HOME FACILITATOR-LEARNER INTERACTION ON MODULAR DISTANCE LEARNING

AND ITS RELATION TO ACADEMIC PERFOMANCE AND MOTIVATION LEVEL

An Action Research presented to the

Department of Education as Grantee
of Basic Education Research Fund (BERF) 2020

MUTYA R. DADIZON
Senior Education Program Specialist
Schools Division Office of Malabon City

March 2021

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TABLE OF CONTENT

TITLE PAGE i

ABSTRACT ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv

Chapter 1

INTRODUCTION

a. Introduction 1
b. Rationale 6
c. Research Questions 8
d. Scope and Limitation 9

Chapter 2

REVIEW OF RELATED LITERATURE 10

Chapter 3

RESEARCH METHODOLOGY

a. Sampling 12
b. Data Collection 12
c. Statistical Treatment of Data 13

Chapter 4

RESULTS AND DISCUSSION

a. Results and 15

Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

a. Conclusion 21
b. Recommendation 23
c. Dissemination of Advocacy Plans 25

References 26

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i
 ACKNOWLEDGEMENT

I would like to express my gratitude to the Department of Education for believing

that my study titled Home Facilitator-Learner Interaction in Modular Distance Learning
and Its Relation to Academic Performance and Motivation Level may contribute to the
implementation of the Basic Education Learning Continuity Plan (BE-LCP).

I am also grateful to our School Division Superintendent Dr. Mauro C. De Gulan;

Assistant Schools Division Superintendent Dr. Ernest Joseph C. Cabrera; Chief Education
Supervisor, School Governance and Operations Division Dr. Eliseo B. Raymundo; and Dr.
Warren A. Ramos, Chief, Policy Planning and Research Division, National Capital Region;
for their unselfish guidance along the way.

I would like to thank all the elementary school heads and research coordinators for
their participation and cooperation in the school implementation of the study. Their
optimism, efforts, patients, and understanding made my work easier and helped me get
results of better quality.

I would like to thank my consultant in statistics for accepting nothing less than
excellence from me. Last but not the least, I would like to thank my family: my parents,
brothers, and sisters, for supporting me spiritually throughout writing this study and my
life in general.

I also thank above all, our Almighty God, the source of all knowledge and wisdom,
for without him, this study will not be possible.

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 HOME FACILITATOR-LEARNER INTERACTION ON MODULAR DISTANCE
LEARNING AND ITS RELATION TO ACADEMIC PERFORMANCE
AND MOTIVATION LEVEL

Mutya R. Dadizon
mutya.dadizon001@deped.gov.ph
SENIOR EDUCATION PROGRAM SPECIALIST
School Governance and Operations Division
Schools Division Office of Malabon City

ABSTRACT

Among the many severe and structural effects of the Covid-19 pandemic, 1.3 billion
students and their families, spread among more than half of the world’s countries, have
had to contend with national mandates to close schools (UNESCO, 2020).

Most of the affected countries have switched their mode of education to home and
distance learning where students may continue their education at the comfort of their
homes while ensuring the health, safety, and welfare of all learners, teachers, and
personnel.

Garrison, 1990; Hayes (1990, defined distance education as no more than a

hodgepodge of ideas and practices taken from traditional classroom settings and
imposed on learners who just happen to be separated physically from an instructor.

Amongst the available learning delivery modalities, the SDO Malabon City has
implemented distance learning using a modular learning approach in consideration of

iv
the availability of resources particularly of the gadgets and strength of the internet
connectivity.

Taneja (1989), defined a module as a unit of work in a course of instruction that is

virtually self-contained and a method of teaching that is based on the concept of
building up skills and knowledge in discrete. A module is a set of learning opportunities
organized around a well-defined topic that contains the elements of ordinate dictation,
categorical objectives, edifying cognition activities, and evaluation utilizing criterion-
referenced measures UNESCO (1988).

The modular approach gives chance to learners to learn in the comfort of their
home and at less cost because it doesn’t require gadgets and internet connectivity.
Hence, limited contact with teachers put the family members or guardians as the
learners’ model being the facilitator of the learning.

Therefore, it is fair to conclude that the success of modular distance education

somehow depends on the enthusiasm of the home facilitator to guide the learners and
establish a connection to the school. On how open the learner will be to the teachers,
and other stakeholders partnered with schools in the implementation of the remote
learning, would depend on the performance of the home facilitators.

The study was aimed to determine the relationship of learners’ interaction with the
home facilitators to the learners’ academic success and motivation level. The results of
the study have the following conclusions: Majority from the home facilitators from
Grades 4,5, and 6 learners were college graduates, however, the population of home
facilitators who are just high school graduate is almost similar to the percentage of
college graduates; Majority of the Grades 4,5, and 6 learners spent 1 to 2 hours’
instructional interaction with home facilitators per day which is considered “low-level”
interaction based on the legend; The learner’s most preferred home facilitator is the
mother followed by the father while least from the leaners preference was grandfather;
The length of interaction between the learner and home facilitator showed no
significant relationship in the learner’s academic performance; The length of interaction
between the learner and home facilitator showed no significant relationship in the
learner’s motivation level; and There is a significant relationship between the home
facilitator’s educational attainment and learner’s academic performance and
motivation level.

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 The study found out that there is a significant relationship between home
facilitator’s level of education to learner’s academic success and motivation level. Home
facilitators with high educational attainment assume to have learned a variety of
learning styles and strategies during their study, thus, these are used as they facilitate
learners in accomplishing tasks. On the other hand, home facilitators with low
educational attainment may lack learning styles and strategies to apply. Hence, the
study recommends capacitating home facilitators with low educational attainment.

Keywords: BE-LCP, modular distance learning, home facilitator, pandemic, interactions, mean,
academic success, mode, motivation level, education during a pandemic

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 Chapter I

INTRODUCTION

A. INTRODUCTION

Among the many severe and structural effects of the Covid-19 pandemic, 1.3 billion
students and their families, spread among more than half of the world’s countries, have
had to contend with national mandates to close schools (UNESCO, 2020).

Most of the affected countries have switched their mode of education to home and
distance learning where students may continue their education at the comfort of their
homes.

“Education must continue even in times of crisis whether it may be a calamity,

disaster, emergency, quarantine, or even war.”-Sec. Leonor “Liling” Magtolis Briones,
Department of Education, Philippines.

The statement was made in response to the issue of the possibility of discontinuing
education in fear of the rapid spread of the coronavirus (Covid19) pandemic.

As part of the Philippines’ short and long term strategies, the DepEd has introduced
the Basic Education-Learning Continuity Plan (BE-LCP) as a guideline for the department
on how to deliver education in a time of the COVID-19 pandemic while ensuring the
health, safety, and welfare of all learners, teachers, and personnel of DepEd. The BE-
LCP’s main feature is the adoption of multiple learning delivery modalities, with
blended learning and distance learning as major options. Hence, the Department of
Education has also presented the DepEd Learning Delivery Modalities for School Year
2020-2021.

 Distance Learning. This refers to a learning delivery modality where learning

takes place between the teacher and the learners who are geographically
remote from each other during instruction.

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  Modular Distance Learning. Learning is in the form of individualized instruction
that allows learners to use self-learning modules (SLMs) in print or digital
format/electronic copy, whichever is applicable in the context of the learner and
other learning resources like Learner’s Materials, textbooks, activity sheets,
study guides and other study materials.
 Online Distance Learning. It features the teacher facilitating learning and
engaging learners’ active participation using various technologies accessed
through the internet while they are geographically remote from each other
during instruction.
 Home Schooling. It is an alternative delivery mode (ADM) that aims to provide
learners with equal access to quality basic education through a home-based
environment to be facilitated by qualified parents, guardians or tutors who have
undergone relevant training.
 Blended Learning. This refers to a learning modality that allows for a
combination of face to face and online distance learning (ODL), face-to-face and
modular distance learning (MDL), face-to-face and TV/Radio-based Instruction
(RBI), and face-to-face learning and a combination with two or more types of
distance learning.
 Traditional Face-to-Face Learning. This refers to a learning delivery modality
where the students and the teacher are both physically present in the
classroom, and there are opportunities for active engagement, immediate
feedback, and socio-emotional development of learners.
 Alternative Delivery Modes. Alternative Delivery Modes (ADM) are tried and
tested alternative modalities of education delivery within the confines of the
formal system that allow schools to deliver quality education to marginalized
students and those at risk of dropping out in order to help them overcome
personal, social and economic constraints in their schooling.

Amongst the available learning delivery modalities, the SDO Malabon City has
implemented distance learning using a modular learning approach in consideration of

2
the availability of resources particularly of the gadgets and strength of the internet
connectivity.

Distance education has been described by some (Garrison, 1990; Hayes, 1990) as
no more than a hodgepodge of ideas and practices taken from traditional classroom
settings and imposed on learners who just happen to be separated physically from an
instructor.

Likewise, pioneers in distance education defined the distance learner as one who is
physically separated from the teacher (Rumble, 1986), has a planned and guided
learning experience (Holmberg, 1986), and participates in a two-way structured form of
distance education that is distinct from the traditional form of classroom instruction
(Keegan, 1988).

Garrison and Shale (1987), include in their essential criteria for formulation of a
distance education theory the elements of noncontiguous communication, two-way
interactive communication, and the use of technology to mediate the necessary two-
way communication.

Holmberg’s seven postulates of didactic conversation as a pervasive

characteristic of distance education.

1. That feelings of personal relation between the teaching and learning parties
promote study pleasure and motivation.
2. That such feelings can be fostered by well-developed self-instructional material
and two-way communication.
3. The intellectual pleasure and study motivation are favorable to the attainment
of such goals and the use of proper study process and methods.
4. That the atmosphere, language and convention of friendly conversation favor
feelings of personal relation according to postulate 1.
5. That messages given and received in conversational forms are comparatively
easily understood and remembered.

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6. That the conversation concept can be successfully translated for use by the
media available, to distance education.
7. That planning and guiding the work, whether provided by the teaching
organization or the student, are necessary for organized study, which is
characterized by explicit or implicit goal conceptions.

Distance education with a modular learning approach may use either learning
resource materials/modules in multimedia (slides, video, and audio files), digital
packets (learning materials), e-learning materials, and computer-based learning
resources

Taneja (1989), defined a module as a unit of work in a course of instruction that

is virtually self-contained and a method of teaching that is based on the concept of
building up skills and knowledge in discrete. A module is a set of learning
opportunities organized around a well-defined topic that contains the elements of
ordinate dictation, categorical objectives, edifying cognition activities, and
evaluation utilizing criterion-referenced measures UNESCO (1988).

In the modular distance learning, family members would have to play an active
role in the learning process as a facilitator and guide of the learner through
modular lessons that are being sent to the students while in remote learning.

The modular approach gives chance to learners to learn in the comfort of their
home and at less cost because it doesn’t require gadgets and internet connectivity.
Hence, limited contact with teachers put the family members or guardians as the
learners’ model being the facilitator of the learning.

In addition, the home facilitators are considered to be the first teachers and
holding the key role in assuring the accomplishment of the modules as well as
shaping the learners’ character. Unlike in the normal face-to-face set up, teachers
are co-contributors in shaping learners’ characters when in school. As family
members, they play a very crucial role in the success of the learners because their

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role is not limited to home but the involvement of the learner in school activities
too and its connectivity to other stakeholders.

Therefore, it is right to say that the success of modular distance education

somehow depends on the enthusiasm of the home facilitator to guide the learners
and establish a connection to the school. On how open the learner will be to the
teachers, and other stakeholders partnered with schools in the implementation of
the remote learning, would depend on the performance of the home facilitators.

Mostly, the home facilitator has to decide the target schedule of the learner for
the whole week and strategize how the learner will accomplish all of the modules
on the target dated of submission. Also, the home facilitators regularly check the
learners’ worksheet plan and make sure that the learners are following their
schedule; prepare a conducive learning study space; and give appropriate praises,
encouragement, and rewards to heighten the learners’ motivation level.

Home Facilitators, as the teachers’ partners in the implementation of modular

distance education, play a very vital role. There are things now that are beyond the
control of the teachers.

However, the parents, as being the first qualify to be a home facilitator, may
have reasons for not performing such. For example, most of the parents are
breadwinners, they need to work to provide for the family. In that case, the family
has to choose from other members of the family on who to be the learner’s
facilitator. It can be an older sister or brother, auntie or uncle, grandparents or
tutors.

In worst cases, there will be no available home facilitator to guide the learner
in the study.

The study was conducted to find out how the interaction of the learner with
the home facilitators affects the performance and motivation level of the learners.

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 The interaction has been operationally defined as the time spent together and the
choice of a home facilitator.

It is envisaged that the outcomes of this research, which focuses on the

interaction between the home facilitators and the learners and its effects the
academic performance and motivation, will add to the education knowledge base
on how to provide education to children during the outbreak of COVID-19. It is
hoped that administrators of the division office and schools will be able to use the
information presented in this study to enhance the learning experience and
performance of students through creating localized policies to better serve them.

B. RATIONALE

One of the principles of the Basic Education Learning Continuity Plan (BE-LCP) as
stated in the DepEd Order No. 12, s. 2020, Adoption of the Basic Education Learning
Continuity Plan for School Year 2020-2021 in Light of the Covid-19 Public health
Emergency, is to ensure learning continuity through K-12 curriculum adjustments,
alignment of learning materials, deployment of multiple learning delivery modalities,
provision of corresponding training for teachers and school leaders, and proper
orientation of parents or guardians of learners.

As the department acknowledges the importance of the roles of the home

facilitator in the realization of modular distance education, it also prioritizes
capacitating the home facilitators on how the distance learning shall be implemented.

When school students are required to remain at home, as is the case during the
current COVID-19 pandemic, parents not only need good parenting skills, they also need
a good level of education. In addition to monitoring the temperament and the
performance of their children, parents should attempt to satisfy their children's
educational needs as effectively as possible. One way in which this additional parenting

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role is being supported is by giving children and parents access to distance learning
materials and techniques via the internet (Sawsan, 2020).

Educational attainment is one of the factors being considered in the success of

home facilitation of learning. Another factor that is commonly mentioned is working
parents.

A special role in the educational process during the pandemic was assigned to
parents since they had a double burden – daily professional activities to support the
family and oversight of the educational activities of their children. There was no easy
solution from parents; working from home promised to be difficult with children –
especially young children – to manage, and parents with jobs that could not be done
from home had to figure out who could take care of their children during the working
day (Bokayev,2020).

The study was conducted to identify the gaps between the learners and home
facilitators on the conduct of the modular learning approach. It is hoped that these
identified gaps be soon bridged through division and school-based programs.

C. RESEARCH QUESTIONS
This study was aimed to assess the interactions between the home facilitator and
the learners affect academic performance and motivation.
Specifically, it seeks answers to the following questions:

1. What is the profile of the home facilitators according to their highest

educational attainment?
2. What is the level of interaction of the home facilitators and learners based on
the length of time spent?
3. Who among the home facilitators perceived to be effective as assessed by the
learner-respondents?

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 4. Does the length of instructional time of home-facilitator significantly correlate
with learners’ academic performance?
5. Does length of instructional time of home-facilitator significantly correlate with
learners’ motivational level?
6. Does the home facilitators’ educational attainment significantly correlate with
the learners’ performance and motivational level?
7. How can the study be utilized in improving students’ performance and
motivation?

C. SCOPE AND LIMITATION

The study was conducted to identify whether the home facilitator and the learner

interaction in which, in the study was operationally defined as “instructional time spent

together”, have a significant relationship to learner’s academic performance and

motivation level. The participants were limited to the home facilitators of the learners

from Grades 4, 5, and 6 in the Division of Malabon. The study has been implemented

for six months, from planning up to the implementation of the survey questionnaire in

schools to data analysis and interpretation.

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 Chapter 2

REVIEW OF RELATED LITERATURE

According to Williams and Ritter (2020), during a pandemic, parents have the
responsibility of making sure their kids continue their education at home. Some are
improvising with little worry, while many others are finding the task daunting,
wondering how they are going to work from home a full eight hours and find time to
help teach English, math, and science to their children. Many also are worried that their
children are not going to cooperate.

However, during the pandemic, some parents are also discovering how well their
children adapt as independent learners, and parents in teaching roles have been
reassuring themselves that this is an unprecedented situation, perhaps even an
opportunity (Javed,2020).

In the recently published survey to guide an education response to the coronavirus

(COVID-19) pandemic, 98 education leaders in different countries said that supporting
parents is among the top priorities in response to the crisis. More than 70% of the
respondents reported that supporting parents and caregivers as they help their children
learn at home is critically important – along with the support for teachers and students.
But more than 70% said it’s challenging to support parents, possibly because it is
difficult for parents to stay available or for schools to communicate with parents,
(Belfali,2020).

Belfali (2020), added that more than 65% of education leaders reported that
parental involvement and cooperation have strengthened since the pandemic began.
Parents could build on this momentum and think about what matters for children and

9
what they, as parents, can do – even when time and space are limited – to help their
children with their learning. Tips for parenting during the coronavirus outbreak provide
some guidance. It suggests that parents can set aside time for one-to-one
conversations, set a structure to daily life, remain calm and manage stress, even when
managing bad behavior, and talk with children about COVID-19.

Home-based involvement includes monitoring schoolwork and providing time for

homework and other enriching activities. School-based involvement includes parent-
teacher communication, attending and/or volunteering at school events. Academic
socialization refers to parenting strategies which communicate importance of
education, expectations, and encouragement to the child (Wang & Sheikh-Khalil, 2014)

The U.S. Department of Education (2010), stated that parents need to be more fully
integrated into children’s learning activities. This can be done by increasing and
improving parents’ interactions with their children and teachers.

Moore (1989), argued that if distinctions were not made between the different
types of interactions the term interaction would become meaningless. To end this
Moore wrote an editorial and identified three types of interaction: learner-content,
learner-instructor, and learner-learner interaction. She explained that learner-content
interaction was the “defining characteristic of education” and occurs when learners
spend time with content materials resulting in an increase in understanding. She also
believed learners ‘interactions with their instructor and peers could have several
learning benefits. For instance, learner-instructor interactions can be used to maintain
student motivation, present new information, model skills and attitudes, help students
apply their learning, assess student learning, and provide feedback. In addition, learner-
learner interactions can help learners develop group interaction skills and stimulate and
motivate learners to engage in learning activities.

A national survey in America found that 43 of the 81 responding virtual schools had
policies in place regarding the frequency of parent-instructor interaction and 13 were in
the process of creating similar policies (Cavanaugh et al. 2009). Some research has

10
indicated that parents fail to understand their role in children’s online learning (Boulton
2008; Like 1998; Murphy and Rodriguez-Manzanares,2009).

Following interviews with online students, parents, and teachers, Litke (1998)
found that many parents were either uninvolved or tended to increase their
involvement following academic problems. Like (1998), concluded that parents need to
more fully understand their essential role in their child’s online learning. Similarly,
Boulton (2008) interviewed all 22 students enrolled in a supplemental online high
school course and found that students expected their parents to assume the motivation
and supervision roles of a traditional face-to-face teacher. However, most parental
support was short-lived and only three students successfully completed the course.

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 Chapter 3

RESEARCH METHODOLOGY

A. SAMPLING

The study included Home Facilitators from Grades 4,5, and 6. The SDO has
presently recorded 6,253 Grade 4, 6,222 Grade 5, and 6,500 Grade 6 with a total of
18,975. The sample size was computed using Raosoft Sample Size Calculator in 5%
margin of error, and 99% confidence level. The recommended sample size was 642,
however, the study exceeded the sample size believing that the higher the sample size,
the higher its accuracy, and surveyed 788 respondents with 30 respondents per
elementary school (10 Grade 4, 10 Grade 5, and 10 Grade 6).

B. DATA COLLECTION

To ensure that the survey will be accomplished with 100% accuracy, the Schools
Division Office has released a Division Memorandum on the guided accomplishment of
the survey with the help of the school principals and school research coordinators. The
survey was distributed on Saturday during the distribution and return of the learning
modules. Each of the questions was read and explained to the respondents before
asking them to give their insights. The process and procedure were explained to the
research coordinators during the orientation prior to the accomplishment of the said
survey. The SDO distributed copies of the questionnaire to the 28 elementary schools
and provided a Google Sheet template summary for the tallying and summarizing of the

12
data gathered. The hard copies of the survey were returned to SDO for counter-
checking of the submitted summary.

C. STATISTICAL TREATMENT OF DATA

To interpret the data gathered by the researcher, the following statistical

treatments was used.

1. Frequency count and percentage – was used to answer research questions

numbers 1 and 2 “What is the profile of the home facilitators according to their
highest educational attainment?” and “What is the level of interaction of the
home facilitators and learners based on the length of time spent?” This was to
determine the quantity and percentage of observations that exist for each
grouping of data points in the survey responses.
2. Statistical Rank – was used to determine the ordinal number of a value in a list.
In this study, the ordinal value of home facilitators as to their effectiveness was
assessed. It was used to answer research question 3 “Who among the home
facilitators perceived to be effective as assessed by the learner-respondents?”.
3. Pearson Product Moment Correlation – This was calculated to answer research
questions numbers 4 and 5 “Does the length of instructional time of home-
facilitator significantly correlate with learners’ academic performance?” and
“Does length of instructional time of home-facilitator significantly correlate with
learners’ motivational level?” This was to measure the strength of association
between the two variables (length of instructional time and academic
performance/motivational level)
4. Chi-square Test – was used to answer research question number 6 “Does the
home facilitators’ educational attainment significantly correlate with the

13
 learners’ performance and motivational level? Since educational attainment is a
categorical data, hence, chi-square was the appropriate statistical test. This was
to compare two data sets and to know whether there was a significant relation
between the two variables (length of instructional time and academic
performance/motivational level).

Chapter 4

RESULTS AND DISCUSSION

Question No. 1. What is the profile of the home facilitators according to their highest
educational attainment?

Table 1.

Distribution of Home Facilitators According to Highest Educational Attainment

Indicators Frequency Percentage Rank
Elementary Undergraduate 15 2% 7
Elementary Graduate 55 7% 5
High School Undergraduate 77 10% 4
High School Graduate 221 28% 2
College Undergraduate 153 19% 3
College Graduate 232 29% 1
With units ng Master’s Degree 20 3% 6
Holder of Master’s Degree 9 1% 8.5
With units in Doctorate 4 1% 8.5
Doctorate Graduate 2 0% 10
Total 788 100%  

Table 1 shows the distribution of home facilitators according to their highest

educational attainment. As shown, highest percentage of home facilitators (29%) were
“Nakapagtapos ng kolehiyo” (college graduate), followed by 28% who were high school
graduate (secondary level).

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 The National Statistics Authority has reported that the educational attainment
consistently had the highest incidence of deprivation among families for 2016 and 2017
at 59.3 percent and 49.4 percent, respectively. These mean that 6 out of 10 families in
2016 and 5 out of 10 families in 2017 were deprived of basic education; that is, 6 out of
10 families had at least one family member aged 18 years old and above who did not
complete basic education in 2016 and 5 out of 10 in 2017. Conversely, hunger had the
least incidence at 0.3 percent and 0.6 percent in 2016 and 2017, respectively

Question No. 2. What is the level of interaction of the home facilitators and learners
based on the length of time spent?

Table 2.

Level of Interaction of Home Facilitators and Learners Based on

Length of time spent (Per Subject)
Indicators Percentage Rank
10 – 20 minutes 15% 3.5
21 – 30 minutes 24% 1
31 – 40 minutes 15% 3.5
41 – 50 minutes 7% 6
51 – 60 minutes 16% 2
90 minutes 10% 5
120 minutes 4% 7.5
150 minutes 2% 10
180 minutes 4% 7.5
240 minutes 3% 9

Table 2 presents the level of interaction of the home facilitators and learners based on
the length of spent on instruction. Highest percentage (24%) of home facilitators spent

15
21-30 minutes with the learners, followed by 16% who spent 51 to 60 minutes per
subject.

Table 3.

Level of Interaction of Home Facilitators and Learners Based on

Length of time spent (Per Day)
Indicators Percentage Rank
1 – 2 hours 40% 1
3 – 4 hours 39% 2
5 – 6 hours 17% 3
7 – 8 hours 4% 4

Legend:
7 - 8hrs → Very High
5 - 6hrs → High
3 - 4hrs → Moderate
1 - 2hrs → Low

Table 3 presents the level of interaction of the home facilitators and learners based on
the length of time spent on instruction per day. Highest percentage (40%) of home
facilitators spent 1-2 hours with the learners, based on the legend, it can be considered
as “low level” of interaction, followed by 39% which spent 3 – 4 hours on instruction,
described as “moderate level” of interaction.

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Question No. 3. Who among the home facilitators perceived to be effective as assessed
by the learner-respondents?

Table 4

Rank of Effectiveness of Home Facilitators

Indicators Rank
Mother 1
Father 2
Grandmother 7
Grandfather 9
Sister 3
Brother 5
Aunt 4
Uncle 6
Tutor and others… 8

Table 3 shows the result of the rank of the home facilitators as to their effectiveness, as
assessed by the learner-respondents. It can be depicted that “Nanay (Mother)”
obtained the highest rank, followed by “Tatay (Father)”. Third in rank was “Ate (Sister)”,
followed by fourth rank, “Tita (Aunt)”. “Lolo (Grandfather)” obtained the lowest rank as
regards to perceived effectiveness on teaching and interacting with the learners.

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Question No. 4. Does the length of instructional time of home-facilitator significantly
correlate with learners’ academic performance?

Table 5

Result of Pearson Correlation Test (Time and Academic Performance)

Computed
Variables Mean Pearson r Decision Remarks
t- Value
Length of
Instructional 2.67 0.042 Accept the
Time Null Not
0.21
Learners’ Hypothesi Significant
Slight
Academic 86.33 s
Relationship
Performance
t-Computed Value at 0.05 Level of Significance ()= 2.056
Legend:
The Value of r Verbal Interpretation
1 Perfectly Relationship
 0.81 to  0.99 Very High Relationship
 0.71 to  0.80 High Relationship
 0.41 to  0.70 Moderate Relationship
 0.21 to  0.40 Low Relationship
 0.01 to  0.20 Slight Relationship
0 No Relationship

Table 4 shows the result of Pearson Product Moment correlation and t-test used to
test the significant correlation between the length of instructional time of home
facilitators and learners’ academic performance. The two variables were slightly related
yet not significant, r = 0.042, t (25) = 0.21, p <.05. This means that the two variables
have trivial relation. There were other factors affecting learners’ academic
performance, which does not include in the study.

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Question No. 5. Does length of instructional time of home-facilitator significantly
correlate with learners’ motivational level?

Table 6

Result of Pearson Correlation Test (Time and Motivation)

Computed
Variables Mean Pearson r Decision Remarks
t- Value
Length of
Instructional 2.67 -0.25 Accept the
Time Null Not
-1.28
Learners’ Hypothesi Significant
Low
Motivation 3.31 s
Relationship
Level
t-Computed Value at 0.05 Level of Significance ()= 2.056
Legend:
The Value of r Verbal Interpretation
1 Perfectly Relationship
 0.81 to  0.99 Very High Relationship
 0.71 to  0.80 High Relationship
 0.41 to  0.70 Moderate Relationship Table 5 shows the result
 0.21 to  0.40 Low Relationship of Pearson Product Moment
 0.01 to  0.20 Slight Relationship
0 No Relationship correlation and t-test used to test
the significant correlation
between the length of instructional time of home facilitators and learners’ motivational
level. The two variables were not significantly correlated, r = -0.25, t (25) = -1.28, p <.05.
This implies that the length of instructional time of home facilitators does not affect the
learners’ motivational level.

Graham and Davies (2012), said that students and parents viewed parent–
instructor and learner–parent interactions as motivational. Students viewed learner–
parent interaction as significantly more motivational than did their parents. The
quantity of reported parental interactions was generally negatively correlated with
course outcomes. These negative correlations may be the result of parents' tendency to

19
increase interaction levels following poor student performance and may not reflect the
actual impact of parental interactions on individual student learning.

Question No. 6. Does the home facilitators’ educational attainment significantly

correlate with the learners’ performance and motivational level?

Table 7
Result of Chi-Square Test

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 Variables Chi-square Decision Remarks
statistics
Parents’
A chi-square
Educational
Reject the test of
Attainment vs.
42.66 Null Significant independence
Learners’
Hypothesis
Academic was performed to
Performance examine the
Parents’ relation between
Educational home facilitators’
Reject the
Attainment vs.
55.32 Null Significant educational
Learners’
Hypothesis attainment and
Motivational
Level learners’
X critical value at 0.05 Level of Significance () = 37.654
2
academic
performance, and
with learners’ motivational level. The relation between home facilitators’ educational
attainment and learners’ academic performance was significant,
2
X ( 25 , N =788 )=42.66 , p >0.05 . This implies that home facilitators’ educational
attainment is related to the learners’ academic performance.

Also, the relation between home facilitators’ educational attainment and learners’
motivational level was significant, X 2 ( 25 , N =788 )=55.32, p>0.05 . This means that the
home facilitators’ educational attainment and leaners’ motivational level are strongly
related. Learners’ motivational level differ based on home facilitators’ educational
attainment.

Point Scale Verbal Interpretation

4 3.26 – 4.00 Highly Motivated
3 2.51 – 3.25 Moderately Motivated
2 1.76 – 2.50 Less Motivated
1 1.00 – 1.75 Not Motivated

A parent’s educational level is also correlated with parental involvement, with

those having more years of education being more involved in their child’s education
across numerous studies.

For instance, in a mixed-methods study conducted in Japan, they found that highly-
educated mothers put much effort in researching and selecting which preschool is best
for their child. Those with fewer years of education (e.g. high school graduate), on the

21
other hand, were likely to choose a school based on convenience of location and
information from family and friends (Yamamoto, Holloway, & Suzuki, 2006). Likewise, in
Norway, parents with lower levels of educational attainment attend parent-teacher
conferences less often (Paulsen, 2012).

Among Chinese sample, parents with lower educational attainment may solely rely
on teachers because they have less knowledge about educating their children (Lau et
al., 2012; Sheng, 2012).

Going back to the social and 10 cultural capital perspective, parents may be limited
by their low level of education (Clarke, 2001) and may not be able to provide the
academic s1upport their children need (Eccles & Harold, 1993; Trumbull et al., 2003). It
is also plausible that parents with poor educational background may not understand
the significance of their role in their children’s learning and progress (Karsidi et al.,
2014).

Steinmayr, Dinger, and Spinath (2010), claimed in their study titled Parent’s
Education and Children’s Achievement: The Role of Personality, that the parents’
education and children’s general intelligence were positively associated with children’s
academic achievement and with each other.

Likewise, according to Bourdieu (1986), parents’ education is suggested to be of

special importance for the academic success of their children. This thought is adapted in
the model proposed by Laosa (1982). He put forward that schooling has a long lasting
effect on a person’s behavioral dispositions, e.g. how a person acts as a parent. Thus,
parental education is of special importance for parent–child interaction and, thus, in
turn for the development of children’s personality.

Moreover, International large scale scholastic achievement assessments, such as

PISA or TIMSS, show that in many countries children’s academic attainment is strongly
associated with their families’ social background.

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 Chapter 5

CONCLUSIONS AND RECOMMENDATION

A. CONCLUSIONS

23
  Majority from the home facilitators from Grades 4,5, and 6 learners were college
graduates, however, the population of home facilitators who are just high school
graduate is almost similar to college graduates.
 Majority of the Grades 4,5, and 6 learners spent 1 to 2 hours’ instructional
interaction with home facilitators per day which is considered “low-level”
interaction based on the legend.
 The learner’s most preferred home facilitator is the mother followed by the
father while least from the leaners preference was grandfather.
 The length of interaction between the learner and home facilitator showed no
significant relationship in the learner’s academic performance.
 The length of interaction between the learner and home facilitator showed no
significant relationship in the learner’s motivation level.
 There is a significant relationship between the home facilitator’s educational
attainment and learner’s academic performance and motivation level.

B. RECOMMENDATIONS

The study found out that there is a significant relationship between home
facilitator’s level of education to learner’s academic success and motivation level.

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 Home facilitators with high educational attainment assume to have learned a variety
of learning styles and strategies during their study, thus, these are used as they
facilitate learners in accomplishing modules. On the other hand, home facilitators with
low educational attainment may lack learning styles and strategies to apply. Hence, the
study recommends capacitating home facilitators with low educational attainment.

a. SHORT-TERM GOALS
A. Capacitate home facilitators by disseminating tips on how to effectively
facilitate modular distance learning that may be in the form of infographics
or video lessons.
B. Provide short training on basic facilitation skills.
C. Aid home facilitators with simple tools (checklist) to help them guide the
learner to accomplish tasks.
D. Give recognitions to performing learners and acknowledge the efforts of the
home facilitators.

b. LONG-TERM GOALS
A. Strengthen family engagement. According to Thorson (2020), research and
practice have long recognized the importance of engaging families in learning.
This is true now more than ever as a strong and supportive partnership between
schools and families is the lynchpin upon which success for this new kind of
learning rests. As families work through the challenges of making these
transitions, educators must use best practices for family engagement in order to
provide emotional and technical support, compassion, and encouragement as
they partner on facilitating learning from the home.

The Oklahoma State Department of Education identified family engagement

opportunities exist through distance learning due to school closures. These are-

a. Strengthening Relationships: The opportunity to establish more personalized,

two-way communication between schools and families, building mutual trust

25
 and providing families an authentic sense of engagement in their children’s
learning;
b. Building Capacity: The opportunity to build each family’s capacity and
confidence in their ability to support their child’s learning by modeling practices
and sharing resources and tools;
c. Focusing on Learning: The opportunity to leverage available resources from
school and home, inquiring about student and family interests and creating
meaningful distance learning experiences;
d. Connecting Communities: The opportunity to engage the greater community to
help meet the basic needs of families through a response that is compassionate
and culturally responsive.
THINGS TO CONSIDER
1. Strengthen Relationships-
 How will you best communicate with and engage the family
members who will be supporting distance learning in the home,
which may include parents, grandparents, extended family
members, caregivers or other responsible individuals?
 Does the staff member who will be contacting the family have an
established and positive relationship with the family? This may
not be the primary teacher for the student, but could instead be a
coach, specials teacher, counselor or mentor.
 How will you provide opportunities for two-way communication
as you seek to build mutual trust with families during the distance
learning process? What tools could you put in place to listen to
families’ hopes and concerns for their children’s learning?
 How will you focus on physical and emotional well-being and
stress reduction? Is the person contacting the family asking if the
family has any current critical needs that may need to be met
before their child could effectively engage in learning from home

26
 (e.g., food, clothing, housing, child supervision, medical services,
medication, etc.)?
2. Building Capacity
 How can your distance learning plan encourage joint decision-
making (e.g., student and family voice and choice) through the
process?
 How can you help families expand their knowledge-base,
understand “the why” behind distance learning assignments and
build confidence as they partner in their children’s learning?
 Beyond their technological capacity, how can you identify what
each family has to offer (e.g., interests, skills, strengths) and
potential challenges they may face (e.g. internet, supplies, time,
etc.) in supporting their child’s learning?
3. Focusing on Learning
 What opportunities will you give to students to share how they
want teachers and families to support their learning?
 How can you use this opportunity to be responsive to student
and family questions or concerns about learning?
 How can you build distance learning experiences that are
meaningful and relevant to students and families and inclusive of
different cultures, traditions and learning needs?
 How can you connect families and students to their peers to
create interactive, collaborative learning communities or to
provide continuous support, encouragement and resources
through distance learning?
4. Connecting Communities
 How can you build on community strengths and resources to help
students and families meet their basic needs during this time

27
 (e.g., food, clothing, housing, child supervision, medical services,
medication, etc.)?
 How can you work with the community to provide families access
to essential resources for distance learning (e.g., technology,
internet access, educational supplies)?
 Who at your school could be designated to lead the coordination
of school-community partnerships?
 How can you establish two-way communication to build trust and
transparency with community partners?

B. Alternative Learning System for home facilitators with low educational

attainment. It is important for the facilitators to experience learning. Not only
that they will gain content mastery but most importantly is for them to adopt
learning strategies and learnings styles to be applied in helping the learners at
home. It is believed that one of the ways that they can get to understand the
difficulties encountered by the learners is for them to experience. Though
pandemic might be temporary and soon everything will get back to normal, the
concept of blended learning, home-schooling, and home facilitators may be
adopted even in regular set up. This pandemic has opened doors for the
interfacing of school and family leading to a more quality education.

C. Embrace Flipped Classroom.

According to Steed (2012), there is a need to move away from lectures to a more
active-learning methods. Using flipped-classroom model, online or video lectures take
place of in-class lectures and class time is reserved for active-learning assignments.
Thus, the teacher’s role changes from lecturer and deliverer of content to learning
coach, guiding students through a series of engaging and experiential-learning activities
which leads to an active learning.

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 A study conducted to the students of Spartan College of Aeronautics and
Technology in Tulsa, Oklahoma entitled “Spartan College sees results with curriculum
overhaul “published in TulsaWorld.com on Oct. 7, 2014 showed an increase on the
students’ performance from 83.9% using the traditional learning style techniques to
96% with the use of flipped instruction with more than 12%-point increase.

It is about time to embrace flipped classroom. As earlier defined, flipped classroom

takes away the traditional classroom lectures while providing meaningful activities.
Dadizon (2016), as a result of her study, said that flipped classroom gave positive effect
on the performance of the students although flipping class was really challenging. It
deviated from the ordinary/traditional class room set up and a lot of adjustments to be
made by the teacher and students as well. She also added that one of the challenges
was technology. In the case of the modular learning approach, the so-called meaningful
activities may be given as part of the module content.

C. DESSIMENATION OF ADVOCACY PLANS

Means Activity Target Date Participants

Paper Paper Presentation of March 11, 2021 Chief Education

29
Presentation Division Study on Home Supervisor
Facilitator-Learner Public School
Interaction in Modular District
Distance Learning and Supervisor
Its Relation to Education
Academic Performance Program
and Motivation Level Supervisor
Unit Heads
School Principals
School Research
Coordinators
Paper International Webinar March 12 to 14, Researchers
Presentation Conference hosted by 2021 from different
International Alliance of countries
English language
Teachers (IAELT)
Paper Doctorate Class To be announced Students from
Presentation Arellano
University
Research Tambobong Research October 2021 National
Publication Journal Distribution

30