Extent of Parental Support to Modular Distance Learning Among Kindergarten Learners During Pandemic and Their Academic Achievement

Abstract

This study examined the relationship between the extent of parental support in modular distance learning and the academic achievement of kindergarten learners during the COVID-19 pandemic in the North Pangantucan District, Division of Bukidnon, School Year 2020–2021. Utilizing a descriptive-correlational research design, data were collected from 107 parents through a researcher-made questionnaire with established reliability (Cronbach’s alpha = 0.89), alongside learners’ academic grades. Parental support was analyzed across four domains: serving as home teacher, assisting in answering self-learning modules (SLMs), monitoring learners’ progress, and assessing student learning. Findings revealed that parents demonstrated a great extent of support in all domains, indicating active involvement in their children’s home-based education. The majority of learners achieved very satisfactory academic performance, suggesting that learning continuity was maintained despite the shift to modular distance learning. However, statistical analysis showed no significant difference in parental support when grouped according to demographic variables (age, gender, socio-economic status, and number of children), and no significant relationship between parental support and learners’ academic achievement. These results imply that while parental involvement was consistently high, learners’ academic outcomes may have been influenced by other factors such as instructional quality, learner readiness, and teacher facilitation. The study highlights the importance of strengthening home-school collaboration and providing structured support systems to optimize learning outcomes in flexible education settings.