Parent-Teacher Partnership of Grade 11 GAS students of Marigondon Senior High School in the Implementation of Modular Distance Learning Print: Basis for an Action Plan

Abstract

This study aimed to know and explore the Parent-Teacher Partnership of Grade 11 GAS Students of Marigondon Senior High School in the implementation of modular distance learning print to provide an action plan as the Covid-19 pandemic brought causes to the educational system. The study employed a descriptive-evaluative research design to ascertain the level of involvement of teachers and parents, as well as the issues and challenges they had encountered while using the Modular Distribution System. The study employed both Quantitative and Qualitative Approaches in data collection and interpretation by anchoring Katz’s Model wherein it implied that the teacher’s role is specific to education, whereas the parents’ role is universal in all aspects of the child’s life. In addition, the Likert Scale was used in this section of the survey questionnaire – checklist, and the researchers provided open-ended questions in the interview guide to answer the research objectives that were answered by 20 (twenty) parents and 20 (twenty) teachers from GAS 11 in Marigondon Senior High School. The result of the study indicated that in terms of providing communication and instruction to the learners, both teachers and parents are cooperative but in terms of struggles and challenges, teachers did more struggle than the parents. Furthermore, the study found a positive relationship between parents and teachers because they both participated in modular-print setup. With this, parents were advised to reduce the act of tolerating their children by shouldering all responsibilities in terms of complying with such academic requirements. Finally, the effectiveness of modular-print setup was possible with proper engagement and contribution from both parents and teachers.