Difficulties Encountered by Home Facilitators in Printed Modular Learning Modality

Parents or guardians acting as home facilitators may encounter obstacles while introducing printed modular learning modalities. It is a long premise that this paper sought to measure the difficulties encountered by home facilitators in printed modular learning modality in a mountainous public elementary school in a fourth-class municipality in the central Philippines for the school year 2021-2022. Data needed for this descriptive study was collected from grade five composed of 2 sections with a total of 58 home facilitators using 30 items self-made instruments that have passed the rigorous validity which obtained a rating of 5.00 from the three jurors interpreted as excellent and valid, and reliability which obtained 0.966 which means that instrument developed has a high degree of reliability. Statistical tools used were mean and Mann- Whitney U test. Data showed that home facilitators experienced a high difficulty in printed learning modality regardless of age, family income, number of children, and educational background. When grouped by age, family income, and number of children, no significant difference was found in the respondents’ level of difficulty with printed learning based on monitoring, support, and learning environment. Nonetheless, a significant difference was found based on groupings by educational attainment. The result calls for the allocation of more funds for possible alternatives, equipping teachers with rigid workshop/orientation/training, revisiting the most essential learning competencies lessening the number of pages in modules, and formulating a plan of action to offset difficulties encountered by home facilitators in printed modular learning modality. Keywords: Education, Communication with Teachers, Monitoring and Support, Learning Environment, Negros Occidental, Philippines