Parents' Perceptions in an Institutional Flexible Learning Program

Authors

  • Charmane T. Espejo Philippine Normal University
  • Dhana A. Canoy Philippine Normal University
  • Irma L. Escobia Philippine Normal University
  • Darryl Roy T. Montebon Philippine Normal University

DOI:

https://doi.org/10.56278/tnl.v16i2.1730

Keywords:

class time, facilitation of instruction, flexible learning, home-school communication, parents’ perceptions

Abstract

Parents play a vital role in supporting their children's learning. This paper mainly explored parents' perceptions of a flexible learning program in one laboratory school in Metro Manila. Convenient sampling was used to identify the participants. There were 86 parents who voluntarily participated in this study via survey which utilized a convergent parallel mixed-method research design. For the quantitative data, descriptive statistics was employed. Thematic analysis was used to analyze the qualitative data. Relevant findings revealed three themes namely, home-school communication, facilitation of instruction, and class time. Online communication tools can be maximized to provide feedback, monitor learners’ status, and set up consultation time. The facilitation of instruction provided opportunities for active participation, independent learning, and production of creative outputs. Class time may be designed to provide sufficient synchronous meetings for learning and to accommodate parents' schedules. The results of the study provided insights to revisit policy implementation in flexible learning and developed preparedness of parents in supporting their children's learning.

References

Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on distance learning

during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in

Education, 10(3), 901–911. https://doi.org/10.11591/ijere.v10i3.21136

Aksan, J. A. (2021). Effect of modular distance learning approach to academic performance in mathematics of students in Mindanao State University-Sulu Senior High School amidst COVID-19 pandemic. Open

Access Indonesia Journal of Social Sciences, 4(1), 132–142.

Association of International School Africa. (2022). Parent online evaluation questionnaire.

Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x

Bokayev, B., Torebekova, Z., Davletbayeva, Z., & Zhakypova, F. (2021). Distance learning in Kazakhstan:

estimating parents’ satisfaction of educational quality during the coronavirus. Technology, Pedagogy and Education, 30(1), 27–39. https://doi.org/10.1080/1475939X.2020.1865192

Braun, V., & Clarke, V. (2012). Thematic analysis. In K. J. Cooper, H., Camic, P.M., Long, D.L., Panter, A.T., Rindskopf, D., Sher (Ed.), APA Handbook of Research Methods in Psychology (Vol. 2, pp. 57–71).

American Psychological Association. https://doi.org/10.1037/13620-004

Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed method approaches. In Sage (4thed.).Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. In Sage Publications (3rd ed.).

Currie-Rubin, R., & Smith, S. J. (2014). Understanding the roles of families in virtual learning. Teaching

Exceptional Children, 46(5), 117–126. https://doi.org/10.1177/0040059914530101

Daniela, L., Rubene, Z., & Rūdolfa, A. (2021). Parents’ perspectives on remote learning in the pandemic context. Sustainability (Switzerland), 13(7). https://doi.org/http://dx.doi.org/10.3390/su13073640

De Dios, C. B. O. (2022) Children's home learning during Covid-19 pandemic: The lived experiences of selected Filipino parents on remote learning. Psychology and Education: A Multidisciplinary Journal, 1(2), 2-13. https://doi.org/10.5281/zenodo.6523232

Demir, E., & Gologlu Demir, C. (2021). Investigation of parents opinions about distance education during the Covid-19 Pandemic. Turkish Online Journal of Distance Education, 22(2)(April), 42–57.https://dergipark.org.tr/en/pub/tojde/issue/61115/906485

Department of Education. (2020). Guidelines on the engagement of services of learning support aides to

reinforce the implementation of the basic education learning continuity plan in time of Covid-19 pandemic. 1–23. https://www.deped.gov.ph/2020/10/15/october-15-2020-do-032-s-2020-guidelines-on-theengagement-of-services-of-learning-support-aidesto-reinforce-the-implementation-of-the-basic-education-learning-continuity-plan-in-time-of-covid-1/

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese

parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1-9. https://doi.org/10.1016/j.

childyouth.2020.105440

Estrellan, A., Ferrariz, K. J., Lazona, P. A., Madres, V. E., & Estrellan, J. C. (2021). E-Learning amidst the pandemic: teachers ’ perspective in the Philippines. ASEAN Journal of Science and Engineering Education, 1(2), 93–96. http://ejournal.upi.edu/index.php/

AJSEE/

Fiş Erümit, S. (2021). The distance education process in K–12 schools during the pandemic period: Evaluation of implementations in Turkey from the student perspective. Technology, Pedagogy and Education, 30(1), 75–94. https://doi.org/10.1080/1475939X.2020.1856178

Hamad, F. K. (2021). Palestinian mothers’ perceptions about online learning at public and private elementary schools during COVID-19: Challenges and recommendations. Pedagogical Research, 6(3), 2–18. https://doi.org/10.29333/pr/11009

Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194

Huang, R., Tlili, A., Yang, J., & Chang, T.-W. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University. https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-Learning-in-COVID-19-Outbreak-SLIBNU-V1.2-20200315.pdf

Lau, E. Y. H., & Lee, K. (2021). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863–880. https://doi.org/10.1080/10409289.2020.1843925

Lau, E. Y. H., Li, J. Bin, & Lee, K. (2021). Online learning and parent satisfaction during COVID-19: Child competence in independent learning as a moderator. Early Education and Development, 32(6), 830–842. https://doi.org/10.1080/10409289.2021.1950451

Lawrence, K. C., & Fakuade, O. V. (2021). Parental involvement, learning participation and online learning commitment of adolescent learners during the COVID-19 lockdown. Research in Learning Technology, 29(1063519), 1–16. https://doi.org/10.25304/rlt.v29.2544

Manguilimotan, R. P., Cabalda, J. A., Arnado, A. M. M., Padillo, G. G., Espina, R. C., & Capuno, R. G. (2022). Parents’ satisfaction with online education for learners with special needs at the elementary level. Cypriot Journal of Educational Sciences, 17(4), 981–998.

https://doi.org/10.18844/cjes.v17i4.7106

Misirli, O., & Ergulec, F. (2021). Emergency remote teaching during the COVID ‑ 19 pandemic: Parents experiences and perspectives. Education and Information Technologies, 26(6), 6699-6718. https://doi.org/10.1007/s10639-021-10520-4

Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies

and instructional approaches to facilitate remote learning. Journal of Computers in Education, 9(1),

–70. https://doi.org/10.1007/s40692-021-00195-8

Moralista, R. B., Michael, R., & Oducado, F. (2020). Faculty perception toward online education in a state college in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic. Universal Journal of

Educational Research, 8(10), 4736–4742. https://doi.org/10.13189/ujer.2020.081044

Palma, M., Escucha, T., Distor, Z., Tuyao, B., Malaco, A., & Estrellan, J. (2021). Parental academic support in online and modular learners amidst pandemic: A comparative study. Indonesian Journal of Community and Special Needs Education, 1(1), 31–36.

Pek, L. S., & Mee, R. W. M. (2020). Parental involvement on child’s education at home during school lockdown. Jhss (Journal of Humanities and Social Studies), 4(2), 192–196. https://doi.org/10.33751/jhss.v4i2.2502

Ramirez, M. T., Naparan, J. A., & Naparan, G. B. (2022). Guiding children through self-learning modules

(SLM ): Exploring parents’ experiences. The Normal Lights, 16(1), 222–251.

Ribeiro, L. M., Cunha, R. S., Andrade E Silva, M. C., Carvalho, M., & Vital, M. L. (2021). Parental involvement during pandemic times: Challenges and opportunities. Education Sciences, 11(6). https://doi.org/10.3390/educsci11060302

Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: Voices of Philippine university students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2), 147–158.

Simpson, J. C. (2020). Distance learning during the early stages of the COVID-19 pandemic: Examining K-12

students’ and parents’ experiences and perspectives. Interaction Design and Architecture(S), 46, 29–46.

Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 08(10), 159–170. https://doi.org/10.4236/jss.2020.810011

The SAGE Encyclopedia of Qualitative Research Methods. (2008). In L. M. Given (Ed.), SAGE Publications.

UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of

sustaninable development goal 4. 94(1), 232–233.

UNESCO. (2020a). Distance learning strategies in response to COVID-19 school closures. Education Issue Notes, 2(1).

UNESCO. (2020b). Policy Brief: Education during COVID-19 and beyond. https://doi.org/10.24215/18509959.26.e12

UNICEF. (2020). Guidance on distance learning modalities to reach all children and youth during school closures. In United Nations Children’s Fund (UNICEF) Regional Office for South Asia. https://www.unicef.org/rosa/media/7996/file/Guidance Continuity of Learning during COVID-19 - Reaching All Children_UNICEF ROSA.pdf

Vincent-Lancrin, S., Cobo Romaní, C., & Reimers, F. (2022). How learning continued during the COVID-19 Pandemic: Global lessons from initiatives to support learners and teachers. OECD Publishing. https://doi.

org/https://doi.org/10.1787/bbeca162-en

Downloads

Published

2022-12-27

How to Cite

Morales, M. P. E., Canoy, D., Escobia, I., & Montebon, D. (2022). Parents’ Perceptions in an Institutional Flexible Learning Program. The Normal Lights, 16(2). https://doi.org/10.56278/tnl.v16i2.1730

Issue

Section

Research Article