Parents’ Involvement in Education and Key Stage 1 Learners’ Academic Performance in an Elementary School: A Comparison Between Modular Distance Learning and Face-To-Face Education

This study aimed to document parents’ involvement in education in relation to the academic performance of learners enrolled during the school year 2021-2023 in Gimangpang Integrated School, Initao, Misamis Oriental. Employing the explanatory-correlational research design, the data were gathered using a researcher-made questionnaire, with 117 systematic randomly selected parent respondents. Data analysis tools included descriptive statistics, paired T-test, and Pearson’s product-moment correlation. Findings showed that parents were highly involved in their children’s education both under modular distance learning and face-to-face education. However, the paired T-test results showed that parental involvement in education under face-to-face education was significantly higher than that under modular distance learning. Too, the academic performance of 117 randomly selected learners of the parent-respondents was significantly higher under the face-to-face education than that under modular distance learning. This implied that modular distance learning along with the threat brought about by the pandemic may have negatively influenced the academic performance of the learners under modular distance learning. However, no significant relationship existed between parental educational involvement and the academic performance of key stage 1 learners during the modular distance learning and under the face-to-face education. Findings lent evidence to the theories of zone of proximal development, behaviorism, and social cognitive.