Modular Learning Mobility in Relation to Parents’ Level of Satisfaction and Pupils’ Academic Performance, Pilar District, Pilar, Bohol

Abstract

This study examined the implementation of modular learning in Pilar District by assessing teachers' levels of practice, parents' levels of satisfaction, learners' academic performance, and the relationships among these variables. A descriptive-correlational research design was employed involving 26 teachers and 587 parent-respondents, with data analyzed using weighted mean, frequency, percentage, and Spearman's Rank-Order Correlation due to non-normal distribution. The findings revealed that teachers demonstrated a high level of modular learning practices (M = 3.76), with assessment activities obtaining the highest rating, followed by specific learning objectives, language used, and learning content; additionally, the majority of teachers (92.31 percent) were classified as highly practicing modular learning. Correlation analyses indicated no significant relationships between teachers' level of practice and parents' level of satisfaction (rs = 0.015, p = 0.715), teachers' level of practice and learners' academic performance (rs = 0.077, p = 0.061), or parents' level of satisfaction and learners' academic performance (rs = 0.077, p = 0.061). These results suggest that while teachers consistently implemented modular learning practices, parents' satisfaction and learners' academic performance were influenced by multiple factors beyond instructional delivery, underscoring the importance of strengthening school-family partnerships, enriching learning content, and providing continuous support mechanisms to enhance the effectiveness of modular learning and promote positive educational outcomes.