Primary Teachers’ Readiness, Parental Support towards Modular Distance Learning, and Its Effects to the Learners’ Performance

COVID-19 Pandemics have an impact on many aspects of life, including education. The Department of Education developed the Basic Education Learning Continuity Plan in response to the outbreak. This plan outlines learning delivery techniques such as blended learning, which is a combination of face-to-face, modular distance learning, and TV/radio-based education based on the learners' context. As a result, the DepEd permits schools to select a learning mode depending on available resources and student requirements. Thus, this study investigates the primary teachers’ readiness, parental support towards modular distance learning, and its effects to the learners’ performance. Based on the findings drawn from the study, the following conclusion drawn: The levels of Teachers readiness were very much ready. While in the level of parental support were much supportive. Lastly, the learner’s performance was satisfactory. Moreover, it is concluded that teacher’s readiness and leaners performance had no bearing with the way learners performed in class while the parental challenges and learners performance were associated with the way learners performed in class.