Standpoints of Parents and Teachers on the Inclusion of Answers Key in the Self-Learning Modules (SLM): A Qualitative Inquiry

Abstract

This qualitative-phenomenological study determined the standpoints of participants on the inclusion of answers key in self-learning modules. It comprised of fourteen (14) participants selected using a purposive sample technique, with seven (7) parents in a virtual in-depth interviews and seven (7) public elementary teachers in a focus group discussion. The data analysis employed data coding and thematic analysis. For the parents, there were issues emerged from the problem namely: finding answers key incorrect, vague, and incomplete promotion of laziness and dishonesty and difficulties in guiding children. Meanwhile, for the teachers, issues emerged: duplication of answers from answer key incompleteness of answers key and lack of guidance from parents. To address the issues, parents mentioned ways: discouraging childs dependence to answers key being present to guide childs learning using other references and skipping unclear and difficult activities. While teachers also pointed out ways: coordinating with learners and parents separating answer sheets from the modules and providing alternative mode of giving assessment to learners. They also cited insights they could share to others, for the parents: a call for removal of answers key a call for accurate and clear presentation of answers key a call for parental guidance in answering modules and a call for provision of learning resources. While for the teachers: a call to attach the answers key as a guide to learners a call to separate answers key a call for parental guidance in answering modules and a call for quality check of answers key. The results are deemed significant to public school teachers, parents, learners, DepEd officials, administrators, and future researchers to give awareness and to develop best practices utilizing the SLM with reliable answers key in order to attain quality education.