Teaching Strategies, Parental Involvement, TVL Learners’ Self-Efficacy and Performance in Modular Distance Learning

Melisa R. Sumbilon¹ and Jose S. Valmorida^2,

¹SHS TVL Teacher, Kiburiao National High School, Department of Education

²Professor, Central Mindanao University

Cite this paper:
Melisa R. Sumbilon and Jose S. Valmorida. Teaching Strategies, Parental Involvement, TVL Learners’ Self-Efficacy and Performance in Modular Distance Learning. American Journal of Educational Research. 2023; 11(10):658-669. doi: 10.12691/education-11-10-5

Abstract

This research study aimed to explore the effective teaching strategies utilized by educators in modular distance learning, alongside assessing parental involvement, student self-efficacy, and TVL students’ performance within this educational approach. The study also sought to identify relationship among these factors and pinpoint the key elements influencing the success of Technical-Vocational-Livelihood (TVL) students engaged in modular distance learning. The study involved 44 teachers, 198 parents, and 198 students from four secondary schools in the Division of Bukidnon, District of Quezon Bukidnon. Various statistical tools such as mean, frequency, and standard deviation were employed to evaluate effective teaching methods, parental involvement, students' self-assurance, and the academic performance of TVL students in modular distance learning. The correlation between TVL students' performance and independent variables was analyzed using the Pearson-product moment correlation. Additionally, linear regression was applied to identify the variable(s) significantly influencing the performance of TVL students in this learning format. The findings related to teaching strategies revealed that teachers employed diverse instructional techniques tailored to individual learners' needs, spanning from frequently utilized to consistently applied practices. Most of these strategies were perceived as effective by teachers for modular distance learning. The outcomes also demonstrated positive communication between parents, school administrators, and teachers, with parents exhibiting confidence in supporting their children's progress in modular learning. Furthermore, students exhibited confidence in their ability to navigate self-learning modules, indicating a high level of self-assurance. TVL students' academic performance was noted to be exceptionally good within the modular distance learning framework. Moreover, the research identified a favorable correlation between parental engagement and students' self-confidence, both of which significantly correlated with TVL students' academic performance. Significantly, parental involvement emerged as the most influential predictor of TVL students' achievement in this learning context.

Keywords:
teaching strategies parental involvement learner’s self-efficacy student’s performance modular distance learning

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