PARENTAL INVOLVEMENT IN RELATION TO THE

LITERACY AND NUMERACY SKILLS OF

TEENAGERS

JOURNAL OF ONGOING EDUCATIONAL RESEARCH

2023
Volume: 1
Issue: 1
Pages: 1-8
Document ID: 2023JOER1
DOI: 10.5281/zenodo.8079049
Manuscript Accepted: 2023-06-30 09:59:13
Educ Res, 2023, 1(1): 1-8, Document ID: 2023JOER1, doi:10.5281/zenodo.8079049, ISSN Turkey
Research Article

Parental Involvement in Relation to the Literacy and Numeracy Skills of Teenagers

Rujonel F. Cariaga*, Verna B. Cariaga, Mary Ann Dagunan
For affiliations and correspondence, see the last page.

Abstract

The study examined how much parents support their teenagers in developing numeracy and literacy skills. The researcher used
a mixed-methods approach through convenience sampling for the one hundred seniors in high school who took a 48-item
literacy and numeracy test and filled out a survey about how involved their parents were. The researchers used a validated
questionnaire and utilized the weighted mean, percentage, mean, Spearman Rank Order Correlation, Kruskal-Wallis Test, and
Mann-Whitney U Test as the statistical tools. Focus group discussions (FGD) and key informant interviews (KII) also
happened. Results say that family participation in terms of emotional support, money, and contact between parents and
teachers is "high." However, teenagers could have done better on a 48-question test of reading, writing, and math skills. The
data showed no significant relationship between emotional support, financial support, and contact between parents and teachers
and how well teenagers did on reading and math tests. Also, parents' involvement stays the same when put into groups based
on their profiles. Even with high parental involvement, teenagers from challenging households are more likely to drop out due
to financial issues. Parents also need help paying for their children's transportation, income, and projects due to job losses and
increasing commodity prices. Low-income teenagers have to choose school or work to eat. To keep their teenagers in school,
unemployed mothers had to relocate for work. Meanwhile, parents recommend banning smartphones during class hours to
prevent gadget dependence and boost focus.

Keywords: Parental Involvement, Financial Support, Teenagers, Emotional Support, Parent-teacher

Communication, Test Performance, Literacy & Numeracy Skills

INTRODUCTION personal development operationally determine these

skills. Meanwhile, numeracy skills refer to
understanding and working with numbers (DepEd,
After a few years of using different ways to learn in 2020). Operationally, these abilities are helpful for
the Philippines, the Department of Education (DepEd), problem-solving, decision-making, and everyday
with help from the World Health Organization (WHO) chores such as financial management.
and other groups, has brought back learning in person.
Students were used to either modular online or printed Malabasbas et al. (2022) stressed the importance of
learning, which meant getting textbooks, handouts, getting a good education and offering extra help to
study notes, and other study tools in paper or digital needy teenagers. Since reading and math classes need
form, as well as self-study modules (SLMs) in recent grading (Bacomo et al., 2022), a good review can help
years. Most people now know that parents must work teachers and students determine where they need more
and attend school to care for their teenagers (Derrick et help ((Elifneh, 2021). Dee and Murphy (2021) noted
al., 2022). Cariaga's study from 2022 confirms that teenagers' math skills are below world and
Dayagbil et al.'s study from 2021 that teaching and regional averages. Filipino teenagers could only do
parental involvement positively affect children's well on tests if they knew enough about language and
academic success. Parents should involve themselves math. If schools had put less emphasis on fixing
in their teens' intellectual growth, according to problems and thinking critically, students in the
Lawrence and Nkoane (2020). Beckman et al. (2019) Philippines might not have done better in literacy and
observed that when students return to school, they still numeracy. Lara and Saracostti (2019) said that more
need help with basic skills like reading, writing, and studies should determine how involved parents are and
math. Researchers may have thought that parents had a if schools need support. This study examined parental
hard time helping their teenagers learn to be flexible involvement, defined as emotional support, financial
because of what they did for a living, where they went support, and parent-teacher communication. Hussain et
to school, and how many teenagers they had (Boonk et al. (2020) suggested that teachers might learn how
al., 2018; Mishra et al., 2020). However, parents must parents can help their teenagers do well in school
monitor their teenagers' literacy and numeracy skills if because the involvement of parents is a crucial factor
they want success (UNICEF, 2020; Angrist et al., in the academic achievement of teenagers. According
2021). Literacy skills refer to the ability to read and to the World Health Organization (WHO, n.d.),
write (DepEd, 2020). The researcher's literacy exam teenagers are young learners in the growth and
results regarding communication, learning, and development between childhood and adulthood.

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Research Article

Operationally, these are high school students between of parental involvement and the teenagers'
15 and 19. performance?

The Philippines, a developing country with high 6. What other impacts do the teenagers experience
poverty rates and an educational input deficit, exhibits regarding parental involvement in school to help
a notable prevalence of school dropout rates among improve their literacy and numeracy skills?
individuals experiencing poverty. Parents' age, sex,
and occupation affected students' attendance (Gobena, 7. What development plan can be devised to foster
2018; Lara & Saracostti, 2019). Age refers to the solid parental support in school to improve teenagers'
parents' number of years of living, and sex refers to literacy and numeracy skills?
classifying reproductive organ functions (WHO,
2021). Occupation refers to a person's labor (Surbhi, Statement of the Null Hypotheses
2015). Operationally, it refers to the work of parents or
1. There is no significant relationship between the
guardians. A study conducted in the Philippines has
level of participation of parents and their teenagers'
revealed a correlation between parents' academic
skills in literacy and numeracy.
engagement and their offspring's academic
achievement during the initial years of schooling 2. There is no significant relationship between the
(Olivio, 2021). Despite the absence of any extant local parents' profile and their level of participation.
research, the potential influence of parental
involvement in academic matters on adolescents' METHODOLOGY
literacy and numeracy proficiency remains a pertinent
query. Expressly, the extent to which parental The researcher used a mixed-methods approach for the
academic involvement can impact their children's one hundred seniors in high school who took a 48-item
success in these domains warrants further literacy and numeracy test and filled out a survey
investigation. about how involved their parents were. The
researchers used a validated questionnaire and utilized
Statement of the Problem the weighted mean, percentage, mean, Spearman Rank
Order Correlation, Kruskal-Wallis Test, and Mann-
The study aimed mainly to investigate the extent of Whitney U Test as the statistical tools. Focus group
parental involvement concerning teenagers' literacy discussions (FGD) and key informant interviews (KII)
and numeracy skills. Specifically, this study sought to also happened. This study was done in one of the
answer the following research questions: senior high schools in Negros Oriental in the school
year 2022-2023. Aside from the convenience sampling
1. To what extent is parental involvement in terms of: of 100 students for quantitative data, the study added a
qualitative discussion with a key informant to learn
a. Emotional Support; more about how parents helped their teenagers
improve their reading and math skills. It was done to
b. Financial Support; get a variety of experiences, points of view, and honest
views about the study's factors (UCLA, 2020).
c. Parent-Teacher Communication?
Regarding students' skills, the 48-item test with
primary English language and general math concepts
2. Is there a significant relationship between the profile
determined how well students could read and do the
of the parents and their extent of involvement in terms
math. The test followed the Department of Education's
of:
Table of Specifications (TOS) to ensure the items were
valid, reliable, and spread out somewhat. The
a. age;
researchers used a questionnaire they created and
b. sex; reading and math tests for the teenagers. The study
form consists of four parts: Part 1 collects general
c. Parent's Occupation? information about the parents' profile, such as age,
gender, and the parent's job. Part 2 measures how
3. What is the extent of teenagers' literacy skills? much they think their parents help them emotionally,
financially, and through contact with their teachers.
4. What is the extent of teenagers' numeracy skills? Part 3 asks parents about their involvement and
problems. Part 4 adds to the notes and suggestions
5. Is there a significant relationship between the extent about improving their reading and math skills. In this

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Research Article

study, face validity was used to know how a thorough trying their best by providing emotional support while
questionnaire looks in terms of how useful it is, how providing financial to send their teenagers to school.
easy it is to read, how consistent the style and Their high involvement demonstrates a good outlook
arrangement are, and how clear the language is on educating their teenagers to achieve educational
(Olumatayo, 2012). Three experts in the field checked success. In addition, parents are also actively involved
the instruments to see if they met the standards Good in their teenagers' education to support their academic
and Scates (1972) set. Cronbach's alpha (0.798) achievement and give them greater self-assurance
showed that there was good internal stability. In the when faced with challenging tasks at home. Luaa
meantime, this study was tried again to see if the tool (2021) confirmed that parents supported their
correctly caught the idea and if it got the same results. adolescents. According to Nayak and Kunmari (2018),
Concerning how the data was collected, the researcher how parents deal with their teenagers could affect their
asked the right people for permission to do the study. teens’ behaviors. Despite the challenges parents,
After getting permission, the researcher asked for children, and the school community face, determining
permission from interested students and told them parents' participation is crucial to student education
what the study was about, how much they would have (Nayak & Kumari, 2018). Family participation,
to do, and their privacy rights. After spreading and compassion, freedom, and aid may help youngsters
collecting the questionnaire, the data were recorded, develop more socially and emotionally sophisticated,
ordered, analyzed, and correctly translated using the better regulate their emotions, and get along with
Social Science Statistical Package (SPSS) program. others. Thus, parental emotional support is needed for
Also, the collected data went through data processing instructional methods, educational programs, and
and checking with the help of the experts' peers in the school resources that help teenagers learn faster, keep
field to ensure the data was correct before up with their peers, meet learning standards, and
interpretation. For the statistical treatment of data, succeed in school (Bacomo et al., 2022). Because
appropriate statistical tools were used to answer the parental participation enhances cognitive development,
research questions. Percentage showed how a part is schools may implement programs to address dropout
related to a whole. It was used to present the profile of rates, low grades, and bad behavior (Novianti, 2020).
the respondents. Weighted mean was used to identify Budhrani et al. (2021) said that parental academic
the extent of the parent's participation as perceived by encouragement affects a child's motivation and
the students in terms of emotional support, financial character, and Luaa (2021) demonstrated that parents
support, and parent-teacher communication. It was support their children's education to help them build
interpreted using the following scale: social intelligence (Nayak & Kunmari, 2018).

Table 1. Scaling and Verbal Description on the Extent of Parental Table 2. Extent of Parental Involvement in terms of Emotional
Involvement (EoPI) Support
Scale Verbal Description Extent of Parental Involvement Indicators wx VD EoPI
(EoPI) 1. My parents encouraged me to go to school. 6.02 A H
6.15 – 7.00 Strongly Agree (SA) Very High (VH) 2. My parents seek ways to comfort me in 5.93 A H
times of challenges at school.
5.29 – 6.14 Agree (A) High (H)
3. My parents constantly remind me that 5.92 A H
4.43 – 5.28 Somewhat Agree (SoA) Somewhat High (SoH) they are always there for me.
3.57 – 4.42 Neither Agree nor Disagree Moderate (M) 4. I get comfort from my parents whenever I 5.30 A H
(NAD) look tired because of school.
2.71 – 3.56 Somewhat Disagree (SoD) Somewhat Low (SoL) 5. My parents listen to my problems and 5.30 A H
think of ways to solve them.
1.85 – 2.70 Disagree (D) Low (L)
Composite 5.70 A H
1.00 – 1.84 Strongly Disagree (SD) Very Low (VL)

Table 3 presents the extent of parental involvement in

RESULTS AND DISCUSSION
terms of financial support. The combined weighted
mean of 5.71 demonstrates that the parents offer
Table 2 shows the Extent of Parental Involvement in "high" levels of financial support. In particular, the
terms of Emotional Support. The result indicates that results show that the parents train their children to a
parental involvement is "high," as evident in the "very high" level by helping them pay for school and
composite weighted mean of 5.70. The data also getting them to school (wx = 6.18). It means that
indicate that parents who (1) encouraged their children parents who support their children's desire to learn do
to attend school (wx = 6.02), (2) sought out ways to so with enthusiasm. It fits with the findings of Bacatan
comfort children during difficult times (wx = 5.93), (3) et al. (2022) that parents' level of interest significantly
continually reminded their children of their presence impacts their children's desire to learn and school
(wx = 5.92), and (4) offered comfort and listened to growth by giving them the tools they need to know and
their children's problems (wx = 5.30) have high levels pushing them to do well. The table also shows that the
of parenting skills. These results imply that parents are parents (a) look for ways to send their teenagers to

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school without them going hungry (wx = 6.04), (b) their teenagers. There is a strong relationship between
know about their teenagers' school projects so they can family participation and how well students do in
budget for them every month (wx = 5.60), and (c) do school. Students do better in school if their parents
not complain about their teenagers' school allowance communicate more with teachers (Ntibi et al., 2020;
or daily fare and school expenses (wx = 5.15). Parents Hussain et al., 2020).
take part in these activities to a "high" degree. Parents
need to help their teenagers learn, especially in this Table 4. Extent of Parental Involvement in terms of Communication
with Teachers
adjustment period as students resume in-person classes Indicators wx VD EoPI
help (Elifneh, 2021). Tao et al. (2019) found that 1. My parents like to talk to my teacher about my school 6.28 SA VH
performance.
parents are involved in school when they are interested 2. My parents always attend school meetings even if it means they 6.40 SA VH
in their children's education. When teenagers learned have to take absences from their job.
3. My parents like to communicate with my teacher through texts 6.02 A H
to read when they were young, they knew more about and phone calls.
paper, words, and the names and sounds of letters. 4. My parents feel motivated about my study when going to school 5.43
during PTA meetings.
A H

Learning to read younger helped with math skills. 5. My parents are expressive in supporting whatever educational 6.02 A H
programs my school has.
How much money someone had, how active their Composite 6.03 A H
family was, and who taught the program all played a
role in whether or not they got to move (Dulay et al., Table 5 reveals the performance of teenagers in the
2018). Priyam and Nath (2021) suggest that family literacy and numeracy skills test. The data indicated
engagement, compassion, freedom, and assistance may that the overall performance of the teenagers is below
help children become more socially and mentally the passing score, which means that literacy (79.21%)
mature, manage their emotions, and better get along and numeracy (76.38%) tests for teenagers fell below
with others. Though money from parents may enhance expectations, despite the high involvement of parents.
a teen's mental health and lessen anxiety, some may It could be related to different types of learning
not. Schools may design parenting programs by problems. Because COVID-19 spread, many schools
showing how family support influences teenagers' had to close, and much learning was lost worldwide
mental health and academic achievement (Lindell et (UNESCO, 2020). The closing of schools has hurt
al., 2020). Youth with enough financial assistance, children's education and health in a big way and for a
better family ties, and fewer negative family long time (UNICEF, 2020). A child who misses a year
interactions attended school more often (Bartoszuk et of school because of the pandemic could lose up to
al., 2019; Lindell et al., 2020). three years of learning in the long run, according to
UNESCO (2020) and Angrist et al. (2021). Bendanillo
Table 3. Extent of Parental Involvement in terms of Financial
(2022) also noticed that helping parents read with their
Support
Indicators wx VD EoPI teenagers at home has changed over the last few
1. My parents always provide me with my daily school allowance. 6.18 SA VH decades. Instead of getting teenagers involved at
2. They always look for ways to send me to school without 6.04 A H
starving. school, the goal is to teach parents how to work with
3. My parents include my daily allowance and possible class 5.60 A H
projects in their monthly budget. their teenagers at home (Derrick et al., 2022). About
4. My parents see that they know about my school projects, so
they can budget for them.
5.60 A H
half of the world's students were still falling behind
5. My parents do not complain about my school allowance or daily 5.15 A H because they needed the correct literacy and numeracy
fare and school expenses.
Composite 5.71 A H skills (Dee & Murphy, 2021), and children lost more
than the number of school days they missed during the
Table 4 presents the extent of parental involvement in pandemic (UNESCO, 2021).
communicating with teachers. The combined weighted
mean of 6.03 shows that, according to the figures, Table 5. Performance of Teenagers in the Literacy and Numeracy
parents' participation is "high." So, the data show that Skills Test
Performance Mean Score Percent (%)
the parents are "very highly" involved in talking to Literacy 19.01 79.21
teachers about how their teenagers are doing in school Numeracy 18.33 76.38

(wx = 6.28), and they always go to school meetings,

even if it means taking time off work (wx = 6.40). Table 6 shows the data used to determine the
Even during the pandemic, the parents are in charge of relationship between how much parents help are
getting the lessons, extra activities, and the results of involved and how well their teenagers perform in a
the performance job for their children and sending literacy and numeracy skills exam. Using Spearman
them in. When the in-person classes resume, they Rank Order Correlation to look at the three ways
support attending meetings. It fits with what Chen parents are involved in this study, the results show that
found in 2021 that parents interested in their teenagers' none of the p-values are below the significance level
learning are perceived to be in charge of supporting (0.05). This finding will not prove that the null

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hypothesis is wrong. It means that there is no parent's profile on sex (Barni et al., 2022).
significant relationship between the parents' help with
emotional support (p = 0.192), financial support Table 7. Analysis Table on the Difference in the Extent of Parental
Involvement when Grouped according to Profile
(0.065), or contact with teachers (p = 0.399) and how Profile N Mean Median Comp. p-value Decision Remark
well their teenagers did on the literacy and numeracy Rank Value
Age
tests. This finding means the teenagers' literacy and 35 yrs. old below 36 50.9 5.67 H =0.28 0.869 Failed to Not
36-50 yrs. old 42 52.0 5.68 reject Ho2 significant
numeracy scores cannot be explained by their parent's 51 up yrs. old 22 50.7 5.83
involvement in the areas listed. The table also shows Sex
Male 72 54.4 5.80 U = 870.5 0.184 Failed to Not
that parents are very involved in their children's Female 28 45.6 5.63 reject Ho2 significant
education, but teachers still have room to show more Parent’s Occupation
Self-employed 19 59.0 6.01 H = 5.32 0.070 Failed to Not
interest in the subject matter. Since these parents have Employed to Others 42 56.3 5.88 reject Ho2 significant

no formal schooling in reading, they have a long way Housewife 39 43.4 5.58

to go before teaching their children how to read

Through Key Informant Interviews (KII), teenagers
correctly (Bendanillo, 2022). Grabe et al. (2020) say
identified numerous experiences in which their parents
that most rural parents must have finished basic school
supported their studies in school.
before they can help their children learn at home.
Why? Parents cannot ensure their teenagers get a good
Theme 1: Dropping Out to Find Work
education, even during the most challenging school
year (Mishra et al., 2020). Even if parents understand
Key informants noticed that teenagers in unstable
the lesson's main ideas, the United Nations (2020) says
homes are likelier to quit school. During a focus group
they need to gain the skills they need to teach these
discussion (FGD), one of the students said that some
ideas to their children in the right way. Getting more
of them dropped out of school to find work to help
parents involved in schools for these or several other
their families. When asked why they did not keep
reasons will not help teenagers do better (Derrick et
going to school, another student said that students
al., 2022).
whose parents lose their jobs tend to drop out because
Table 6. Relationship between the Extent of Parental Involvement
they do not have the resources to support themselves
and the Teenagers’ Literacy and Numeracy Skills Performance in school. Another student said, "Usually, it has to do
Variables Correlated to Students’ x2 p-value Decision Remark with money, and because the parents live so far away,
Literacy and Numeracy
Performance they cannot take good care of the teenagers." Because
Emotional Support 3.30 0.192 Failed to reject Not significant
Ho1 of this, teenagers from low-income families often had
Financial Support 5.48 0.065 Failed to reject
Ho1
Not significant to choose between going to school and getting food to
Communication with Teachers 1.84 0.399 Failed to reject Not significant eat by finding work because of budget constraints.
Ho1
However, informants noticed that some parents would
not allow their teenagers to stop schooling. Some
Table 7 shows how the amount of parental
mothers who stayed at home were starting to find ways
involvement changes when they are put into groups
to support their teenagers through employment in a
based on their profiles. Using the Kruskal-Wallis Test
nearby municipality as cashiers, caretakers, and
for age and sex and the Mann-Whitney U Test for
caregivers, going against their husbands' will to stay
employment, the results show that all p-values are
home and take off their house. Even some mothers
higher than the significance level (0.05). This result
who could not find work nearby would have to leave
will not be enough to prove that the null hypothesis is
their province to find a job for their teenagers to
wrong. It means the parents' involvement stays the
continue studying.
same when grouped based on the profile factors. It also
means that the parent's involvement is the same no
Theme 2. Challenges in In-Person Classes
matter how old they are, what they do for a living, or
what gender they are. According to studies by Ma et
Under the new standard school structure, it took much
al. (2016) and Lui et al. (2020), students will do well
work for Informant 1 to do in-person things. When
in school no matter who their parents are as long as
they returned to face-to-face classes, it was hard for
they care about their education. These results go
their parents to pay for their school needs because
against what Malabarbas et al. (2022) found about
some had lost their jobs due to the pandemic. The
family involvement. The data showed that the parents'
face-to-face classes also made it hard for parents to
monthly income significantly impacts their children's
figure out how to pay for their teenagers' daily
learning. On the other hand, Yasmeen and Ejaz (2021)
transportation, allowance, and subjects. Informant 2
say that a family's monthly income indicates how
said some parents got angry when their teenagers had
involved the parents will be in learning despite the
more questions while doing activities because the

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lessons were challenging and told them to ask their their area had to move so their teenagers could stay in
teachers. The questioning process got more school. Parents worry about teenagers becoming too
challenging than before. Teachers could not answer dependent on technology and suggest schools ban
students' questions quickly because some were smartphones to stop this from happening.
teaching topics not in their areas of knowledge.
Informants 3 and 4 said that teachers and parents Recommendations
should help teenagers adjust by encouraging them to
listen and remember what teachers say. This way, Division Superintendent. The Department of Basic
teenagers will not have questions outside of school. Education may develop a two-year curriculum
Even though smartphone signals made it harder for recovery plan to trim the curriculum in 2025. The
people to talk to each other, source 4 said that teachers articulated recovery teaching plans will set out a
might give extra time to students who could not finish strategy to re-focus on teaching actual core content and
their work because they did not have tools. It would improving teachers' understanding of competency
make it easier for students to ask questions about levels concerning curriculum requirements,
topics and activities that needed clarification. specifically, on the losses of acquiring basic literacy
and numeracy skills.
Theme 3: Gadget Addiction Worries Parents
Curriculum Developers and Planners. Management
Informant 5 said money should be fine for parents who strategies can be crafted for schools to provide an
send their teenagers to face-to-face lessons. She avenue for parental support through concrete
worries about being too dependent on the excessive development plans.
use of gadgets because she is a mother and an old
student who returned to school. Her teenagers used District Supervisors. Present teaching and learning
devices daily, which was hard for her to watch because processes may be modified to suit the local needs of
of her schedule. Informants 6 and 7 also noticed that students, thus maximizing avenues for parents to be
their fellow students played cell phone games in their trained on how to provide support for their teenagers
assigned spots during class, even though the teachers in terms of literacy and numeracy.
told them not to. They worry that being addicted to
devices could make it hard to do well in school. They School principal. They may assign and designate
think schools should have strict rules about using cell reading teachers that will solely focus on the
phones in class to prevent this. remediations to learners classified as low performers
in literacy and numeracy. Findings can be used to craft
safe, educational programs and more appropriate
CONCLUSION instructional materials to empower learners after the
pandemic.
Parents are involved in their teenagers' education,
encouraging academic achievement and fostering self- Teachers. They will be more aware of their students
confidence. The "high" levels of parental motivation in and the parents’ experiences, thus encouraging
terms of emotional and financial support and teachers to have strategies or action plans to help
communication with teachers encouraged students to parents support their teenagers in literacy and
pursue their schooling. Meanwhile, both results in numeracy.
literacy and numeracy tests for teenagers were low,
Parents. They will be capacitated on how they can be
despite the high involvement of parents. No correlation
was found between parental involvement and the guided in their approach to upgrading their teenagers'
literacy and numeracy test scores of teenagers, thus literacy and numeracy skills.
indicating that parental involvement is not a factor in
Students. Parents will give them enough time and
achieving educational success for teenagers during in-
person classes after the pandemic. Sources show that support while improving their literacy and numeracy
teenagers from hard homes are likelier to drop out of skills.
school because of money problems, even if their
Future researchers. The findings of this study can be
parents are involved. Parents have needed help paying
for their children's transportation, allowance, and a reasonable basis for future related studies and similar
school projects. Teenagers with low incomes had to investigations.
choose between going to school and getting a job so
they could eat. Mothers who could not find jobs in

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Email: [email protected]
Ntibi, J. E. E., Neji, H. A., & Agube, C. (2020). Students' perception
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of teacher knowledge of subject matter/lesson presentation and
academic performance in physics in Calabar Municipality, Cross
River State, Nigeria. European Journal of Social Sciences,
59(2). 247-254. Rujonel F. Cariaga:
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Olivar, M.J., & Naparan, G.B. (2023). Parental involvement and

academic performance of students in online class learning
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Olivio, M. G. (2021). Parents' perception on printed modular

distance learning in Canarem Elementary School: Basis for proposed
action plan. International Journal of Multidisciplinary: Applied Mary Ann Dagunan:
Central Philippines State University

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