This study examined parental involvement in distance learning during the COVID-19 pandemic in four public schools in Iligan City, Philippines. 240 parents and students participated in a survey about their perspectives and experiences. Both parents and students saw parental involvement as important for supporting learning at home. However, they faced significant challenges adjusting to the new modular distance learning approach, including difficulties managing time and balancing school with other obligations. Over time, participants developed coping strategies like improving time management and finding more effective ways to teach material. The findings provide insight into the challenges of modular distance learning and could help educators improve distance learning programs.

1. Perception Towards Parental Involvement on Modular Distance Learning in
Science
Karla M. Bato-on, Phoebe N. Reble, Christine Mae B. Tecson,
Monera A. Salic-Hairulla, Joy R. Magsayo
Mindanao State University-Iligan Institute of Technology
Abstract: The COVID-19 pandemic has greatly affected the various aspects of schooling. Most
countries have temporarily closed schools and other educational institutions to prevent the virus
from spreading. The main goal of this study is to identify the perspectives, difficulties, and
coping mechanisms associated with parental involvement during modular distance learning in
four public schools in Iligan City's West 1 District. A total of 240 participants from West 1
District public schools were chosen using a purposeful sampling strategy. The data was
interpreted and coded using frequency distribution and content analysis. Both participants shared
the belief that parental involvement is important and needed, particularly in these pandemic
times. The participants' biggest obstacles included adjusting to the new learning approach, time
management, ineffective modules, and conflicts between competing obligations. Participants
learned to adapt over time and create coping mechanisms for the new learning mode, such as
balancing or managing their time appropriately, among other ways of teaching their child more
effectively. As a result, the study was able to identify the perspectives, difficulties, and coping
mechanisms of both parents and students during modular distance learning based on their survey
responses. The findings of this study could be utilized to improve existing educational programs
during modular distance learning.

2. INTRODUCTION
Due to COVID-19 restrictions, the Department of Education’s Learning Delivery
Modalities have been modified this school year. Distance learning, blended learning, and
homeschooling are the modalities that have emerged and replaced traditional face-to-face
learning (Quinones, 2020). Online Based Learning (OBL), TV/Radio Based Instruction, and
Modular Distance Learning (MDL) are the three variants of this modality. Individualized
education is provided using modular distance learning, which allows students to employ self-
learning modules (SLMs) in either print or digital format/electronic copy, depending on their
needs. Other resources, such as learner's materials, textbooks, activity sheets, study guides, and
other study materials, are available to modular distance learning students. Teachers are usually
responsible for providing adequate learning resources (Malaya, 2020).
MDL is utilized in situations like this pandemic to ensure the continuity of a learner’s
studies. Parents and family members are the ones who guide students at home, and having a
parent to lead the learners in is critical for their development, according to a growing body of
research (e.g., Topor et al., 2010; Kloosterman et al., 2011; Cheung & Pomerantz, 2012; Wilder,
2014). Parental participation is a factor in determining a student's academic success (Fan &
Chen, 2001; Yan & Lin, 2005). In terms of specific parental participation activities, research has
shown that 2 parents' involvement at home, such as assisting children with homework, and
volunteering in school have positive benefits on students' learning and academic success
(Dumont et.al., 2014; Katz et.al., 2011; Ho & Willms, 1996; Van der Werf et al., 2001). Parental
and family involvement is frequently considered as one of the essential strategies to enhance
public schools, according to Hixson (2006). Parental involvement improves parent-school
collaboration and has had a major impact on a student's conduct, attendance, and academic
success. It also encourages parents and teachers to work together to assist youngsters attain
academic success.
The COVID-19 pandemic has had a significant impact on both academia and parents.
Students are missing out on social interaction, which is important for better learning and
grooming due to the sudden closure of schools, while most institutions have begun offering
online classes or modular education. This has become a difficult habit for working parents who
must assure their children's education (Bhamani, et. al., 2020). Bunijevac & Dusiric (2017)
stated that many parents struggle to educate their children on many disciplines, particularly
science concepts. Many of these parents do not have a high school diploma and are busy with
their work. On the other hand, other parents had little trouble helping their children in doing the
modules. Many of these parents have completed their schooling, are unemployed, or have
improved internet connection.
Despite everyone struggling in this new academic environment, instructors and parents
are doing their best to ensure that children are learning and that they 3 may continue their
education despite the challenges. Parental participation in the teaching of young children has
several facets. In their early children's immediate surroundings, parents are seen as the most
significant primary role models (Tekin, 2011).
The purpose of this study is to describe the perception on parental involvement in
modular distance learning among elementary students, and to highlight the challenges that
parents and learners faced and the strategies they used to overcome them.

3. OBJECTIVES OF THE STUDY
The objective of this study is to describe parental involvement in science education and to
identify the challenges and strategies that parents and learners use while using modular distance
learning. This study intends to answer the following questions in particular:
1. What are the parents’ perceptions towards parental involvement during modular
learning in science in terms of:
a. School-related activity,
b. Child’s learning,
c. Child’s schooling (responsibility),
d. Child’s schooling (awareness on parental involvement), and
e. Encouragement?
2. What are the learner’s perceptions towards parental involvement during modular
learning in science in terms of:
a. School-related activity,
b. Child’s learning,
c. Child’s schooling (discipline),
d. Child’s schooling (awareness on parental involvement), and
e. Encouragement?
3. What are the challenges that are encountered during modular distance learning in
science by:
a. parents, and
b. learners?
4. What are the strategies employed by learners and parents in coping with the
challenges?
THEORETICAL FRAMEWORK
The Hoover-Dempsey and Sandler model of parental involvement (2005) by Strickland,
S. (2015) best suits this study. The researchers explain this theoretical viewpoint and define the
term "parental participation" in the section below.
The Hoover-Dempsey and Sandler model of parental involvement identifies seven
factors, further subdivided into three categories that have been discovered to influence the extent

4. of parental participation in their children's academic careers. The following are the three areas
according to Strickland (2015):
1. Parental incentive for involvement: parental conceptions of their responsibilities and skills, or
what do parents believe about their responsibilities and talent?
2. Parents' perspectives on invites to participate: how welcome is the school and instructors, or
how welcoming are the school and teachers?
3. Parental perceptions of their life context: do parents feel they have enough time, energy,
knowledge, and skills to be effective parents, or do they believe they have enough time, energy,
knowledge, and skills to be effective parents?
The model of Hoover-Dempsey and Sandler (2005) showed how the three reasons stated
above impact the types and levels of parental participation in their children's education.
Strickland, S. (2015) stated that Green & Hoover-Dempsey (2007) claimed that these actions
(types of participation) cause changes in students' learning mechanisms, perspectives, and
motivations, resulting in higher student accomplishment. The three domains are based in part on
Bandura's (1997) social-cognitive, self-efficacy, and role construction theories, which aim to
explain why people choose to execute specific actions and/or take on certain roles (Strickland,
S., 2015). Bandura (1997) describes that self-efficacy theory is the idea that a person is capable
of achieving the end result they desire (Strickland, S., 2015). Parents that have a high level of
self-efficacy are typically highly persevering and will persevere through challenging conditions
to benefit their children. People make decisions on what parents are expected to do to assist their
21 children in achieving academic success. According to Strickland, S. (2015), from the role
construction of Bandura (1997), this study looked at how parents utilize their beliefs in their
ability to aid their children (self-efficacy) as well as their observations and life experiences
(social cognition) to choose what role they will play in their children's academic lives.
CONCEPTUAL FRAMEWORK

5. Figure 1. The Conceptual Framework of the study
Figure 1 shows the parents’ and learners’ experiences of parental involvement during
modular distance learning in science. It includes identifying the perception of both parents and
learners of the new learning method in terms of school-related activity, child’s learning, child’s
schooling (regarding responsibility, discipline and awareness on parental involvement), and
encouragement in 22 modular distance learning; parents’ and learners’ challenges such as
difficulties in managing time, work conflicts for parents, and the resources needed for thorough
understanding of the modules; and employed strategies by parents and learners in coping with
the challenges they encountered during modular distance learning.
METHODOLOGY
Research Design
A quantitative design with qualitative support was used in conducting this research to
generate specific responses about the parents’ and learners’ experiences of parental involvement
during modular distance learning in science, including the challenges encountered and the
strategies employed by both parents and learners. A triangulation design with a validating
quantitative data model was used in particular. Researchers utilize the validating quantitative
data model to validate and expand the quantitative findings of a survey, which includes a few
open-ended qualitative questions. In this paradigm, the researcher uses two survey instruments to
capture both types of data.
Sampling and Participants
Purposive sampling methods were used in selecting participants. For this study, 30 grade
5 learners from the four schools of West I District in Iligan City and their parents served as the
participants in this study, with a total of 240 participants. During the pilot testing, there were 20
participants for the learners and parents from a public school under South 1 district in Iligan
City.
Instruments
The study used a structured survey questionnaire as the instrument for data
collection. The survey form contained close-ended questions and a few openended questions
adopted and modified by the researchers from the following studies:
• Fletke, L. L. (1997) entitled, “Parental Involvement in Education”; and Dohner-Chávez, A.
(n.d.) entitled, “Connections Between Parental Involvement and Academic Achievement Among
Hispanic and Non-Hispanic Students”, for the learners’ questionnaire. It is applied to the scaling
area of the survey questionnaire and some questions on the open- ended questions. This will
capture the learners’ perceptions and challenges on parental involvement toward modular
distance learning.

6. • Strickland, S. C. (2015) entitled, “The Effects of Parental Motivations on Home-Based and
School-Based Parental Involvement”; and Garbe, A. et. al. (2020) entitled, “COVID-19 and
Remote Learning: Experiences of Parents with Children during the Pandemic”, for parents’
questionnaire. These are applied in the scaling part of the survey questions. This will capture the
parents’ perceptions on parental involvement towards modular distance learning, as well as the
strategies employed by the parents in helping their children in schooling.
For both parents and learners survey questionnaires, the first part is the demographic
profile of the respondents (which is optional), followed by the scaling questions, then the open-
ended questions, and lastlyly, the open-ended questions.
Data Gathering Procedure
The participants, who were selected by purposive sampling, were asked for permission to
perform the study. The selected participants were provided an informed consent form. The
researchers used frequency distribution for the quantitative survey items and content analysis for
the open-ended questions. This implies that content analysis approach fits to the method of the
study, since this is a descriptive study. It was an effective method of gathering information about
people's ideas, attitudes, knowledge, experiences, or values by employing surveys and interview
questions.
The flowchart below depicts how the data collection was conducted.
Figure 2. Flow of Data Collection Procedure
This study employed a survey with some open-ended questions developed by the
researchers with adopted and modified questions from the different studies. The survey form
contained some socio-demographic information and a series of questions that allow researchers
to collect the parents and their child's views on learning the science subject through modules.
There were checklist category and a few open-ended questions for parents' survey form, as well
as to the learners about their perceptions regarding the new modality and the help from their
parents in guiding them in learning science subjects through modular distance learning.
Researchers asked a teacher-parent and guidance counselor to validate the survey questionnaire.

7. Researchers conducted a pilot testing from one of the schools under South 1 District in
Iligan City where the expected participants of the study were conducted with the same grade
level (grade 5) to evaluate the feasibility of the study. There were twenty participants from
parents and twenty participants from one of the schools under South 1 District in Iligan City for
the pilot testing.
Data Analysis
The researchers analyzed the findings through frequency distribution and content
analysis. The goal of content analysis is often to provide a literal description of communications
content. In this approach, as the researcher retrieved the data, the researcher then created an
overview of the data collected prior to analysis. In this study, the researchers began coding the
data to highlight the commonality of responses. After coding, the researchers generated a pattern
and encoded respondents’ responses. It includes the utterances of the 120 learners and 120
parents indicated in a table.
RESULTS AND DISCUSSION
Parents’ and Learners Perceptions towards modular distance learning
Table 1. Parents’ Perceptions towards Modular Distance Learning in Science
Statement Weighted
Mean
Interpretation
1. Perception on the new learning method (Modular Distance Learning). 2.22 Difficult
School-related activity
2. I help my child with modules. 3.45 Always
3. I attend a parent-teacher consultation. 2.98 Occasionally
4. I attend the parents’ online and face to face meetings of the school. 2.62 Occasionally
Overall 3.01 Occasionally
Child’s learning
5. I believe parental involvement is needed for my child’s educational
success.
4.93 Agree
6. I have regular contact with my child’s teacher(s). 5.18 Strongly Agree
7. I would find a tutor for my child if he/she needed extra help. 3.38 Disagree Just a Little
8. I know how to help my child to do well in school. 5.12 Strongly Agree
9. I am not sure if I'm reaching out to my child. 3.42 Disagree Just a Little
10. I don’t know how to help my child make good grades in school. 2.97 Disagree Just a Little
11. I feel successful about my efforts to help my child learn. 5.18 Strongly Agree
12. I don’t know how to assist my child in his/her studies. 2.67 Disagree Just a Little
Overall 4.11 Agree just a little
Child’s schooling (responsibility)
I believe it’s my responsibility to…….
13. …communicate with my child’s teacher regularly. Agree
14. …help my child with homework/assignment. Strongly Agree
Strongly Agree
15. …explain tough assignments to my child.
Overall 5.26 Strongly Agree

8. Table 1 presents the weighted mean and interpretation of the parents’ perceptions towards
parental involvement during modular distance learning in accordance of school related- activity,
child’s learning, child’s schooling (responsibility), child’s schooling (awareness on parental
involvement), and encouragement. The parents’ perception on the new learning method
(Modular Distance Learning has a weighted mean of 2.22, indicating that the respondents
responded “Difficult” based on their perceptions towards parental involvement during modular
learning in science in terms of parent’s perception on the new learning method (MDL). Also,
45% or 54 out of 120 respondents claimed that the new method of learning is difficult, which is
also new to parents and learners and thus, needs an important adjustment to cope with the new
learning modality.
The school-related activity category indicates that parents have always helped their
child in doing their modules. This shows that parents, in spite of being busy at work, still engage
themselves in their child’s studies. In the child’s learning category, it shows that the parental
involvement of the parents in their child’s science module is agreed but just a little. The child’s
schooling (responsibility) category demonstrates that parents strongly agree, as shown on the
table above. This means that they are well aware that they too, have responsibilities and have a
major role in their child’s schooling. The results in the child’s schooling (awareness on
parental involvement) category is that parents generally responded “Agree”. It indicates that
most parents understood and related with their children’s science modules for they have enough
knowledge on its science lessons. Furthermore, in the encouragement category, the yielded
result is that the parents responded “Mostly True”. It presents a positive result for parents’
encouragement towards their child.
Child’s schooling (awareness on parental involvement)
16. I have enough time and energy to help out at my child’s science
modules.
4.44 Agree
17. I know enough about the science subject of my child’s science
modules to help him/her.
4.42 Agree
18. I have enough time and energy to speak with my child’s teacher
effectively.
4.53 Agree
19. I know how to monitor my child’s science modules. 4.42 Agree
20. I know how to explain things to my child about his/her science
modules.
4.43 Agree
21. I have enough time and energy to supervise my child’s science
modules.
4.32 Agree Just a little
Overall 4.43 Agree
Encouragement
We encourage this child…
22. …when he/she doesn’t feel like doing the science modules. 3.80 Often True
23. …to try new ways to do the science modules when he/she is having a
hard time.
4.35 Mostly True
24. …to develop an interest in science modules. 4.30 Often True
25. … to know out more regarding scientific topic. 4.43 Mostly True
26. …to believe that he/she can do well. 4.63 Mostly True
27. … to believe in his/her ability to learn new skills. 4.89 Mostly True
28. …to ask other people for help when a problem is hard. 4.14 Mostly True
29. …to follow the teacher’s directions. 4.74 Mostly True
30. …when he/she has trouble doing the science modules. 4.73 Mostly True
Overall 4.44 Mostly True
Table 1. Continued

9. Table 2. Parents involvement towards modular distance learning.
Concept Utterances Mentions
Assistance Guide and monitor 101
Learning
Outcome
Ensuring the learnings of
learners
83
Bond Good relationship 66
Assistance
Assisting and monitoring the progress of the learner is also important as a parent to be
involved in doing their modules in science. It is essential that the parents do to ensure that their
child is learning even in a modular distance way. As a parent, it is part of their characteristics to
guide and monitor their child in their learning in school.
According to Sari and Maningtyas (2020), children cannot implement distance learning
for elementary students on their own without parental assistance. Parents are supposed to help
children study at home and assume the job of the school's teachers. Until parents manage to learn
at home, parents must provide learning facilities through internet-based digital media. As a
result, parents' assistance and involvement are crucial to the success of distance learning.
Learning Outcomes
It is important that parents are involved in doing their child’s modules in science to
broaden their learning and to make a better learning outcome or result of their hard work. They
can help ensure that their child can understand the science subject even if in a modular way.
Learning at home and parental involvement in a child's education are among the best
indicators of a child's success in school. Parental involvement makes learning more meaningful
and it improves motivation and self-assurance in the classroom (T. Malabarbas et. al., 2022).
Bond
There are some parents who also believe in the importance of involving themselves in
their child’s modules in science because it can strengthen their bond and deepen their
relationship. It is important for children, especially elementary learners, to have a good
connection with their parents.
According to Wang et al. (2020), it is likely said to be a strong bond when parents
and their children spend more time together so that they can both spend more time
collaborating on a child's learning programs. When parents and students work together on
educational projects, they get to spend more time together, which strengthens their
relationship.

10. Table 3. Learners’ Perception towards parents’ participation on modular distance
learning in Science.
Statement Weighted Mean Interpretation
1. I think it is important that my parents are involved in my
modular distance learning in science.
4.94 Agree
School-related activity
3. I think it is important for my parents to attend the regular
meetings with teachers through online.
4.06 Agree just a little
4. My parents demonstrated support for my extracurricular
activities.
4.80 Agree
5. My parents volunteered to help with my extracurricular
activities.
5.32 Strongly Agree
16. My parents were supportive about my extracurricular activities
during the modular distance learning.
5.18 Strongly Agree
Overall 4.84 Agree
Child’s learning
14. My parents think education is the only way to get ahead. 5.52 Strongly Agree
10. My parents checked to see if I had homework/science modules. 5.28 Strongly Agree
8. My parents helped me develop good study habits. 5.48 Strongly Agree
15. I knew that if I ever needed help with school, my parents were
there for me.
5.29 Strongly Agree
Overall 5.39 Strongly Agree
Child’s schooling (discipline)
9. My parents were strict when it comes to school. 4.95 Agree
11. My parents disciplined me (e.g., took away my TV/cellphone
pleasure) if I received bad grades.
5.43 Strongly Agree
Overall 5.19 Strongly Agree
Child’s schooling (awareness on parental involvement)
13. My parents seemed to be proud of me when I received good
grades in school.
3.83 Agree just a little
6. My parents seemed disappointed when I received bad grades. 5.12 Agree
12. My parents did not notice when I received good grades. 5.38 Strongly Agree
Overall 4.78 Agree
Encouragement
7. My parents encouraged me to get good grades. 5.26 Strongly Agree
2. I believe my parents’ encouragement helped me stay focused on
my education.
5.00 Agree
Overall 5.13 Agree
Table 3 shows that the learners responded “Agree” based on their perception towards
parental involvement during the modular distance learning in science, garnering a weighted
mean of 4.94. This shows that the learners need/want their parents to get involved in their
studies.
In the school-related activity category, it shows that to learners, it is important
that their parents get involved and supports them. It has an overall weighted mean of 4.84, which
indicates “Agree” for the verbal interpration. In the child’s learning category, the result is an
overall weighted mean of 5.39, or “strongly agree” for verbal interpretation, which indicates that
learners’ parents look forward to education as a way of success and that they should also involve
themselves to guide and help their child do good in school. In the child’s schooling category,
particularly in disciplining the learners, it has an overall weighted mean of 5.19. The result
suggests that they agree on making consequence towards wrong habits or doings that might

11. affect learners’ progress in school. In child’s schooling category, particularly in awareness on
parental involvement, it has an overall weighted mean of 4.78 which shows that learners
responded “agree” for verbal interpretation. This implies that parents are somehow into their
child having good grades to excel in school. Lastly, the encouragement category has an overall
weighted mean of 5.13, which indicates “agree” for the verbal interpretation. The results show
that parents’ encouragement to learners positively impacted learners, which motivated them in
their studies, making them aim to be good or improve in their studies.
Challenges Encountered During Modular Distance Learning
Parents Category
Close-ended Questions
Table 4. Parents’ perception towards parental involvement.
Statement Frequency Percentage
1. How do you feel about the decision to close
Schools During the COVID-19 Pandemic?
Strongly Agree 36 30
Agree 54 45
Neutral 30 25
Disagree 0 0
Strongly Disagree 0 0
2. Description to the educational resources in
science available during the school closure.
Too many resources 15 13
Just right number of
resources
54
45
Too few resources 51 42
3. School support provided during COVID-19
closure.
Very Satisfied 0 0
Satisfied 43 36
Neutral 50 42
Dissatisfied 12 10
Very Dissatisfied 15 12
Table 4 shows the frequency and percentage of the respondents (parent group) for the
question on “How do you feel about the decision to close schools during the COVID-19
Pandemic?”, having a total of 120 respondents. There were 36 respondents who answered
“Strongly Agree” garnering 30% of the total number of respondents, 54 respondents answered
“Agree” which is 45% of the total number of respondents, and 30 respondents answered
“Neutral” having 25% of the total number of respondents. All these suggest that a majority of the
respondents agreed on the decision in closing the schools during the COVID-19 pandemic since
45% of the total respondents answered “Agree”. Even though parents supported the school

12. closure policy, school closures produced some challenges with remote learning at home among
parents.
Concepts for Open-ended Questions
Table 5. Parents’ challenges during this pandemic on helping out their child on its
modules.
Concept Utterances Mentions
Concept know- how 106
Lack of Understanding the Modules 59
Lack of Knowledge about the Modules 47
Time Management 102
Time Conflict 64
Work Conflict 38
Conflicting Demands 92
Balancing Parent Work Demands 54
Balancing the Learner’s Need 38
Concept know-how
For many parent respondents, the occurrence of school closure and modular distance
learning presented a struggle when the modules have inadequate information, and it is the
highest mentioned of the other 2 concepts: time management and conflicting demands.
Lack of Understanding the Modules
The lack of understanding the modules got the highest frequency with 59 parents finding
it hard to understand the modules of their child. The learners are not just the one who adjusts
with the modular distance learning modality, but also their parents. There are parents who
struggle to understand the modules and the lessons contained in the modules because they are not
familiar with the topic or they have not encountered that topic before. A lack of topic knowledge
or pedagogy on the part of the parents was an obstacle to children's educational development
(Kintanar, et.al., 2021). There are some modules that lack of explanations and instructions,
which is the crucial part of modular learning.
Lack of Knowledge about the Modules
The lack of knowledge of the modules is the most frequently-appearing issue, with 47
parents finding it hard on how to do the modules. Among the reasons is that it is the first time
they have encountered it and that there is not enough knowledge about the topic of the modules.
Some modules require other materials for it to be done which is part of the struggle of knowing

13. the modules. Kintanar et al. (2021), found that parents struggle to provide academic support to
their children since they don't fully comprehend the topics and activities in the module.
Time Management
Conflict in time and work is also the struggle of the parents in this modular distance
learning modality. It has a frequency of 102, which is the second highest among the challenges
experienced by parents. As the researchers gather the data, the parents encounter different
challenges in having conflict with their time and work. They encounter how to manage their time
in guiding their child in their modules and the time to work.
Time Conflict
Conflicting in time or the difficulty in managing their time as parents is the biggest
challenge in the conflict code. Having both parents work, having their own business, and
household chores make it difficult for people to managing their time especially in this era. Some
of them also said that it is difficult to manage their time in doing the modules because they have
a lot of children and some are not cooperative enough.
Work Conflict
Work conflict is also the challenge of the parents on helping out their child on their
science modules. These are mostly parents who either work or have their businesses. There are
also parents who are busy with the work at home or household chores or the things to do in their
home. While caring for their children and trying to support them in their education, parents tried
to work remotely or were unable to do so because it was unclear how long this closure would
persist (Ogurlu et al., 2020).
Conflicting Demands
One of the challenges that parents encounter in helping their child with their science
modules is balancing their responsibilities. It is the least claimed as a challenge from the parents.
In a research from Sari and Maningtyas (2020), in addition to their typical responsibilities of job
and family, parents have now been assigned the duty of primary teacher, which has caused
additional difficulties for most parents. Researchers identified two main challenges: balancing
parent employment demands and balancing the learner's needs.
Balancing Parent Work Demands
The challenge to balance the parent work demands is a different struggle for the parents,
especially if both parents work. The new learning setup, also known as modular distance
learning, provides additional labor for parents who have been working to support their families.
There are other parents who feel guilty that they cannot focus on their child’s learning because of
work. Parents were taken aback by the sudden and unexpected nature of the pandemic. This is
why they would struggle to balance their career, family, and teaching obligations (Sari and
Maningtyas, 2020).

14. Balancing the Learner’s Needs
The learner’s need is very important in supporting them in completing their schoolwork
during this pandemic is a struggle. It is a challenge for a parent to monitor the child's need for
one learner and very challenging to monitor, help or guide different learners or children’s needs.
According to Sampson (2003), meeting the needs of every child in this modular distance learning
environment is incredibly difficult for any parent. In general, then, such diversity and
individuality will make it extremely challenging for parents to meet the demands of all of their
children.
Learners Category
Figure 3. Total hours per day spent by the learners answering their science module.
Figure 3 shows the frequency and percentage of the respondents (learners’ group) for the
question on “How much total time per day did you spend finishing/answering your science
module?”, having a total of 120 respondents. There were 22 respondents who spent less than 60
minutes in answering their science modules, which comprises 18% of the total number of
respondents, 59 respondents spent 61-120 minutes, comprising 49% of the total number of
respondents, 27 respondents spent 121-180 minutes comprising 23% of the total number of the
respondents, and there were 12 respondents spent more than 180 minutes in answering their
science modules per day, thus comprising 10% of the total number of the population. The result
shows that the majority of the respondents spent 61-120 minutes answering their science module
per day since it has the most frequency garnering 49% of the total respondents.
22, 18%
59, 49%
27, 23%
12, 10%
TOTAL HOUR SPENT IN ANSWERING SCIENCE
MODULES
Less than 1 Hour 1-2 Hours 2-3 Hours More than 3 Hours

15. Table 6. Challenges encountered by learners in answering their science modules.
Challenges Frequency Rank
Environmental distractions 104 1
Difficult to understand the modules 96 2
Lack of resources for thorough understanding 88 3
Time management difficulty 53 4

16. CONCLUSIONS
The results showed that parents’ perception towards parental involvement in modular
distance learning in science is that they agree and support their child in learning in the new
learning modality. However, it caused various problems. Parents experienced various challenges,
such as difficulty adjusting to the new method of learning (modular distance learning), difficulty
managing their time and work, and difficulty balancing their conflicting demands. For some
parents, they find it difficult to understand the modules, the lessons they include, and how to
complete the courses (referring to some instructions given in the module). They struggle with
how to manage their time between guiding their children through their modules and working.
The conflicting demands of balancing the parent's work demands and the learner’s needs are part
of the challenges parents were facing.
As a result, parents try their best to help their child to inculcate the lessons from their
child’s science modules; they find ways and strategies to help secure the quality education that
their child can bear. They assist their children in answering the science module by helping them
understand and explain the context of the modules using their dialect. They use online resources
like Google and 91 YouTube to get more information if the topics are hard to understand, which
are also easy to use. Some parents provide or hire tutors for their children, and some are through
intrinsic and extrinsic agreements like reward systems.
The learners' perception towards parental involvement in modular distance learning in
science shows that they agree and need the support of their parents in doing their modules
(particularly in science). They also find the new learning modality difficult, and that supports the
reason why they agree and need their parents to do their science modules. Moreover, learners
also experienced challenges during modular distance learning, such as inadequate modules,
exhaustion, and the mode of learning. There are portions of the modules that are unclear, and the
lessons are difficult to understand, confusing the learners with the questions and instructions.
Some of the learners feel exhausted and have difficulty adjusting to the new environment in
which they are studying. Some developed stress in this new learning modality that caused them
so much pressure. Learners' health is very intriguing because, at their young age, they have
already experienced stress and pressure. The mode of learning is not for every learner because
they have different learning styles and the modular learning modality is quite challenging for
those learners who are not comfortable reading to learn.
Learners, despite the challenges, do find ways and strategies to adjust to new learning
modalities with the help of their parents. Parents assist their children to succeed in school;
learners require a positive learning environment that provides support, motivation, and quality
education. The learners use digital tools to deepen 92 their understanding, especially in science
subjects. For some learners, they develop independent behaviour that leads them to do their
science modules on their own and at their own pace. This will also lead parents to hire a tutor for
their child as an alternative way of helping their child in school.

17. The findings show that the perception towards parental involvement in modular distance
learning in science is valuable for the parents and the learners. This caused various challenges to
the parents and the learners, regardless of the challenges that they experience they tried their best
to find new strategies and ways in overcoming those hardships, especially the parents of their
child’s learning in science. It signifies that the perceptions of parents in parental involvement
during modular distance learning in science are difficult while the learners thought it was
essential for their parents to be involved in their education.
RECOMMENDATIONS
The following recommendations are made based on the findings and conclusions of this
study:
1. According to the collected data, a large number of parental respondents have various
obstacles and challenges in assisting their children with their scientific modules during
this pandemic. As a result, through adult education, workshops, and seminars on the
modular learning modality, parents must be informed about their children's science
modules. This 93 would assist parents in managing their time and work well, balancing
the conflict between work and understanding their children's academic demands and
needs.
2. Based on the results, learners also find the new learning method challenging, which
explains why they agree and rely on their parents to complete their scientific modules.
They need a lot of understanding of how to cope with this new learning modality and find
learning styles that are easy for them. Learners require advice and counselling to avoid
developing too much pressure and stress that may negatively impact their lives. Children
benefit when their parents participate in and support their education.
3. Teachers and school personnel might hold a session for parents of elementary students
about how to manage their child in this new learning modality and the importance of
parental involvement. It can assist them in collaborating and building relationships that
will encourage a desire to increase parental participation. Teachers and school personnel
must ensure that the modules that they give to the students can help develop the learners
emotionally and academically. The school district, school officials, and parents must
work together to effect social change.
4. Future researchers may do more research with a larger sample size and include
respondents on a higher grade level like junior high school and senior high school
learners related to this study to understand more about parental involvement and to help
parents and students overcome the 94 challenges that they encounter in this modular
distance learning. To improve their strategies and find more ways for learning science
subjects in modular distance learning approach
ACKNOWLEDGEMENT
The researchers would like to express their gratitude and appreciation to the following
persons who helped in the success of this study: First is to GOD ALMIGHTY for the blessings

18. of glory and serenity bestowed upon them. Second is to our thesis adviser Christine Mae B.
Tecson, for her recommendations, adjustments, and monitoring in making this study successful.
Third is to our panel members, : Dr. Monera Salic-Hairulla and Joy R. Magsayo, MSciEd, for
their valuable suggestions for enhancing this thesis. Fourth are our families and friends, they
serve as an inspiration and encouragement which keep the researchers highly motivated and their
undying support. And finally All those who, in one way or another, have extended their
wholehearted support and encouragement for the completion of this study.
REFERENCES