Parent-Teacher Collaboration In Module Task Completion During Class Suspension
Alexandra Lato, Jasmine Pradel, Irish Salvacion, Beryl Joy Sernal, Jamaica Sernal, Cristina Villarcampo
Student Research · 2026
Bachelor of Elementary Education
Effective homeschool communication and cooperation are essential in the event of unforeseen disruptions to maintain academic continuity. This study assessed the Parent- Teacher Collaboration of Grade 2 learners at the Day-as Elementary School during Class Suspension in the 2025-2026 school year with regard to Module Task completion. Specifically, it discussed the levels of collaboration in terms of instructional support, activity monitoring, and feedback mechanisms, and identified the roles and concerns in parent-teacher encounters. The research design employed was a descriptive-evaluative design, in which the researchers analyzed the role of collaboration in clarity of instructions and assessment accuracy. Findings indicated that teamwork exists, but issues such as resource unavailability and time wasted during communication tend to affect performance. This paper introduces an Intervention Action Plan to simplify the modular learning process and increase collaboration between parents and teachers. The study concludes that without a well-structured system of coordination, the effective implementation of modules during school shutdowns is not possible.
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