Original research

PARENTS’ OBSERVATIONS AND PERCEPTIONS ON THE IMPACTS OF MODULAR DISTANCE LEARNING TO THE SOCIAL AND EMOTIONAL DEVELOPMENT OF PRIMARY GRADE PUPILS OF PR SAMONTE

Pages 9-16

10.61552/sjss.2025.01.002

Arjay Balada

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Abstract This study aimed to determine and analyze the parents’ observations and perceptions on the effects of modular distance learning to the social-emotional development of the primary grade pupils of PR. Samonte Elementary School. The study made use of the descriptive method of research. The respondents were the selected 88 parents of the primary grade learners in PR. Samonte Elementary School. The pertinent data were collected using survey-questionnaires and the data were treated using percentage and weighted mean. It was concluded that: 1. Most of the parent-respondents were young female adults, with insufficient educational background, plain housewives and belonged to families below average level in terms of monthly income.; 2. Most parents observed that their children tend to show dependence and reliance towards parental support when experiencing tiredness and difficulties in modular learning. Moreover, as observed by the parents, their children typically encounter difficulties in modular learning due to lack of face to face interaction with the teachers and the quality of home-based environment and support.; 3. Most of the parent-respondents observed in terms of social development, the major effect observed was increased time and opportunity of the children to communicate with parents, families and peers. Meanwhile, in terms of emotional development, the leading effect observed was children’s excitement and motivation towards performing modular activities.; 4. The respondents agreed that the modular distance learning challenges of the learners can be addressed by major interventions such as designing community-based learning settings, improved teacher-parent collaboration and empowerment of parents via guidance and counselling during pandemic.
Thus, it was recommended in the study that: 1. Schools should organize and establish committees to monitor and document learners’ status during modular distance learning system.; 2. Parents should teach and train their children on more self-learning and independent learning strategies and practices that could be integrated in modular distance learning.; 3. Training programs on the best practices and support services to boost children’s social-emotional development should be provided for the teachers and parents for more comprehensive knowledge sharing.; 4. The proposed interventions to address modular distance learning challenges should be translated and integrated in a concrete and specific intervention plan especially for the teachers and parents as partners in supporting the modular learning endeavor of primary grade children.

Keywords: parents, modular, social-emotional, primary, PR ES.

Recieved: 15.06.2024 Revised: 19.07.2024 Accepted: 09.09.2024