Parental Facilitating Skills and Academic Performance in Modular Distance Learning: Basis for a Home Tutor Coaching and Mentoring Plan

This study examined the facilitating skills of parents serving as in‑home tutors in modular distance learning and their relationship to the academic performance of junior high school learners in English, Mathematics, and Science. Using a descriptive–correlational research design, data were collected from 157 parent‑tutors of Grades 7–10 learners at Cansuje National High School–Usmad Extension during School Year 2020–2021. Parental facilitating skills were measured using an adapted survey instrument covering cognitive, psychomotor, and affective domains, while learners’ academic performance was obtained from official school records. Results showed that most parent‑tutors came from lower‑income households and had limited formal educational attainment. Findings revealed low facilitating skills in the cognitive domain, moderate skills in the psychomotor domain, and high skills in the affective domain. Learners generally demonstrated satisfactory academic performance across the three core subjects, with no learner falling below the minimum performance level. Statistical analysis indicated no significant differences in cognitive and psychomotor facilitating skills across demographic groups, although significant differences emerged in the affective domain. Learners’ academic performance also did not significantly differ when grouped by parent‑tutors’ demographic characteristics. The findings suggest that while parents provide strong emotional and motivational support, limitations in instructional and procedural skills may constrain higher academic achievement. Based on these results, a Home Tutor Coaching and Mentoring Plan was developed to strengthen parents’ cognitive and psychomotor facilitating competencies while sustaining their affective strengths.