EPRA International Journal of Environmental Economics, Commerce and Educational Management Journal DOI: 10.36713/epra0414 |ISI I.F Value: 0.815|SJIF Impact Factor (2021): 7.743 ISSN: 2348 – 814X Volume: 8 | Issue: 12 | December 2021 ------------------------------------------------------------------------------------------------------------------------------------------------------ ------- 2021 EPRA ECEM | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra0414 ----------77 | STRESSORS AND PARENTAL COGNIZANCE ON MODULAR LEARNING MODALITY Victoria B. Ornopia 1 , Ma. Melanie N. Edig 2 , Ronald S. Decano 3 1 Graduate Student, Doctor of Philosophy in Educational Management, Davao del Norte State College 2 Faculty, Institute of Advanced Studies, Davao del Norte State College 3 Dean, Institute of Advanced Studies, Davao del Norte State College Article DOI: https://doi.org/10.36713/epra9176 DOI No: 10.36713/epra9176 -----------------------------------ABSTRACT----------------------------------- The factors are contributing to optimal parental educational involvement always intrigued to research, and the researcher wanted to dig into the issue or the problem behind the different scenarios. A wide range of stressors and parental cognizance on modular learning modality, including the home environment, socio-economic status of the family, and learning at home with a descriptive equivalent of very extensive, indicates that stressors on modular learning modality are always evident. On the other hand, the extent of parental cognizance, considered with the indicators: participation in social organizations, school programs involvement, and community collaboration with a descriptive equivalent of extensive which frequently means evident. A student's ability to succeed academically as well as cultivate a lifetime passion for learning is greatly enhanced when parents are actively involved in the lives of their kids. Furthermore, the results of this study awaken to Department of Education to maintain seminars about improving parental cognizance and training about the different modalities for the parents to develop their supporting teaching skills and deeper relationships with their children. KEYWORDS: Stressors, modular learning modality, parental cognizance----------------------------------- INTRODUCTION The extent to which parents are involved in their children's education at home, it has been assumed, may not only depend on the quality of schools and teachers that may be a catalyst of good education, but also it could be useful shortly. In the framework of the world. For example, as cited by (Saleem, 2020), the United States of America is also experiencing this problem due to the lack of time parents have to participate in their children's learning development. As a result, students become more exposed to technology, which makes them less inclined to study. In addition, academic failure has been connected to risky conduct and bad consequences, such as drug addiction, criminality, and emotional and behavioral difficulties, among others (Saleem,2020). In the national context, this poses validity issues as parents are measured against standards that may not reflect their experiences and cultural beliefs. It is important to employ a cultural lens and start with an exploratory study to build a model that can help understand and examine academic involvement among the target population (Fan & Chen, 2017).