Chapter 1

The Problem

Overview

The global spread of COVID-19 has caused disruptions in many aspects of

our lives. Education systems worldwide have changed dramatically. Numerous
countries have encouraged schools to shift to online learning; as a result, parental
involvement in their children’s education has changed. To contain the spread of
the coronavirus disease-2019 (COVID-19) pandemic and minimize its impact on
all social and economic activities, including education, many schools across all
levels of education in approximately 188 affected countries (UNESCO 2020)
were temporarily closed to protect school-going children and adolescents from the
risks of contracting the disease. By April 2020, an estimated 1.6 billion students
were temporarily out of school owing to social restrictions. This study focused on
parental involvement in children’s education during the COVID-19 pandemic.
The study found that parental involvement in children’s schooling has been
affected by the COVID-19 pandemic. Furthermore, the interviews revealed that
parents would prefer to keep to their chosen role rather than fulfill the teaching
role imposed on them by COVID-19. This paper contributes to the application of
Hoover-Dempsey and Sandler’s model of parental involvement in children’s
schooling, illustrating that an external force drives parental involvement. More
specifically, many parents have been forced to change their participation form due
to the unforeseen shift to online learning.
Introduction

The Covid-19 pandemic disrupted nearly every area of life, including the
economy, society, culture, and education. Offices, schools, universities, air, land,
and sea transportation stations, as well as retail malls, were forced to close as a
result. To lessen the upsetting effects of the COVID-19 pandemic, some nations
have developed educational regulations that favor adaptable learning approaches.
The current curriculum must be reimagined and reshaped in light of the demands
of the students in the "new normal" setting, according to the different government
agencies and the education industry.

To contain the spread of the coronavirus disease-2019 (COVID-19)

pandemic and minimize its impact on all social and economic activities, including
education, many schools across all levels of education in approximately 188
affected countries (UNESCO 2020) were temporarily closed to protect school-
going children and adolescents from the risks of contracting the disease. By April
2020, an estimated 1.6 billion students were temporarily out of school owing to
social restrictions (Azevedo et al. 2020). This had become necessary, as school
environments are risky places where large numbers of students meet and share,
resulting in the virus’s rapid spread (Sintema 2020).

Thus, the classroom has made its way to the home as the new place for
education in schools. Online learning requires more assistance than face-to-face
instruction, including parental involvement and educational caregiving (Borup et
al., 2014). According to Greene and Hoover-Dempsey (2007), face-to-face and
atypical online education, such as public schools, state schools, and
homeschooling, strongly emphasizes parental involvement. In comparison to
traditional schools, parental involvement in online learning may be more
necessary (Russell, 2004). Also, Krenz (2010) stated that parental education level
significantly affects how involved parents are in their children's schooling.

There is a considerable development in education, where the mode of

instruction has been changed from teacher-centered education to student-centered
education. In teacher-centered education, the teacher plays a role as the source of
education, and students are recipients of his/her knowledge. In contrast, student-
centered education emphasizes the role of students in knowledge production in
the class. In a student-centered approach, the teachers’ role turns to “helper to
students who establish and enforce their own rules. Teachers respond to student
assignments and encourage them to provide alternative/additional responses.
Student-centered instruction has currently benefited many new technologies by
using the internet and other advanced technological tools to share, transfer, and
extend knowledge” (Hancock, 2002). Online learning has become a part of the
21st century as it makes use of online platforms.

Furthermore, parental involvement in schools focused on the family

background concerning characteristics of school involvement activities and then
tracing if it genuinely affects academic performance. Thus, it contributes
willingness and motivation to their children's outputs (Park & Holloway, 2016).

Consequently, children who are supported by their parents exhibit the

proper mentality, perseverance, and self-control in the classroom. Parents who are
not involved in their children's academic lives frequently encourage school
failure. This creates a generation of pupils that are uninterested in learning or in
studying. Parental involvement inspires children to learn, which results in
improved grades. The degree of participation is essential in creating a sign
significantly influencing performance. The influence on a child's academic greater
than the influence on a child's academic success, there are.

Hence, it is widely understood to include any sort of assistance provided

to school-age children by parents, guidance counselors, or other caregivers to
guarantee the success of a certain academic program (Waters, Menchaca, and
Borup 2014). In the conceptualization of parental involvement, Epstein (1987)
identified various forms of parental involvement in learners' educational success,
including communications from the school to home, participation in
extracurricular activities and school activities, and learning activities, as well as
learners' psychological and academic needs (food, clothing, shelter, a place to
study, and school material supplies). In the current study, parental involvement is
perceived as the provision of online learning resources made available and
accessible to learners for online learning purposes, which include internet-enabled
tablets, smartphones, laptops, and internet data or airtime.

This study shows how parents are involved in their children's online
learning during the COVID-19 pandemic. The researchers believe that students’
academic performance can be very positive with the help of their parents.

Objectives

This research focused on parental involvement in children’s education during the

COVID-19 pandemic. The overall aim of the surveys was to explore the
experiences and perspectives of parents as they navigated their child(ren)’s online
learning during the COVID-19 pandemic. This translated into two key objectives:

1. How do parents describe their parental involvement before and after the
COVID-19 pandemic?
2. How did suspending in-person schooling due to COVID-19 affect children
socially and academically from their parents’ perspectives?

Significance of the study

The results of the study are deemed significant in terms of the following:

The Parents. The findings of this study will give ideas to the parents that being
involved in their children’s education builds high self-esteem and inspires them to
improve social skills and behavior allowing students to acclimate better to school
environments.

The Students. It will give the students the benefit/s of having their parent/s
involved with their studies.
To the Teachers. It serves as research-based information on the parent’s
involvement in their children’s education.

Framework of the study

Parental involvement, in any frame, produces quantifiable gains in

students' accomplishments (Dixon, 2018). Therefore, the idea of parental
involvement with the students and the school is necessary and can deliver
achievements for all concerned. According to Gao (2017), parental involvement is
social capital and recognizes the added substance impacts of various sorts of
capital (counting social, financial, and social capital) on college access and
decision. However, his study hypothesizes and combines the exchange among
different sorts of capital and the enlargement of enrollment fees. This
investigation tended to this gap. This study proposed an 'associating various
capitals' show and assumed that parental social capital could direct the impacts of
social and financial capital on a section to college.

Furthermore, Sohyun and Kim (2018) discussed that the student's mental
improvement was negatively associated with home–school association and
support of academic achievement. The parents who viewed parental involvement
as their obligation did not see their parts as taking an interest in home–school
associations and supporting non-academic improvement exercises.

Meanwhile, Hamlin (2018) discussed several key contextual differences,

parents across settings identify relatively similar needs for enabling that parental
contribution, stressing parenting methodologies for supporting prosperity (e.g.,
nourishment, psychological wellbeing, and innovation utilize) and skills for
locally established learning.

However, Jhang and Lee (2018) define parental involvement as

accomplishing primary school accomplishments. Results demonstrated that new
migrant kids experienced less parental involvement than local children. The
progressive straight model uncovered four of the five parental association factors
identified with beginning accomplishment, the principal exemption being an
intergenerational conclusion.

Moreover, on the theory of Powell and Cassidy (2016), Family Systems

Theory sees families as living life forms. It stresses limits, rules, desires, and
practices that assist the family to keep up harmony and business as usual—given a
situation when someone in the family changes, the other members will need to
adjust well. The family is the smallest unit in a community. This implies that if
one family changes, it will affect & alter other systems as well that surround that
family. Family Systems Theory encourages us to comprehend the connection
between parental involvement on academic performance.

In connection to our study, it causes us to clarify the procedure of parental

involvement since it included the child's and parent's relationship. It likewise
illuminates the setting in which parentification happens. Finally, the inner
working model causes us to comprehend and give data regarding adulthood's
positive and negative results.
Conceptual framework

the basic
obligation of
parental
education

parents’ KINDS OF
involvement in INVOLVEMENT communication
THAT PARENTS between school
family learning GIVE TO THEIR
activities and family
CHILDREN

parental
involvement in
the school

Figure 1: Conceptual Framework of the study

Statement of the problem

This research focused on parental involvement during the COVID-19 pandemic.

Specifically, it was purported to answer the following questions:

1. What are the involvements of the parents in the online learning of their
children during the pandemic?

2. How has this pandemic improved the academic performance of their

children?

Definition of terms

For clarification, the important terms in this study have been defined.

The following terms are:

Parental Involvement - the extent to which a parent participates in his or her

children's education.

Online learning - is education delivered via the Internet. It is also known as "e-
learning," among other factors.
Scope and delimitations

This study is delimited to assess parents’ involvement in online learning

during the COVID-19 pandemic. The study focuses on parental involvement, and
how it affects the student’s performance with the help of the parents/guardians.
This study involves 30 parents of 2nd year Social Science students during the
school year 2021-2022. It is designed to thoroughly understand parents’
involvement in their children’s education.
 Chapter 2

Review of related literature

This chapter presents a review of related literature and other studies relevant to
the topic under investigation. It is divided into the following sections: Parental
Involvement and Online Learning.

Parental Involvement

Parents have many opportunities to play a role in children’s learning.

Parental involvement is an important factor in children’s learning, which is the
umbrella term for many different activities, including raising children at home,
assisting children with their homework, discussing with teachers, taking part in
school activities, and participating in school governance (Desforges and
Abouchaar, 2003).

In addition, Erlendsdóttir (2010) referred to parental involvement as the

amount of participation a parent has regarding schooling and a child's life. It
implies the measure of interest a parent has regarding tutoring her kids
(Bartolome, Abdul, and Mamat, 2018). However, a few schools develop parental
association once in a while guardians have delays in their kids' instruction. In any
case, a collection of writing inspects the hugeness of social and social impacts and
the impacts of guardians' contribution to and desires for their kids' advancement
and learning. Parental involvement, in any frame, produces quantifiable gains in
students' accomplishments (Dixon, 2018). Therefore, the idea of parental
involvement with the students and the school is necessary and can deliver
achievements for all concerned.

Parental involvement is generally defined as all forms of support given to

children by parents, guidance teachers, or caregivers to ensure the
accomplishment of a particular academic program (Waters, Menchaca, and Borup
2014). The involvement of parents in sustaining online education is of great
importance to the continuity of such education. In the broadest sense, parental
involvement in children's education can be understood as active measures to
support them in the learning process, taking into account their cognitive,
emotional, social, and personality development (Szumski & Karwowski, 2017).
High parental involvement has been associated with cognitive success but also
with the development of social competencies (Sheridan et al., 2012) and positive
behavior (Domina, 2005). Research conducted by Moroni et al. (2015) indicates
that the frequency of parental involvement in helping with homework negatively
correlates with educational achievement, while the perceived quality of the
support provided positively impacts learning outcomes.

Many parents mistakenly believe that their children’s education is entirely

in the hands of teachers, but research solidly supports the case for parental
involvement.

Research from the National Coalition for Parent Involvement in Education

shares that “no matter their income or background, students with involved parents
are more likely to have higher grades and test scores, attend school regularly,
have better social skills, show improved behavior and adapt well to school.”
However, Borup (2013) argued that parental involvement in online learning is not
the same as engaging in traditional education and requires redefining the scope of
responsibilities and tasks parents should undertake.

Parental support and involvement can also benefit kids of all ages at a
developmental level that extends beyond academics. According to Ria Simon,
when a child can see that their parent(s) is supporting them, they are more likely
to take risks and learn something new instead of staying inside the box.

Meanwhile, in the study of Arriero (2006), findings show that two main
issues arise from the amount of involvement the parents in their children’s
learning in the home the first is the type of communication the parents can sustain
with the children and the second is the general influence of the parents in the
home environment in terms of creating a learning environment. This implies that
communication with parents tends to range either positive or praising of the
children to negative disciplining for them to learn.

According to Garcia and Thornton (2014), current research shows that the
involvement of family in learning helps to improve student performance, reduce
absenteeism and restore parents' confidence in their children's education. Learners
with parents or caregivers who are involved in learners’ education, earn higher
grades and test scores, have better social skills, and show improved behavior. This
is something that we as a community and the world at large need, as it contributes
to reducing crime and poverty. Ideally, it would help to have a greater percentage
of parental involvement in their children’s education. The study proved that when
parents provide their children with the required support, it stimulates the home
environment and promotes cognitive development.

Finally, parental involvement motivates learners not to give up easily

when they do not understand a particular topic and will not bunk classes because
they know that their parents are always monitoring their school attendance
(Lemmer, 2007:320).

Online Learning

Online learning has become a part of the 21st century as it makes use of
online platforms. Internet and education have been integrated to provide users
with the necessary skills in the future (Haider and Al-Salman, 2020). A study by
Stec et al., 2020 indicated that online teaching has three main approaches, namely,
enhanced, blended learning, and online approach. Enhanced learning uses the
intensive use of technology to ensure innovative and interactive instruction.
Blended learning mixes both face-to-face and online education. The online
approach indicates that the course content is delivered online. Online education is
convenient for students, where they can access online materials for 24 h (Stern,
2020). Online education turns education to be student-centered, where students
take part in the learning process, and teachers work as supervisors and guides for
students (Al-Salman et al., 2021).

The mode of education has turned into student-centered education, where

students became independent learners. This is considered an advantage as face-to-
face instruction was teacher-centered education, where students receive their
education from their instructors. Online learning initiated students’ role in using
additional resources to discover their abilities as independent learners (Roach and
Lemasters, 2006).

Online learning works as an alternative to face-to-face education during

COVID-19. It becomes the 21st most efficient tool for online learning. The online
learning experience is different globally. Some countries have the required
resources to facilitate learning, while many others do not have the equipment
available in high and middle-income countries. Online learning becomes a tool to
prevent the outbreak and ensure social distancing. It also offers flexibility,
regardless of place and time. It also gives students questions, and answers freely,
and provides feedback on the assigned courses’ content (Rosell, 2020).

Usher & Barak (2020); Huang (2019), referred to online learning as a

learning environment that uses the Internet and other technological devices and
tools for synchronous and asynchronous instructional delivery and management
of academic programs (Usher & Barak, 2020; Huang, 2019). Online learning has
dramatically increased in recent years, and it's easy to understand why. One of the
most widely used terms in the aftermath of the pandemic has been "new normal,"
with the expanding quantity of online learning materials being the new normal in
education.

The new normal is a reformed perspective of education that is based on

online learning. Many educational institutions have had to adjust to a whole new
mode of teaching. According to Ratheeswari (2018), the use of Information and
Communications Technology (ICT) in the digital era helps learners apply the
skills required in the twenty-first century. Pusvyta Sari (2015) assumed online
learning as an alternate method for the world of advanced technology and
communication, and students must adapt.

Online learning has been considered a useful tool for learning, cost-
effectiveness, flexibility, and the possibility of providing world-class education
(Jeffcoat Bartley and Golek, 2004; Gratton-Lavoie and Stanley, 2009; De La
Varre et al., 2010). A study by Li and Lalani (2020) indicated that COVID-19 had
brought change to the status of learning in the 21st century. The instruction mode
has been changed at both schools and higher academics from face-to-face
instruction to online instruction (Strielkowski, 2020). The change to online higher
education entails reshaping our view regarding higher education, including
institutions and students’ needs. For instance, theoretical courses can be taught
online. In contrast, the practical courses should be conducted face to face to
ensure best teaching practices in monitoring and guiding students. Therefore,
technology can make larger classes flexible and suit students’ needs (Siripongdee
et al., 2020).

However, studying in a physical setting can bring out unseen talents and
qualities in students rather than working in a virtual model, which can be
beneficial to overall student progress. Aside from that, students’ academics,
assignments, and projects from anywhere at any time provide a suitable setting for
students to study and avoiding students from returning to school during the
pandemic. Online learning is being utilized to teach students academics and
extracurricular activities. Therefore, online learning is the optimal medium for
ensuring student learning continuity during the COVID-19 pandemic (Ariffin et
al., 2020; Fauziana, 2020; Mansor et al.,2021; Raheim, 2020; Samat et al., 2020).

Parental involvement in children's education can be understood as active

measures to support them in the learning process, taking into account their
cognitive, emotional, social, and personality development. High parental
involvement has been associated with cognitive success but also with the
development of social competencies and positive behavior. Students with
involved parents are more likely to have higher grades and test scores, attend
school regularly and show improved social skills, research shows. Parental
support and involvement can also benefit kids of all ages at a developmental level
that extends beyond academics. Research shows that the involvement of family in
learning helps to improve student performance, reduce absenteeism and restore
parents' confidence in their children's education.

Summary

Parental involvement is an important factor in children’s learning. High

parental involvement has been associated with cognitive success but also with the
development of social competencies. Research indicates that the frequency of
parental involvement in helping with homework negatively correlates with
educational achievement, while the perceived quality of support provided has
poisoning outcomes. Students with involved parents are more likely to have
higher grades and test scores. Parental involvement in online learning is not the
same as engaging in traditional education. Research shows that the involvement
of family in learning helps to improve student performance, reduce absenteeism
and restore parents’; confidence in children’s education.

A study by Stec et al., 2020 indicated that online teaching has three main
approaches, namely, enhanced, blended learning, and online approach. Enhanced
learning uses the intensive use of technology to ensure innovative and interactive
instruction. Blended learning mixes both face-to-face and online education.
Online education is convenient for students, where they can access online
materials for 24 h. A study by Li and Lalani (2020) indicated that COVID-19 had
brought change to the status of learning in the 21st century.

The instruction mode has been changed at both schools and higher
academics from face-to-face instruction to online instruction. Technology can
make larger classes flexible and suit students' needs, but studying in a physical
setting can bring out unseen talents and qualities rather than working in a virtual
model. Online learning is being utilized to teach students academics and
extracurricular activities. Online learning is the optimal medium for ensuring
student learning continuity during the COVID-19 pandemic. Research shows that
the involvement of family in learning helps to improve student performance and
reduce absenteeism. High parental involvement has been associated with
cognitive success but also with the development of social competencies and
positive behavior.
 Chapter III

Methodology

This chapter encompasses the methods of research to be employed by the

researcher in conducting the study. This presents the way the data of the study
were gathered which includes the following: (a) Research Locale, (b) Research
Design, (c) Respondents of the Study, (d) Research Instrument, (e) Data
Gathering Procedure, and (f) Data Processing and Statistical Treatment.

Research Locale

The study conducted at Sumpong, Malaybalay City, Bukidnon,

Philippines. Its population as determined by the 2020 Census was 9,243. This
represented the 4.85% total population of Malaybalay.

Figure 2. Map of Sumpong, Malaybalay City, Bukidnon.

Research Design

The study used a quantitative descriptive method of research. According

to QuestionPro, descriptive research is a type of quantitative study that aims to
collect measurable data for statistical analysis of a population sample. It is a
widely used market research instrument that allows us to collect and define the
characteristics of a demographic category. By this design, the involvement of
parents in online learning for their children will be measured.

Respondents of the study

The respondents of the study are parents of 2nd year Social Science
students. Since the entire population of the parents could not be probed
considering that it largely required a huge time, the researcher only took an ideal
number of respondents to participate in this study. All of the respondents were
selected through random sampling.

A simple random sampling is meant to be an unbiased representation of a

group. This sampling method is conducted where each member of the population
has an equal chance of being chosen. The chosen respondents are containing
thirty (30) parents of the 2nd year Social Students enrolled in the school year
2021-2022.

Instruments of the study

A research-made questionnaire in Google Form approach to examine

parental involvement in online learning in students. In this study, the information
was collected through self-administered questionnaires distributed personally to
the respondents by the researcher. They also assumed confidentiality to obtain the
honesty of the respondent’s answers.

Scoring Procedure

The researchers downloaded and scored the completed Google form. The
mean score for the items on Parental Involvement in Online Learning During
COVID - 19 Pandemic was computed per respondent. The table below shows the
range and qualitative descriptions.

Table 1. Range and Qualitative Description

Scale Mean Range Qualitative Description

5 4.21-5.00 Strongly Agree

4 3.41-4.20 Agree

3 2.61-3.40 Neutral

2 1.81-2.60 Disagree

1 1.00-1.80 Strongly Disagree

Data gathering procedure

The researcher asked for permission after establishing the validity and
reliability of gathering data, formulating questions appropriate for the study, and
doing all necessary modifications for the respondents. Due to the current situation
of our country, the researcher decided to make a Google document with questions
in it.

The Google documents were distributed through group chats making it

easier for the researcher to hand the questionnaires to the respondents. Thus, their
corresponding answer to the question is kept by the agreement of the respondents
and the researcher. The data gathered was organized and tabulated according to
the result of the statistical treatment.

Data processing and statistical treatment

Responses to the questionnaire by parents of Social Science students were

statistically analyzed with the data requirement of the study. Descriptive statistics
such as frequency count, mean, percent, and rank are considered. The survey
questionnaire, a survey was attempted to measure the assessment of the
involvement of parents in online learning.