2022 IJRSE – Volume 11 Issue 15
Special IJRSE Luminary Issue
Available Online: 20 October 2022
Emilio Aguinaldo College, Philippines (email@example.com)
During pandemics parents are the ones who teach their kids at home; thus, it is a very difficult task for them. So, this study aimed to determine the teaching strategies used in Modular Distance Learning for Grade Two Leaners, as assessed by the parents. The results were used to propose an Action Plan for the school head to conduct an orientation for teachers and parents. This study used a qualitative method, the purposive Sampling Technique to fifty (50) respondents, and the researcher made an instrument. It was validated by two experts and tested for reliability. The data was gathered via google form and tabulated using Frequency and Percentage Distribution, Weighted Mean, and Analysis of Variance (ANOVA). The findings are the parents-respondents are mostly female and high school graduates. However, college-level is the next in line in terms of educational attainment. In teaching strategies before starting the lesson parents are sometimes used to motivating their kids to become attentive to the lesson they taught. They were more focused during the lesson proper to make learners understand very well the specific lesson to achieve high grades in school and most likely get an award from the adviser of their kids. And, seldom in using those after the lesson, especially in giving money for encouragement because they don’t want their kids’ dependents on money. The assessments of the parent respondents accepted the null hypothesis when respondents grouped to their sex and educational attainment. The recommendation was discussed, and the output was prepared.
Keywords: action plan, modular, distance learning, teaching strategies, learners
Cite this article:
Miranda, B. (2022). Teaching strategies in modular distance learning for grade two learners: Basis for school head in conducting an orientation. International Journal of Research Studies in Education, 11(15), 47-55. https://doi.org/10.5861/ijrse.2022.b029