Extent of Parents' Perception on Modular Distance Learning Modality and the Pupils' Academic Achievement in Araling Panlipunan

This study examined the extent of parents’ perception of modular distance learning modality and its relationship to pupils’ academic achievement in Araling Panlipunan among Grade 5 and 6 learners in Maramag District II, Division of Bukidnon, during the School Year 2021–2022. Employing a descriptive-correlational research design, the study involved 461 parent respondents selected through purposive sampling. Data were collected using a standardized questionnaire assessing parents’ perceptions in terms of module distribution and retrieval, time allotment, learning activities and assessment, and health and safety protocols. Pupils’ academic achievement was determined based on their final grades in Araling Panlipunan. Statistical tools such as mean, standard deviation, frequency, percentage, Pearson product-moment correlation, and regression analysis were utilized. Findings revealed that parents generally had a high to very high perception of modular distance learning, particularly in terms of time allotment, learning activities, and health and safety protocols, while module distribution showed areas needing improvement. Pupils’ academic performance was predominantly very satisfactory, with no learners falling below the expected level. Furthermore, the study found a statistically significant relationship between parents’ perceptions of modular distance learning and pupils’ academic achievement, indicating that parental involvement and perspectives play a crucial role in learners’ academic success. The study concludes that strengthening parent-school collaboration and improving modular learning processes can enhance educational outcomes in distance learning contexts.