Teachers’ Practices, Parental Involvement, and Learners’ Satisfaction with Modular Distance Learning

This study determined the teachers’ practices and parental involvement in relation to the learners’ satisfaction with modular distance learning in the Pagadian City Division for School Year 2021-2022. The study used descriptive-correlational design. The study’s respondents included 12 school heads, 120 teachers, and 360 Grades 5 and 6 learners, selected through simple random sampling. The adopted questionnaire on Parental Involvement and the researcher-made questionnaires on Teacher Practices in Modular Distance Learning and Pupils’ Satisfaction was used to gather the data. Data were analyzed using mean, standard deviation, and Pearson product-moment correlation coefficient. Results revealed that teachers had very good practices in modular distance learning. Parents were very highly involved in all the school activities related to their children’s education in parenting, communication, volunteering, learning at home, decision making, and collaborating with the community. The learners were highly satisfied with the modular distance learning in terms of teaching by distance mode, learning by distance, and support system. The teachers’ practices in terms of distribution of learning modules significantly correlated the pupils’ satisfaction in teaching by distance mode, learning by distance, and support system. Parental involvement in parenting, volunteering, learning at home, decision making, and collaborating with the community and learners’ satisfaction in terms of teaching by distance mode, learning by distance, and support were significantly related. Parental involvement in decision-making and collaborating with the community were the predictors for the learners’ satisfaction with modular distance learning. Teachers may also strengthen collaboration with parents as partners in molding the learners, especially during the pandemic.