PARENTAL INVOLVEMENT IN MODULAR DISTANCE LEARNING AND THE HOLISTIC DEVELOPMENT OF KINDERGARTEN STUDENTS AMIDST THE PANDEMIC
Bibliographic record
Abstract
This study aimed to determine the significant relationship between the level of parental involvement in modular distance learning and kindergarten’s holistic development based on the perception of kindergarten parents amidst the pandemic. This research used descriptive correlational research with 150 selected Kindergarten parents in Bukal Sur Elementary School, Candelaria West District as respondents. It was conducted during the 4th quarter of SY 2021-2022. Results revealed that majority are married female, 30-34 years old, with high school background and below P5,000 income. They perceived parenting and learning at home very satisfactory, while collaborating, decision making, volunteering, and communicating are satisfactory. All indicators of holistic development including physical, intellectual, and emotional are very high. All variables of parental involvement are significantly interrelated to their physical, intellectual, and emotional development. When grouped according to age, sex, civil status, and monthly income, no significant differences were noted. Nevertheless, educational attainment of the respondents showed significant difference when used as a grouping factor.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".