STRESSORS AND PARENTAL COGNIZANCE ON MODULAR LEARNING MODALITY

The factors are contributing to optimal parental educational involvement always intrigued to research, and the researcher wanted to dig into the issue or the problem behind the different scenarios. A wide range of stressors and parental cognizance on modular learning modality, including the home environment, socio-economic status of the family, and learning at home with a descriptive equivalent of very extensive, indicates that stressors on modular learning modality are always evident. On the other hand, the extent of parental cognizance, considered with the indicators: participation in social organizations, school programs involvement, and community collaboration with a descriptive equivalent of extensive which frequently means evident. A student’s ability to succeed academically as well as cultivate a lifetime passion for learning is greatly enhanced when parents are actively involved in the lives of their kids. Furthermore, the results of this study awaken to Department of Education to maintain seminars about improving parental cognizance and training about the different modalities for the parents to develop their supporting teaching skills and deeper relationships with their children. KEYWORDS: Stressors, modular learning modality, parental cognizance

Digital Assessment Experiences in Mathematics under Modular Distance Learning

Modular distance learning is indispensable and using digital assessment as a method to measure students' progress is essential as the Philippines education system shifted from face to face classes to distance learning this time of pandemic. The main purpose of this study was to describe the lived experiences of the students about digital assessment in mathematics under modular distance learning. This study utilized Qualitative Research Design, Hermeneutic Phenomenological method which involved 15 students. There were four emerging categories and eventually formed nine major themes:(1) Educational Involvement (2) Learners Engagement (3) Support (4) Educational Tool Refinement. While the emerging major themes were 1) students experience digital assessment tool predicament in mathematics (2) difficulty grasping the topic through teachers’ instructional method (3) students have a proclivity to engage in academic dishonesty (4) procrastination and cramming are common among students during exams (5) learners have become passive to their own learning development (6) students' internet connections at home are inadequate (7) students are unable to focus during the exam as a result of the destructive environment (8) Digital Assessment tool commendation and new preference is evident among the students (9) Students have learned to appreciate the worth of their time and work. Keywords: Modular Distance Learning, Digital Assessment.

ADVANCING ADJUSTMENT IN THE PROGRESS OF ACHIEVE THE ENGLISH PHONOLOGICAL COMPONENT

The motivation behind this paper is to introduce the outcomes gotten from a mixed learning educational involvement with the English Phonetics and Phonology classes, at Facultad de Filosofía Humanidades y Artes, Universidad Nacional de San Juan, Argentina. In this experience, interests identified with the instructing at more elevated level schooling and the utilization of innovative assets combine. Two issues will be tended to: a) the utilization of the email and the execution of an interpersonal interaction site, Facebook, the two of them utilized for scholarly purposes; and b) the aftereffects of an overview which was controlled to understudies to assess their conclusions about the value of these assets. As college instructors, we are delicate to the progressions that our general public is encountering in regards to data and correspondence advances (ICTs). The consolidation of mechanical assets of the Web 2.0 to curricular units, some way or another produces disturbances to conventional learning conditions and opens up a scope of conceivable outcomes which make it simpler for understudies to fabricate and deal with information in an unexpected way.

The Differentiated Parent Support Model: Enhancing the Involvement of Parents Who Do Not Speak the School Language

Despite 40 years of research indicating that parent involvement is important for student achievement, schools have done little to engage parents across Canada. This study and model recommend strategies to enhance the probability of educational involvement for parents who do not speak the school language. The mixed methods research with surveys (N = 86) and interviews (N = 38) identified the successes and challenges of non-francophone parents with children in French minority-language schools. Parents wanted to help but struggled with French schoolwork and school-community involvement. Parents’ low French proficiency and low school effort to facilitate parent communication and comprehension were some of the barriers that led to a decreased sense of parent autonomy and competency. Policy and practices by educators and parent-groups can encourage involvement and support parents in a French minority-language population as they overcome language and insecurity barriers at home or school. The findings can be generalized to support parent involvement in other multilingual contexts. Keywords: parent involvement, minority-language education, French minority language, differentiated parent support model, enhancing parent engagement