Parents’ Difficulties in Facilitating Modular Learning: An Assessment of Home-Based Learning Barriers

Abstract

This study assessed parents’ difficulties in facilitating modular learning in one district of a fourth-class municipality within a medium-sized schools division in Central Philippines during School Year 2023–2024. Specifically, it described the respondents’ demographic profile, determined their difficulties in pedagogy, content, and time element, and examined differences when grouped according to age, number of children, and average family monthly income. A descriptive research design with a comparative component was employed. Data were gathered using a researcher-developed questionnaire subjected to expert validation and pilot testing, obtaining a validation score of 4.93 and a Cronbach’s alpha of .930. Frequency counts, percentages, means, and the Mann–Whitney U test were used to analyze the data at the .05 significance level. Findings revealed a high level of pedagogical difficulties (M = 4.43) and very

high levels of content-related and time-related difficulties (both M = 4.51). Prominent concerns included assessing learners’ understanding, comprehending module lessons, module image quality, and managing learners’ attitudes. No statistically significant differences were detected across the three areas when respondents were grouped according to the selected demographic variables. The study concludes that parents experienced substantial barriers in facilitating modular learning. The findings suggest the need for clearer learning materials, parent instructional guidance, manageable learning schedules, and sustained parent–teacher coordination.