more important to promote their children’s

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achievement by ignoring involvement in home-based activities which have been

proved to be the most important factor that can influence their child’s

achievement in many studies (Ngoun, 2012).

European Journal of Educational Research (Vol.10, No.1.2021), proves

that the purpose of establishing a functional home and school relationship is to

bolster the learner’s academic success (Epstein,2018). The impact of remote

learning on children directly influences their learning engagement and in this kind

of situation a more parent involvement is entailed. Given the strong association

between learner’s academic achievement and parental involvement, it is

essential to understand home and school collaboration dynamics during this

remote learning.

Sophia Catsambis and Andrew Beveridge, 2001, showed that

neighborhood conditions can dilute the effect of parental involvement and argued

that this has an indirect effect on student achievement. The full role of community

and its impact on schools and families, is still unclear.

The impact of remote learning on children directly influences their learning

engagement and in this kind of situation a more parent involvement is entailed.

Given the strong association between learner’s academic achievement and

parental involvement, it is essential to understand home and school collaboration

dynamics during this remote learning (Epstein, 2018).

Local Literature
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The School Community Journal (Vol.2, No.2.1992) presents the role of

parent involvement in children’s academic achievement. Epstein (1989) Target

Structures or the home factors that contributes to academic achievement of the

students.

Castro et al., (2015) cited that family is one of the most influential factors

explaining the success or failure of students’ outcomes. It is the parents who had

the strongest connection with their children’s achievement level in term of parent-

child communication, parental support on activities, and high academic

expectation for their children.

Similarly, Castro and Gaviria, founds out that the strongest associations

are found when families have high academic expectations for their children,

develop and maintain communication with them about school activities, and help

them to develop reading habits.

In addition, Bronfenbrenner’s empirical findings demonstrated a positive

association between parental involvement in child’s education and academic

achievement, improving children’s self-esteem and their academic performance

and as well as school retention and their attendance. Also, parent-school

partnership allows for the conceptualization of roles and relationships and the

impact on the development of children in a broader way (Lara L and Saracostti,

2019).

Related Studies
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Blackboard, (2016) believed that the communication between them and

teachers is ineffective, so they prefer online communication (via texts, emails, or

social networks) methods rather than to attend conferences or briefings with

teachers face-to-face. Although getting more involved would help improve

communication, this low attendance reflects declining support and time

availability of the parents.

According to meta-analysis of more than fifty studies on parent

involvement in high schools, there is a direct connection between students’

academic performance and the participation of parents in their children’s

education.

However, Educational Review (Vol.66, No.3, 2014) addressed the effects

of parental involvement on academic achievement of the students wherein the

findings of the study proves that parental involvement is one of the integral parts

of new educational reforms and initiatives. The results indicated that the

relationship between parent involvement and academic achievement was

positive. Furthermore, it revealed that this relationship was the strongest if

parental involvement was defined as parental expectations for academic

achievement of their children but it would be the weakest when it is defined as

homework assistance. It was also found that the relationship between the two

variables was consistent across different grade levels and ethnic groups.

Similarly, Educational Review (Vol.24,2018) supports the upper related

studies wherein the relationship between the two variables are consistent when

parents are holding high expectations. In addition, this study describes the
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parental involvement that shows promises according to their correlations with

academic achievement wherein these are (a) reading at home, (b) parents that

are holding high expectations or the aspirations for their children’s academic

achievement and schooling, (c) communication between parents and children

regarding school, and (d) parental encouragement and support for learning.

On the other hand, a literature published on Educational Psychology

Review (Vol.28, 2016) defines learning outcome as the academic achievements

and frameworks of parental involvement measures family involvement and

partnership development. The relationship shows a strong and positive

correlation between learning outcomes and parental involvement.

Moreover, International Literature of Early Childhood Care (Vol.6, 2017)

concludes that parents’ involvement plays a vital role in the education of the

students. For the sake of a holistic education, parents need to play a supportive

role in education.

In addition, Chile (2019) pointed out that there were differences in

academic achievement scores between the parent involvement profiles wherein

high and medium involved parents had children with higher academic

achievement than low involve parents.

Local Related Studies

A study on Child Development shows that higher involvement of the

parents promotes better social skills, fewer problem behaviors, and is unrelated
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to average achievement across the school. The study revealed consistent

findings that the greater engagement in a variety of parent involvement practices

was largely unrelated to academic achievement and improvements in parent

involvement did not predicts gain in any standardized achievement measures.

However, Sheldon and Epstein (2005) suggests that parental involvement

is most efficacious when it is subject specific such that parents need to be

involved within whichever domain they are targeting to improve.

A study published on the International Engineering Journal for Research

and Development states that parent involvement is one of the determinants for

the successful academic outcomes of the students. Due to Covid-19 Pandemic

new normal education was implemented which is the online learning modalities.

According to Wallace and Hentgens (2017), students having an active

parenting involvement in their education will likely motivate them and lead them

to success in learning. The study shows a significant positive relationship

between parental involvement and academic performance of the students. As

affirmed by Dixon, (2018) parental involvement, in any frame, produces

quantifiable gains in students’ accomplishments.

A study on teachers’ initiatives and perceived parental involvement

practices among Filipino junior high school students (2021 shows that material

and emotional support of the parents were recognized as the primary parental

involvement in the schooling of the child at home. The study also suggested that

developing differentiated and inclusive communication strategies for parents,

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giving focus on designing resilient, flexible and self-directed asynchronous

learning with parental involvement experiences and standardizing minimum

requirement for a learning space at home.

Chapter III
RESEARCH METHODOLOGY

This chapter presents the research design, research locale, respondents

of the study, sampling technique, research instrument, validation of the

instrument, scoring of qualification of data, data gathering procedure and

statistical treatment of data.

Research Design

This study used Descriptive–Correlational Methods of Research.

Descriptive research is a design that aims to provide an accurate and valid

representation of the factors or variables that research analysis pertains and are

relevant to the research questions (Baraceros,2016).

Correlational method on the other hand, explains the relationship between

variables by describing the link between them. It indicates that there is a mutual

relationship between the two variables. (Saulong, 2015)

Record Analysis was utilized to determine the level of performance of

grade 7 students.
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Research Locale

This study was conducted in Alcate High School, Victoria District. The

school of Alcate has 20 teachers: two of them are head teachers, with three

municipal funded teachers and fifteen permanent secondary teachers. More than

three-hundred (300) are the total population of students. One hundred two (102)

of the respondents belong to Grade 7 students from which the eighty-five (85)

respondents of the study be taken.

This school is located at the east-west part of Victoria, Oriental Mindoro

with a distance of 10 kilometers away from the town proper.

Respondents of the Study

The respondents of the study were eighty-five (85) Grade 7 students of

Alcate High School in Alcate, Victoria. The respondents were chosen because

they have their parents in their house who can guide them in answering their

modules.

Sampling Technique
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The simple random sampling was used in this study. The researchers

specifically selected the respondents using table of random number from the two

sections of Grade 7 students.

Research Instrument

Researchers-made questionnaire was used in this study. It was composed

of 30 questions wherein it discussed the extent of parents involvement in

modular learning approach of the students in terms of answering the test,

understanding the concept, and completing the task.

Validation of the Instrument

To ensure the validity of the instrument, content was checked by one (1)

faculty member from the College of Teacher Education (CTE) and two (2) high

school teachers of Alcate High School who are also master’s degree holder in

mathematics. Their comments and suggestions were considered and

incorporated in the final draft of the instrument.

Reliability of the Research Instrument

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To determine the reliability of the instrument, Cronbach’s Alpha was

employed the research instrument was administered to ten non-respondents of

the study.

Table 1
Result of the Reliability of the Instrument
Indicator Alpha Interpretation

Answering the Test 0.9205 Excellent

Understanding the 0.8710 Good

Concept

Completing the Task 0.9033 Excellent

The table 1 shows the result of the reliability of the instrument, each

indicator got a Cronbach alpha value that is higher than 0.8 implying the research

instrument used in the study was reliable.

Scoring and Quantification of Data

A four (4) point scale was used to describe the extent of parents’

involvement. Each numerical scale has its range, statistical limit and verbal

description.
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Numerical Scale Statistical Limit Verbal Description

4 3.50-4.00 Very High

3 2.50-3.49 High

2 1.50-2.49 Low

1 1.00-1.49 Very Low

Table 2

Numerical Scale, Statistical Scale, and Verbal Description on the extent of

parents’ involvement

On the other hand, the level of performance of the respondents in

Mathematics was described using DepEd Order No. 36 Series of 2012.

Table 3
Grading Scale and Description on level of Performance in Mathematics
Grading Scale Description
90-100 Outstanding
85-89 Very Satisfactory
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80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectation
Based on DepEd Order No. 36 Series of 2012

Data Gathering Procedure

Researchers prepared a request letter for the head teacher of Alcate High

School. Upon its approval, proper coordination with the adviser and Mathematics

teacher of the respondents was done.

In this study, the researchers personally administered the research

instrument to the respondents.

Each participant was given a consent before participating in the study.

They were asked to review and acknowledge the consent form before being

directed to the survey instruments used in the study.

After the administration of the questionnaire, it was personally collected to

ensure the confidentiality of the respondent’s response. Then request letter was

given to the school for the grades of the intermediate students in Mathematics

addressed to the head teacher for the confidentiality of the information and
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grades of the students. Finally, the data gathered were manually tallied, carefully

analyzed, and interpreted using statistical tools.

Statistical Treatment of Data

The data gathered were analyzed using descriptive and inferential

statistics. The following statistical tools were utilized to answer the questions laid

in this study:

Frequency, Percentage, Weighted Mean, Standard Deviation. These

were used to determine the extent of parent involvement in modular learning

approach of Grade 7 students in Alcate High School.

Shapiro-Wilk Test. This was used to test the normality of the data. A

normality test was used to determine whether sample data has been drawn from

a normally distributed population (within some tolerance).

Pearson’s Product Moment Correlation. This was employed to

determine the direction and degree of linear relationship between the extent of

parent involvement and level of mathematics performance.

Coefficient of Determination(r²). This was utilized to determine the

proportion of the total variation in the dependent variable (level of performance in

mathematics) that was explained by the independent variable.

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Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered about

Parents Involvement in the Modular Learning Approach among Grade 10

Students of Alcate High School.

1. Parents Involvement in the Modular Learning Approach in terms of :

1.1 Answering the test

Table 4 presents the extent of Parents Involvement in the Modular

Learning Approach in terms of answering the test. It has been revealed that the

parents motivate the students in answering the modules with the highest mean of

3 followed by the item 6 stating that the parents encourage the students to

answer the assessment comprehensively with the mean of 2.87. Meanwhile, their

parents assist them in answering pretest and post-test reflected in their generally
 27

equaled mean of 9.5 which is the lowest mean. Results guarantees that the

involvement of parents in the modular learning of the students with the generated

mean score of 2.74 falling under high extent.

The findings are aligned with the study of Wallace and Hentgens (2017),

students having an active parenting involvement in their education will likely

motivate them and lead them to success in learning. The study shows a

significant positive relationship between parental involvement and academic

performance of the students.

Table 4
Extent of Parents Involvement in the Modular Learning Approach in terms
of answering the test
Weighted Verbal
Items Rank
Mean Interpretation
1. My parents exert efforts and time 2.73 6 High
in assisting me answering the
modules.
2. My parents assist me in 2.55 9.5 High
answering pretest.
3. My parents assist me in 2.55 9.5 High
answering Post-Test.
4. My parents assist me in 2.74 5 High
answering problem-solving
especially in Mathematics.
5. My parents guide me in 2.65 8 High
answering the summative test.
6. My parents encourage me to 2.87 2 High
answer the assessment
comprehensively.
7. My parents explain the questions 2.85 3 High
in Mathematics.
8. My parents motivate me in 3 1 High
answering the modules.
9. My parents give me some 2.71 7 High
 28

exercises which are related to my

module in Mathematics.
10. My parents help me in reviewing 2.75 4 High
before the summative test.
Overall Mean 2.74 High

1.2 Understanding the Concept

Reflected in table 5 is the extent of Parents Involvement in the Modular

Learning Approach of Grade 7 students in terms of understanding the

concept. Almost all the items’ mean fell within 2.50-3.49 described as high

extent of parents’ involvement in their modular learning. It revealed that the

highest mean of 2.93 states that their parents encourage them to use their

time to study the mathematical content effectively. On the other hand, their

parents allot time and exert effort to improve their learning in Mathematics got

the lowest mean of 2.18, the only item described as low extent. The overall

mean of 2.75, implies that Grade 7 students have high extent of involvement

from their parents in modular learning.

The result of the findings contradicts the study of Bouffard and Weiss

(2018), stated that based on an economist perspective on parental

involvement, it has a direct effort which are provided by the parents in order to

increase the educational outcomes of their children.

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Table 5
Extent of Parents Involvement in the Modular Learning Approach in terms
of understanding the concept
Weighted Verbal
Items Rank
Mean Interpretation
1. My parents help me in 2.79 6 High
understanding and learning
different Mathematical
equations.
2. My parents explain those 2.91 2 High
unfamiliar concepts in our
lesson.
3. My parents are satisfied with 2.85 5 High
the way learning is structured
in school.
4. My parents are assisting me 2.87 4 High
in learning my module.
5. My parents suggest different 2.88 3 High
learning techniques to fully
understand the lesson.
6. My parents allot time and 2.18 10 Low
exert effort to improve my
learning in Mathematics.
7. My parents provide 2.67 9 High
educational videos about a
topic in Mathematics that is
difficult for me.
8. My parents encourage me to 2.93 1 High
use my time to study the
 30

mathematical content
effectively.
9. My parents provide other 2.68 8 High
lectures and exercises.
10. My parents help me review 2.69 7 High
the discussed lessons before
taking an assessment.
Overall Mean 2.75 High

1.3 Completing the task

Table 6 reflected the extent of Parents Involvement in the Modular

Learning Approach in terms of completing the task. Of concern is the fact that all

the statements fell under high extent. It revealed that the parents provide the

other learning resource materials that the students need for their modules got the

highest mean of 3.22. While the lowest mean of 2.8 stated that the parents assist

them in answering their assessment in Mathematics. As indicated by the overall

mean of 3.01, the Grade 7 students exhibited high extent of parent’s involvement

in terms of understanding the concept.

This supports the study on teachers’ initiatives and perceived parental

involvement practices among Filipino junior high school students (2021), the

material and emotional support of the parents were recognized as the primary

parental involvement in the schooling of the child at home.

 31

Table 6
Extent of Parents Involvement in the Modular Learning Approach in terms
of completing the task
Weighted Verbal
Items Rank
Mean Interpretation
1. My parents engage me to do 2.87 9 High
my activities.
2. My parents check my module if 3.07 4.5 High
I answered all the given task.
3. My parents remind me about 3.08 3 High
my unfinished written output.
4. My parents assist me in 2.8 10 High
answering my assessment in
Mathematics.
5. My parents provide the other 3.22 1 High
learning resource materials that
I need for my module.
6. My parents work hard and make 2.96 7 High
adjustments to help me in
answering the module.
7. My parents encourage me to 2.95 8 High
finish my activities in
Mathematics.
8. My parents’ guide me in 3.01 6 High
completing all the activities in
my module.
9. My parents told me to remain 3.18 2 High
focused so that I can complete
my modules.
10. My parents encourage me to 3.07 4.5 High
work harder in my schoolwork.
Overall Mean 3.01 High
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Table 7
Level of Performance in Mathematics of the students in their Modular
Learning
Average Grades Frequency Percentage Description
90 - 100 11 12.9% Outstanding
85 - 89 19 22.4% Very Satisfactory
80 - 94 30 35.3% Satisfactory
75 - 79 25 29.4% Fairly Satisfactory
Very
Total 85 100%
Satisfactory

Table 7 shows the level of performance in Mathematics, 12.94% of the

respondents have grades between 90-100 which is outstanding. On the other

hand, 22.35% of the respondents have grades between 85-89 which is very

satisfactory. Meanwhile, 35.29% of the respondents have grades between 80-84

which is satisfactory and 29.41% of the respondents have grades between 75-79

which is fairly satisfactory.

The findings coincide with the study of Chile (2019) pointed out that there

were differences in academic achievement scores between the parent

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involvement profiles wherein high and medium involved parents had children with

higher academic achievement than low involve parents.

Table 8
Correlational Analysis Between Parents Involvement and performance in
Mathematics
Performance in Mathematics
Parent’s
Coefficient of
Involvement Computed r- value
Determination (r2)

Answering the Test 0.0785ns 0.0062

Understanding the Concept 0.1313ns 0.0172
Completing the Task 0.1495ns 0.0224
Critical r-value: 0.217 ns- not significant
Degrees of freedom: 83
Level of significance: 0.05

Table 8 presents the computed r and r2 values to determine the

relationship between parents’ involvement and performance in mathematics.

Since the computed r-values of 0.0785, 0.1313 and 0.1495, failed to exceed the

critical r-value of 0.217 with 83 degrees of freedom at 5% level of significance,

then the null hypothesis is accepted. In other words, there is no significant

relationship between extent of parent involvement and level of performance in

mathematics.
 34

The findings conforms with the of study on Child Development shows that

higher involvement of the parents promotes better social skills, fewer problem

behaviors, and is unrelated to average achievement across the school. The study

revealed consistent findings that the greater engagement in a variety of parent

involvement practices was largely unrelated to academic achievement and

improvements in parent involvement did not predicts gain in any standardized

achievement measures.

CHAPTER V
Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of the findings, conclusions and

recommendations of the study.

Summary of Findings

The findings of the study were summarized as follows:

1.Extent of Parents Involvement in the Modular Learning Approach in

terms of:

1.1 answering the test:

In answering the test, the overall mean of 2.74 reveals that the

performance of the respondents in Mathematics is high.

1.2 understanding the concept:

 35

In understanding the concept, the overall mean of 2.75 reveals that

the performance of the respondent in Mathematics is high.

1.3 completing the task:

In completing the task, the overall mean of 3.01 reveals that the

performance of the respondents in Mathematics performance is high.

2. Level of performance in Mathematics

Based on the result, there are 11 students who are outstanding in

Mathematics, 19 students are very satisfactory, 30 students are satisfactory, and

25 students are fairly satisfactory.

3. Relationship between parents’ involvement and level of performance in

mathematics

The result of the study revealed that there is no significant correlation

between parents’ involvement and level of performance in Mathematics.

Conclusions

Based on the foregoing findings, the following conclusions are hereby

presented:
 36

1. Students have high extent of parent’s involvement in modular learning in terms

of answering the test, understanding the concept, and completing the task.

2. Majority of the respondents performed well in mathematics while other

respondents fairly satisfactory thus need more practice in mathematics.

3. There is no significant relationship between parents’ involvement and

performance in mathematics.

Recommendations

Based on the findings and conclusions, the following are hereby

recommended:

1. Parents should encourage the students not to give up and help them find math

mentors when they’re not able to answer questions.

2. The teachers should give collaborative homework that requires parents and

students to work together. Providing enrichment materials in mathematics that

students can take home to use with their families.

3. The parent should be responsible to acquire the various materials and

resources needed by the students in mathematics.

4. Parents may create regular positive communication streams with families

about their children’s academic, social, and behavior progress.

5. Future researchers may conduct same study using other variables.