Parental Involvement in Printed Modular Learning Modality: Basis for an Intervention Plan

Abstract

The study determined the extent of parental involvement in the Printed Modular Learning Modality among kindergarten learners in a far-flung public elementary school in the Division of Negros Occidental as a basis for a proposed intervention plan. A descriptive survey research design was employed involving 50 parents from two kindergarten sections selected through purposive sampling. Data were gathered using a researcher-made questionnaire validated by three experts in education, research, and supervision. The instrument demonstrated excellent reliability, with a Cronbach’s alpha coefficient of 0.909. Frequency and percentage were used to describe the respondents’ demographic profile, while the mean and Mann–Whitney U test were employed to analyze the data at the 0.05 level of significance. Findings revealed variations in parental involvement across gross and fine motor development, physical health development, socio-emotional development, and aesthetic development. No significant differences were found in most domains when respondents were grouped according to demographic variables; however, a significant difference was observed in the aesthetic development domain. The study recommends strengthening home-based learning support through simplified learning guides, visual templates, and accessible, low-cost materials. It further emphasizes meaningful parent-child interactions, active play, parent orientations, regular teacher-parent communication, and stronger collaboration among families, teachers, school administrators, communities, and the PTA to enhance parental involvement and support the holistic development and school readiness of kindergarten learners.