Parents’ Support and Self-Efficacy in the Implementation of Modular Learning Modality

Abstract

This study determined the levels of parents’ support and self-efficacy in the implementation of modular learning modality in one district of a fourth-class municipality in a medium-sized schools division in Central Philippines during School Year 2023–2024. Using a descriptive research design, the study involved 147 parents from six schools who were identified based on their involvement in modular learning. Data were gathered using a researcher-made questionnaire and analyzed using frequency, percentage, mean, and Mann–Whitney U test. Findings revealed that parents demonstrated a very high level of support in facilitating learning and providing a pleasant learning environment, while a high level was observed in getting and returning modules. Parents also exhibited a very high level of self-efficacy in addressing learners’ behavior and a high level in motivation and social environment. Comparative analyses revealed no significant differences in parents’ support according to age, number of children, and average family monthly income in most areas. However, a significant difference was found in providing a pleasant learning environment according to average family monthly income. Similarly, parents’ self-efficacy did not significantly differ across the profile variables in terms of motivation and behavior, while age significantly differentiated self-efficacy in the social environment. The findings indicate that parents generally provide strong support and demonstrate confidence in assisting their children with modular learning, although selected demographic factors may influence particular dimensions of their support and self-efficacy.