Action Research

1. Venus St., Moonwalk Village, Talon 5, Las Piñas City
(02) 8-8069160
moonwalkelementaryschoolmain@yahoo.com
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las Piñas City
MOONWALK ELEMENTARY SCHOOL
VENUS ST., PHASE II, BRGY. TALON V, LAS PIÑAS CITY
COPING MECHANISMS OF PARENTS IN KINDER
WITH MODULAR DISTANCE LEARNING AT
MOONWALK ELEMENTARY SCHOOL
An Action Research
Presented to
Moonwalk Elementary School
BRYAN A. PADILLA
Teacher II
SHERONA R. NOVALES
Teacher I
ICY J. CLORION
Master Teacher I
February, 2022

3. TABLE OF CONTENTS
Title Page i
Endorsement Letter ii
Page
Research Title 1
Abstract 1
Context and Rationale 2
Action Research Questions 2
Innovation, Intervention
and Strategy
3
Participants and /or Other
Sources of Data and Information
3
Data Gathering Methods 4
Discussion of Results and
Reflections
4
Action Plan 9
Financial Report 9
References 10
APPENDICES
Declaration of Anti Plagiarism 11
Research Instrument 13

4. COPING MECHANISMS OF PARENTS IN KINDER
WITH MODULAR DISTANCE LEARNING AT
MOONWALK ELEMENTARY SCHOOL
Abstract
In accordance with DepEd Order No. 018 S. 2020 indicating the
provision of learning resources in the implementation of the Basic Education
Continuity Plan, learning opportunities are provided to the learners in a safe
manner, through different learning delivery. The Modular Learning Delivery
Modality was most preferred in most of the schools at Las Pinas. However,
the shift on learning delivery posed a lot of challenges primarily to the
parents.
This paper aimed to determine the coping mechanisms of the parents
in Kinder whose children are in the modular distance learning delivery where
a survey questionnaire was given to 20 parent-respondents. Data gathered
was treated using percentage. Results revealed that parents develop coping
mechanisms such as seeking family support, referring to available learning
materials both online and offline, and providing positive reinforcement to
deal with the challenges encountered in modular distance learning delivery.
Keywords: modular learning delivery, coping mechanisms

5. Context and Rationale
No Filipino learner will be left behind amidst the crisis (Secretary Leonor
Briones, 2020). In the midst of crisis, the Department of Education
persisted on their mission to ensuring that learning must continue.
Different Learning Delivery Modalities were introduced and implemented
according to the condition of the learners. At Moonwalk Elementary
School, Modular Distance Learning Delivery is the most preferred in
almost all of the classes upon survey. Research shows that parents as
proxy educators experienced heightened levels of mental health distress
when their child struggles to adapt to a distance learning pedagogy, (Davis
et. al. , 2020). In this setting, the parents play a crucial role in imparting
instruction to their children as learners, thus determining the coping
mechanisms of parents in Modular Learning Delivery is timely and
significant for this study.
Action Research Questions
This action research sought to answer the following question:
What are the coping mechanism of parents in Kinder with Modular
Distance Learning Delivery?
This question would lead the researchers to assimilate how parents
respond to the challenges with Modular Distance Learning and will aid
teachers to formulate interventions to help parents with the challenges.

6. Innovation, Intervention and Strategy
This action research aimed to determine the coping mechanisms of
parents in Kindergarten with Modular Distance delivery as their child’s
learning modality. It intends to help the parents with the challenges they
experienced by formulating appropriate interventions that will maximize
teacher and parent collaboration that will result in a pupil's active learning.
The researchers sent a letter to the principal indicating their plan of
conducting an action research. When the letter was approved, the
researcher prepared the questionnaire through Google Forms. Parent-
respondents were randomly selected and the researchers explained the
details of the research to them. The researchers then, analyzed and
interpreted the gathered data and planned an appropriate intervention
rooted on the result of the survey.
Participants and /or Other Sources of Data and Information
Purposive sampling design was employed to obtain the possible
parent respondents based on the purpose of this study. The respondents
are from Kindergarten sections- Makabayan and Makakalikasan. Out of 57
parents, 20 were randomly selected as respondents. Moreover, secondary
data was taken from different articles, books, and other reading materials
including the internet.

7. Data Gathering Methods
The researchers utilized survey research using likert scale to attain
the needed data. A questionnaire in google form was validated by the
action research coordinator and utilized. Respondents were oriented
through messenger and upon their approval; responses were attained with
utmost confidentiality.
Discussion of Results and Reflections
Table 1: Coping Mechanisms of Parents in Kinder with Modular
Distance Learning
PALAGI MADALAS MINSAN HINDI
1. Humihingi ako ng tulong sa guro
ng aking anak sa mga mahihirap
na aralin sa pamamagitan ng
pagtawag o pagkontak sa kanyang
messenger o iba pang
communication platform.
5% 5% 50% 40%
2. Ginagamit ko ang mga
pagsasalin (translation) galing sa
internet upang aking maging
gabay para sa mas lalong
maintindihan ang ituturong aralin
sa aking anak.
10% 10% 60% 20%
3. Nakatutulong sakin ang pagse-
search sa internet upang lubusan
kong maintindihan ang mga aralin
na dapat kong ituro sa aking anak.
35% 15% 35% 15%
4. Pinauulit-ulit ko'ng itinuturo ang
mga aralin para mas lalo niyang
maintindihan ang mga ito.
70% 20% 10% 0%
5. Isinusulat ko sa malinis na
kwaderno o papel ang mga napag
uusapan tuwing nagkakaroon ng
talakayan ang aking anak at
kanyang guro.
45% 15% 25% 15%
6. Nagsisilbing gabay ko sa
pagtuturo sa aking anak ang
kagamitang ibinibigay ng guro
95% 5% 0% 0%

8. katulad ng libro, modules at
workbook.
7. Tuwing nagkakaroon ng birtual
na pagtuturo ang guro sa kanilang
kamustahan, nirerecord ko ito
upang maari ko'ng balikan sa oras
na may ma.imutang bahagi ng
aralin ang aking anak.
25% 10% 25% 40%
8. Gumagamit ako ng mga
Inforgraphics na nahahanap sa
internet para mas lalong
maiintindihan ng aking anak ang
kanilang mga aralin.
30% 30% 20% 20%
9. Gumagamit ako ng positive
reinforcement tulad sa pagbibigay
papuri at reward sa aking anak
upang ganahansiya sa knyang
pag-aaral.
70% 15% 10% 5%
10. Sa pag-aaral ng aking anak,
katuwang ko sa paggabay ang iba
pang miyembro ng aming pamilya.
45% 10% 30% 15%
Table 1 shows the frequency of coping mechanisms done by the
respondents. The first statement: Humihingi ako ng tulong sa guro ng
aking anak sa mga mahihirap na aralin sa pamamagitan ng pagtawag o
pagkontak sa kanyang messenger o iba pang communication platform
revealed that 5% answered “PALAGI” & “MADALAS”, 50% answered
“MINSAN” and 40% answered “HINDI”. This implies that the parents
seldom or not at all contacted the teacher for learning assistance.
The second statement: Ginagamit ko ang mga pagsasalin galing sa
internet upang aking maging gabay para sa mas lalong maintindihan ang
ituturong aralin sa aking anak revealed that 10% answered "PALAGI" &
“MADALAS", 60% answered "MINSAN" and 20% answered "HINDI".
Results revealed that the respondents seldom used online translation as

9. learning guide which implies that the content of the self-learning modules
is within the level of understanding of parents and learners.
The third statement: Nakatutulong sakin ang pagse-search sa internet
upang lubusan kong maintindihan ang mga aralin na dapat kong ituro sa
aking anak showed that 35% answered "PALAGI" & “MINSAN”, 15%
answered "MADALAS” & "HINDI". Results revealed that most of the
parents utilized the internet. This implies that internet helps the parents
fully-understand a specific lesson.
The fourth statement: Pinauulit-ulit ko'ng itinuturo ang mga aralin para mas
lalo niyang maintindihan ang mga ito showed that 70% answered
"PALAGI", 20% answered "MADALAS", and 10% answered "MINSAN".
Results revealed that most of the parents used repetition strategy in
teaching their children implying that parents exert much effort for their
children to achieve mastery of the lessons.
The fifth statement: Isinusulat ko sa malinis na kwaderno o papel ang mga
napag uusapan tuwing nagkakaroon ng talakayan ang aking anak at
kanyang guro showed that 45% answered "PALAGI", 15% answered
"MADALAS" & “HINDI”, and 25% answered "MINSAN". Results revealed
that most of the parents take down notes whenever their children have
discussions with their teacher. This implies that most of the parents have
note taking strategies to help them remember specific concepts or topics
which might be helpful in teaching their children.

10. The sixth statement: Nagsisilbing gabay ko sa pagtuturo sa aking anak
ang kagamitang ibinibigay ng guro katulad ng libro, modules at workbook
showed that 95% answered "PALAGI", and 5% answered "MADALAS".
Results revealed that all parents relied on the materials provided by the
teacher implying that respondents highly recognized the importance of
teacher provided materials in their children's learning.
The seventh statement: Tuwing nagkakaroon ng birtual na pagtuturo ang
guro sa kanilang kamustahan, nirerecord ko ito upang maari ko'ng balikan
sa oras na may malimutang bahagi ng aralin ang aking anak showed that
25% answered "PALAGI" & “MINSAN”, 10% answered "MADALAS",
and 40% answered "HINDI". Results revealed that parents rarely record
the virtual learning discussion implying that they find no difficulty in
addressing the learning needs of their children.
The eighth statement: Gumagamit ako ng mga Inforgraphics na
nahahanap sa internet para mas lalong maiintindihan ng aking anak ang
kanilang mga aralin showed that 30% answered "PALAGI" &
MADALAS", 20% answered "MINSAN", & "HINDI". Results revealed that
most of the parents utilized infographics from the internet implying that
respondents find online infographics helpful in managing the learning
needs of their children.
The ninth statement: Gumagamit ako ng positive reinforcement tulad sa
pagbibigay papuri at reward sa aking anak upang ganahansiya sa knyang
pag-aaral showed that 70% answered "PALAGI", 15% answered

11. "MADALAS", 10% answered "MINSAN", and 5% answered "HINDI".
Results revealed that most of the parents used positive reinforcement as a
reward for their children implying their knowledge on the importance of
reward-recognition as motivation to learn.
The tenth statement: Sa pag-aaral ng aking anak, katuwang ko sa
paggabay ang iba pang miyembro ng aming pamilya showed that 45%
answered "PALAGI", 10% answered "MADALAS", 30% answered
"MINSAN", and 15% answered "HINDI". Results revealed that some
parents relied on the assistance of other family members in teaching their
children. This implies that they recognized the contribution and support of
other family members in their children's learning.
In conclusion, parents from kinder developed coping mechanisms to
address challenges encountered in modular learning. It can be said that
referring to learning materials distributed and online learning resources;
seeking family support and providing positive reinforcement as coping
mechanisms were enough to address the learning needs of their children.
Furthermore, it can be said that no intervention is needed since the
parents were able to cope and address the learning needs of their children
effectively and efficiently.

12. Action Plan
Activities
February
17
February
18
February
21-22
February
24
Submit Letter of
Permission to the
Principal
*Prepare Action
Research Proposal
*Inform Parent-
respondents of the Action
Research & Send Survey
Questionnaire
Evaluate and Interpret
Responses
Financial Report
Activity
Eligible
Expenditures
Quantity Cost
Conduct virtual
meeting on the
preparations
and
implementation
of the activities
for the Action
Research
Communication
Expenses:
Prepaid Wifi
Expenses
3 Php. 300.00
Interpret,
evaluate data
gathered and
develop final
paper for the
action research
online.
Prepaid Wifi
Expenses
3 Php. 300.00
TOTAL Php. 600.00

13. References
1. Dargo, J. M. (2021, October 16). Modular Distance Learning: Its Effect
in the Academic Performance of Learners in the New Normal | Dargo |
JETL (Journal of Education, Teaching and Learning)
2. Briones, education ministers unite to ensure learning continuity amid
COVID-19 | Department of Education (deped.gov.ph)
3. DO_s2020_012 Adoption Of The Basic Education Learning Continuity
Plan For SY 2020-2021 In Light Of The COVID-19 Public Health
Emergency| AuthDocs (deped.gov.ph)
4. Davis, C. R., Grooms, J., Ortega, A., Rubalcaba, J. A. A., & Vargas, E.
(2020). Distance Learning and Parental Mental Health During COVID-
19. Educational Researcher, 50(1), 61–64.

14. APPENDICES
Declaration of Anti Plagiarism
1. I, Bryan A. Padilla, Teacher II, understand that plagiarism is an 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 or
that o the undersigned proponents and or/using the same 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/We further commit that all deliverables
and the final research study emanating from this proposal shall be of original
content. I/We shall use appropriate citations in referencing other works from
various sources. I/We also hereby attest that this research has not yet been
finished and is not part and is not part of the proponent’s thesis/dissertation.
3. I understand that violation from this declaration and commitment shall be
subject to consequences and shall be dealt with accordingly by the
Department of Education.
BRYAN A. PADILLA
Teacher II
SHERONA R. NOVALES
Teacher I
ICY J. CLORION
Master Teacher I

15. Declaration of Absence of Conflict of Interest
1. I, Bryan A. Padilla, Teacher II, understand that conflict of ineterest refers
to situations in which financial or other personal considerations may
compromise my judgement in evaluating, conducting, or reporting
research.
2. I hereby declare that I do not have any personal conflict of interest that
may arise rom my application and submission of my research proposal.
I understand that my research proposal may be returned to me if found
out that there is conflict of interest during the initial screening.
3. Further, in case of any form of conflict of interest (possible or actual)
which may inadvertently emerge during the conduct of my research, I
will duly report it to the research committee for immediate action.
4. I understand that I may be held accountable by the Department of
Education and for any conflict of interest which I have intentionally
concealed.
Proponent: BRYAN A. PADILLA
Signature:
Date: February 27, 2022
Proponent: SHERONA R. NOVALES
Signature:
Date: February 27, 2022
Proponent: ICY J. CLORION
Signature:
Date: February 27, 2022

16. Research Instrument
COPING MECHANISMS OF PARENTS IN KINDER WITH MODULAR
DISTANCE LEARNING AT MOONWALK ELEMENTARY SCHOOL
Minamahal naming Respondente,
Isang Pagbati!
Kami ay mga guro ng Paaralang Elementarya ng Moonwalk at
kasalukuyang nagsasagawa ng isang pananaliksik na may titulong Coping
Mechanism of Parents in Kinder with Modular Distance Learning at
Moonwalk Elementary School. Ito ay naglalayong matukoy ang iba’t-ibang
mekanismong pagkaya o interbensyon na ginagawa ng mga magulang
upang mapunan ang pangangailangan ng mga bata sa kanilang pag-aaral
sa Modular Distance Learning delivery.
Kaugnay nito, inihanda po namin ang survey-questionnaire na ito upang
makapangalap ng mga datos na kailangan sa pananaliksik na ito.
Mangyari po lamang na sagutin ng may buong katapatan ang mga
sumusunod na aytem. Ang mga datos na makakalap sa survey na ito ay
mananatiling kumpidensyal.
Maraming Salamat po!
BRYAN A. PADILLA
Teacher II
SHERONA R. NOVALES
Teacher I
ICY J. CLORION
Master Teacher I
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las Piñas City
MOONWALK ELEMENTARY SCHOOL
VENUS ST., PHASE II, BRGY. TALON V, LAS PIÑAS CITY

17. Pangalan (opsyonal):
Lagyan ng tsek ang inyong sagot.
PALAG
I
MADALA
S
MINSA
N HINDI
1. Humingi ako ng tulong sa guro
ng aking anak sa mga mahihirap
na aralin sa pamamagitan ng
pagtawag o pagkontak sa
kanyang messenger o iba pang
communication platform.
2. Ginagamit ko ang mga
pagsasalin (translation) galing sa
internet upang aking maging
gabay para sa mas lalong
maintindihan ang ituturong aralin
sa aking anak.
3. Nakatutulong sakin ang pagse-
search sa internet upang lubusan
kong maintindihan ang mga aralin
na dapat kong ituro sa aking
anak.
4. Pinauulit-ulit ko'ng itinuturo ang
mga aralin para mas lalo niyang
maintindihan ang mga ito.
5. Isinusulat ko sa malinis na
kwaderno o papel ang mga
napag uusapan tuwing
nagkakaroon ng talakayan ang
aking anak at kanyang guro.
6. Nagsisilbing gabay ko sa
pagtuturo sa aking anak ang
kagamitang ibinibigay ng guro
katulad ng libro, modules at
workbook.
7. Tuwing nagkakaroon ng birtual
na pagtuturo ang guro sa
kanilang kamustahan, nirerecord
ko ito upang maari ko'ng balikan
sa oras na may ma.imutang
bahagi ng aralin ang aking anak.
8. Gumagamit ako ng mga
Inforgraphics na nahahanap sa
internet para mas lalong
maiintindihan ng aking anak ang
kanilang mga aralin.

18. 9. Gumagamit ako ng positive
reinforcement tulad sa pagbibigay
papuri at reward sa aking anak
upang ganahansiya sa knyang
pag-aaral.
10. Sa pag-aaral ng aking anak,
katuwang ko sa paggabay ang
iba pang miyembro ng aming
pamilya.