Parental Involvement in Modular Distance Learning and the Holistic Development of Kindergarten Students Amidst the Pandemic
JOCELYN D. LAYGO1, CECILIA Q. VELASCO, EdD2, LUCILYN F. LUIS, MAED3
https://orcid.org/0000-0001-9259-902X1, https://orcid.org/ 0000-0002-7900-64692,
firstname.lastname@example.org, email@example.com, firstname.lastname@example.org
Bukal Sur Elementary School, Division of Quezon, Laguna State Polytechnic University, Faculty of College of Graduate Studies and Applied Research, Philippines
This study aimed to determine the significant relationship between level of parental involvement in modular distance learning and kindergarten’s holistic development based on the perception of kindergarten parents amidst the pandemic. This research used descriptive correlational research with 150 selected Kindergarten parents in Bukal Sur Elementary School, Candelaria West District as respondents. It was conducted during the 4th quarter of SY 2021-2022. Results revealed that majority are married female, 30-34 years old, with high school background and below P5,000 income. They perceived parenting and learning at home very satisfactory, while collaborating, decision making, volunteering, and communicating are satisfactory. All indicators of holistic development including physical, intellectual, and emotional are very high. All variables of parental involvement are significantly interrelated to their physical, intellectual, and emotional development. When grouped according to age, sex, civil status, and monthly income, no significant differences were noted. Nevertheless, educational attainment of the respondents showed significant difference when used as a grouping factor.
Keywords: Parental involvement, Modular Distance Learning, Holistic Development