Abstract
This study aimed to describe the parents’ performance of their role as teachers at home under the modular learning modality. This descriptive study determined and analyzed parents' performance on printed modular distance learning in elementary schools in the Atimonan District Division of Quezon to propose an intervention program that strengthens and enhances the quality of the teaching-learning process. There were 369 parents selected through a stratified random sampling technique to answer the distributed survey questionnaire with the help of teachers responsible for distributing and retrieving modules in the chosen schools. The percentage was used to describe the demographic profile of the parents in terms of age, sex, civil status, number of children, employment status, and educational attainment. Another descriptive statistic was the weighted mean to compute the performance of the role of parents as co-teachers in the dimensions of delivery of instruction, written work, and performance tasks. Meanwhile, a one-way analysis of variance using inferential statistics was considered to test the significant difference in parents’ role performance when grouped according to the demographic profile. The study revealed that the parents "highly performed" in their roles as co-teachers in all aspects, especially in adhering to the minimum health protocol and standard all the time, communicating with the teachers to ask about the module, and helping the learners complete the performance tasks. It was also found that only the number of children in the demographic profile has a significant effect on the performance of parents’ roles under the modular learning modality. With this, an intervention program was developed to maximize the potential of parents as partners of the teachers to uplift the quality of the teaching-learning process when modules are used in times of emergency and unique situations.
