The Role of Teachers as Instructional Leaders and the Level of Students’ Learning

This study determined the relationship between parental support in the implementation of Modular Distance Learning (MDL) and the academic achievement of learners in Araling Panlipunan in Quezon II District, Division of Bukidnon, during School Year 2020–2021. Specifically, it described the respondents’ demographic profile, determined the extent of parental support in terms of level of acceptance of MDL, promptness in claiming and retrieving modules, performance as home tutors, and practices employed to overcome learning-related challenges, assessed the academic achievement of learners, and examined the significant relationship between parental support and academic achievement. The study employed a descriptive-correlational research design. Data were gathered from selected parents of Grade VI learners from Pag-asa Elementary School, Dilapa Integrated School, and Salawagan Central Elementary School using a researcher-made questionnaire with a reliability coefficient of 0.851. Descriptive statistics and inferential tests were utilized in the analysis of the data. Findings revealed that most respondents were aged 41–50 years, female, high school level graduates, had four or more children, and earned a monthly income ranging from ₱11,000.00 to ₱15,000.00. Parents demonstrated a very great extent of support in all dimensions of Modular Distance Learning. In terms of academic achievement, the majority of learners obtained Very Satisfactory ratings (85–89), comprising 61 learners (67.8%), while 26 learners (28.9%) obtained Satisfactory ratings and 3 learners (3.33%) attained Outstanding performance. No learner received a failing grade. Statistical analysis further revealed that there was no significant difference in parental support when grouped according to demographic profile and no significant relationship between parental support and learners’ academic achievement in Araling Panlipunan (p > .05).