Modular Distance Education: The Role of Socio Demographic Profile, Family Structure, and Parental Involvement on the Student’s Final Grade in Science


  • Jermae B. Dizon LPT, MSc College of Education, Central Luzon State University, Muñoz, 3119, Nueva Ecija, Philippines
  • Ma. Elizabeth C. Leoveras Ph.D College of Science, Central Luzon State University, Muñoz, 3119, Nueva Ecija, Philippines
  • Eden S. David Ph.D College of Science, Central Luzon State University, Muñoz, 3119, Nueva Ecija, Philippines
  • Rhodora I. Dela Rosa Ph.D College of Education, Central Luzon State University, Muñoz, 3119, Nueva Ecija, Philippines


family structure, parental involvement, modular distance learning, pandemic, academic achievement, science


The current descriptive-correlational study focused on the role of socio-demographic profile, family structure, and parental involvement on the student’s academic achievement in science during the Modular Distance Education at Bugallon Integrated School. Correlation analysis showed that gender is highly related to the students’ final grade in science (r = 0.167, p < 0.05), number of devices available is highly related to final grade in science (r = 0.326, p < 0.01), and internet usage is highly related to final grade in science (r = 0.245, p < 0.01). For parents’ socio-demographic characteristics, correlation analysis showed that income is positively highly related to the students’ final grade in science (r = 0.241, p < 0.01), father’s educational attainment is positively related to the students’ final grade in science (r = 0.191, p < 0.05), and mother’s educational attainment is positively highly related to the students’ final grade in science (r = 0.332, p < 0.01). The student's Family Structure was not significantly related to the students’ final grade in science. The number of learners in household was also not significantly related to science grade.

For parental involvement, retrieval of student’s modules in school (r = 0.251, p < 0.01), enquiring the teachers  on the student’s performance in their modules (r = 0.217, p < 0.01), encouraging the student to do their performance task (r = 0.390, p < 0.01), monitoring the student’s television watching habit and playing games (r = 0.272, p < 0.01), and involving the student in decision making regarding their education (r = 0.220, p < 0.01) were the only significantly related to academic achievement in science as manifested by science grade which was shown by the correlation analysis. Further, the study did not show any significant difference between the family structure (living with whom), and students’ final grade in science.


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How to Cite

Jermae B. Dizon LPT, MSc, Ma. Elizabeth C. Leoveras Ph.D, Eden S. David Ph.D, & Rhodora I. Dela Rosa Ph.D. (2023). Modular Distance Education: The Role of Socio Demographic Profile, Family Structure, and Parental Involvement on the Student’s Final Grade in Science. International Journal of Sciences: Basic and Applied Research (IJSBAR), 67(1), 272–295. Retrieved from