Parental Awareness, Involvement, and Difficulty with Printed Modular Learning Modality

Abstract

The effectiveness of the Printed Learning Modality (PMLM) is largely influenced by how aware and involved parents are and the obstacles they encounter. Schools and teachers can be crucial in assisting parents by maintaining clear communication, supplying necessary resources, and offering guidance to help them manage the challenges related to PLM. In this context, this study investigated the parental awareness, involvement, and difficulty in PMLM in a District of a medium-sized Division in Southern Negros for the School Year 2021-2022. Data needed by the study was collected from 256 sampled parents using a self-made instrument that has passed the rigorous tests of validity and reliability. The ensuing analysis showed high levels of parental awareness (M=4.46; SD = 0.467) and parental involvement (M=4.47; SD = 0.357) but a low level of difficulty (M=2.38; SD = 0.433). Simply put, the results revealed that some parents mainly were challenged in constantly reminding the children to complete and return their modules in time (M=4.23; SD = 0.667) and in reminding learners to prepare for their performance tasks ahead of time (M=4.28; SD = 0.495). The results call for parent-child programs expected to enhance parental engagement.