Abstract
The study aimed to determine the level of involvement of working parents and the level of seriousness of the problems they encountered in modular distance learning. It sought to test whether there is a significant relationship between the academic achievement of the students and their parents’ level of involvement. This study utilized a descriptive-correlational research design with a questionnaire as a data-gathering tool. Results show that working parents are highly engaged in the new learning modality while their children manifested a satisfactory level of academic performance. The relationship between the overall level of parents’ involvement and level of academic achievement was found insignificant, but coaching and tutoring, and monitoring students’ compliance flagged a significant relationship with academic achievement. A set of programs was proposed to address problems experienced by parents such as poor internet connection, insufficient resources at home, unclear instructions in the self-learning modules, and distraction from gadgets.
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