Academic Responses and Parental Supports to the Self-Learning Modules under the Distance Learning Modality of the Junior High School Students in the First Quarter

The adverse impact of the global pandemic suspended most of the school's normal activities, like the usual class opening, the students' attendance in schools, and the utilization of pedagogical approaches. When the transmission spread out initially in December and increased dramatically in the first quarter in 2020 globally, the country's learning institutions abruptly ceased all their scheduled programs. Instruct their personnel to work from home while waiting the formulated strategies to cater to students' learning needs. It evolved distance and blended learning. Simultaneously, the Department of Education collectively utilized self-learning materials for the learners; it is wise to consider gathering feedback. Thus, this study intends to feature academic responses and parental supports of these junior high school students as they recently engage in modular tasks. It was found out that they exactly allotted the time for answering and inform the parents regarding their performance. However, they have never texted their teachers to ask for help or clarifications during the quarter if they met difficulties. Their parents provided a comfortable place for them as a study area and looked for access to the Internet for research and readings. The study showed a significant relationship between academic responses and parental support as the Spearman rho (ρ) yielded 0.85. It means that the higher the academic responses of the junior high school students, the higher their parental supports