Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 4 (2025)

Academic Performance of the Deaf and Hard of Hearing Learners in Modular Distance Learning

Amberly Derraco | Cris Haidee Dondon | Gladies Lyn Bonajos | Raymond C. Espina

Discipline: Education

 

Abstract:

This research assessed the teachers’ and parents’ perceptions of the academic performance of DHH learners in modular distance learning at Sagbayan Central Elementary School, Talibon Central Elementary School, and Jagna Central Elementary School in Bohol Province Division for the school year 2021 – 2022 as the basis for Learning Enhancement Plans. A descriptive correlational research design was utilized through an adapted survey questionnaire. Respondents were selected using universal sampling for teachers and convenient purposive sampling for parents. Gathered data were treated using simple percentages, weighted mean, t-test, and Pearson-r correlation. Results revealed that most parent respondents were between 31 and 40 years old, female-dominated, had 1-3 children, graduated from High School, worked as farmers, and had a combined monthly family income of 10,000 and below. Moreover, the teachers' profiles showed that most were between 51 and 60 years old, all females, earned master units, and had taught for 20 years or more. Findings showed that parents' perception of the level of their knowledge and understanding of the factors that affect the academic performance of the DHH learners in MDL was Very High, while only High for teachers. Furthermore, the learners' academic performance was Satisfactory. Consequently, delivery of content, learning preferences, language used in LAS, teacher support, and parental support differed significantly between the two respondent groups' perceptions. On the other hand, all factors do not affect learners' academic performance, as they were found to have no significant relationship. It is recommended that learning enhancement plans crafted for each school be implemented.



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