BARRIERS EXPERIENCED BY PARENTS DURING DISTANCE LEARNING

AMIDST THE COVID-19 PANDEMIC AT MUNTINLUPA CITY: BASIS FOR

STAKEHOLDERS' ENRICHMENT AND SUPPORT PROGRAM

A Qualitative Research Proposal Presented to:

Graduate School Department
Pamantasan ng Lungsod ng Muntinlupa

In Partial Fulfilment of the

Requirements for the Degree
Master of Arts in Education
Major in Educational Management

Presented by:
Kindred B. Villaruz, LPT

June 2021
 CHAPTER 1

Introduction

On the date March 12th, 2020, the World Health Organization (WHO) announced

that the outbreak of coronavirus disease (COVID-19), which is caused by the SARS-

CoV-2 virus and which was first found in Wuhan, China, had reached the level of a

global pandemic (WHO, 2020). Not one week later, on March 18th, 2020, UNESCO

reported that an estimated 107 nations had closed all schools due to the pandemic

(United Nations Educational, Scientific and Cultural Organization, 2020). These school

closures have affected approximately 862 million school students, which represents

almost half of the school-age population worldwide (Jackson et al., 2016; Abuhammad

et al., 2020).

The sudden decision to close schools is generally based on the scientific data

that during influenza virus pandemics lower social association among students is

necessary to interrupt the spread of the virus (Abuhammad, 2020b) The closing of

schools can have a positive impact on mortality by reducing the transmission and

incidence of a disease (Abuhammad, 2020a; Anderson et al., 2020; Wenham et al.,

2020). However, it can also

have a negative impact by reducing the available healthcare workforce to care for the ill

because they cannot secure childcare to enable them to go to work.

According to research on school students, the mean value of daily social

association when schools are closed is almost half that of when schools are open. On

the other hand, there is an increase in contact between school students and parents

and other adults when schools are closed (Eames et al., 2010). The evidence on the
effectiveness of closing schools and other measures for social distancing almost entirely

comes from research undertaken on this measure during influenza outbreaks, and it has

been shown in such outbreaks that school students drive virus transmission (Brooks et

al., 2020; Hens et al., 2009). It has been shown that closing schools leads to significant

reductions in the peak rate of infection compared to the rate of cumulative infection, and

based on modeling research, such an approach can have a significant impact on the

reproduction of infection rate if the transmission rate of the virus is low (Nafisah et al.,

2018). However, the effectiveness of such an approach is unclear in the case of

coronavirus outbreaks that have occurred for instance, as a result of severe acute

respiratory syndrome (SARS) or Middle East respiratory syndrome (MERS), and more

recently and particularly, COVID-19, which seem to have a different transmission

dynamic (Bayham and Fenichel, 2020; Shen et al., 2020).

The strategy employed to close schools differs by country and the decision may

be made at a national, regional, or local level. In addition, there may be reactive

closures of schools because of the personal choice of numerous parents to withdraw

their children from school in reaction to the rate of student infection (Shen et al., 2020).

In light with the current surge of COVID-19 cases, schools have engaged in a

distance learning set-up. According to Hannum et al. (2008), distance learning is a

platform that many schools use to meet the learning needs of students. It has also been

determined that distance learning is an effective approach at the college, university, and

high school level parents' perspective (Hannum et al., 2008; Irvin et al., 2010). When

school students are required to remain at home, as is the case during the current

COVID-19 pandemic, parents not only need good parenting skills, they also need a
good level of education. In addition to monitoring the temperament and the performance

of their children, parents should attempt to satisfy their children's educational needs as

effectively as possible.

One way in which this additional parenting role is being supported is through

giving children and parents access to distance learning materials and techniques via the

internet. However, while there has been a tremendous increase in the use of online

distance learning at all learning stages in various regions, there are still some barriers to

distance learning. These barriers can hamper or completely prevent the utilization of

distance learning by some groups. It is therefore important to understand the

perceptions of parents regarding the barriers to distance learning because doing so will

enable government and education decision-makers to create solutions to remove the

barriers that most affect parents and prevent them from supporting their children to

attain a good education.

Background of the Study

The Philippines is one of the countries that has been hit by Coronavirus. As of

March 07, 2021, the country has reported 591, 138 confirmed positive cases, 12, 465

deaths, and 535, 350 recovered cases (Woldometer, 2021). Based on medical

research, there seems to be a global consensus among infectious disease specialists

and public health officials to limit face-to-face classes as a means of protecting the

students and the

community at large from the spread of the pandemic (Murphy, 2020). Although the

COVID-19 pandemic brought the country’s economy into recession, there are more
important issues that have emerged and need to be urgently addressed, like the sudden

closure of schools and the implementation of online distance learning to continue basic

education.

To control the spread of this infectious disease, most educational institutions

around the globe were being closed. In the Philippines, while the vaccine for Covid-19 is

not yet available for vaccination, online distance learning was implemented. As stated in

DepEd Order no. 012, s.2020, there will be no face-to-face classes until safe, DepEd is

one of the President in his non-negotiable commitment to the health and safety of our

learners, teachers, and staff. It is the first and most important principle of our BE-LCP.

However, the BE-LCP also emphasizes that learning opportunities to our students may

be provided through blended distance learning modalities, until any prohibition by the

DOH, the IATF, or the president for face-to-face learning in schools CLCs is lifted or

relaxed. To prepare the entire nation for New Normal Education, teachers were being

trained from different learning modalities and educational platforms to be used in online

distance learning that will cater to the needs of the students in the New Normal.

Schools are the heart of social activity and human interaction. When schools

close, many children and youth miss out on social contact that is essential to learning

and development (Union, 2020). As mentioned in an article in the Journal of Education

and Educational Development (2020), this has an immediate as well as a long-lasting

effect, particularly for the more vulnerable and disadvantaged communities. Online

communication platforms and education tools like Facebook, Messenger, Google

Classroom, Zoom, Google Meet are being used and various internet services in video
conferencing and online distance learning ensure the continued communication among

teachers, parents, and students. These applications are being used in interactive online

classes and provide opportunities for social interaction.

On the other hand, parents were also given a tough task to assist their children

and take responsibility for their learning process while staying and learning at home.

Hence, the purpose of this research study was to explore the barriers parents have

experienced in home learning in the midst of COVID-19 Pandemic.

Theoretical Framework

The study is anchored on the theoretical support of Kegan’s three models on

distance education. Keegan (1986) identifies three historical approaches to the

development of a theory of distance education. Theories of autonomy and

independence from the 1960s and 1970s, argued by Wedemeyer (1977) and Moore

(1973), reflect the essential component of the independence of the learner. Otto Peter's

(1971) work on a theory of industrialization in the 1960s reflects the attempt to view the

field of distance education as an industrialized form of teaching and learning. The third

approach integrates theories of interaction and communication formulated by Badth

(1982, 1987),

and Daniel and Marquis (1979). Using the postindustrial model, Keegan presents these

three approaches to the study and development of the academic discipline of distance

education. It is this concept of industrialized, open, nontraditional learning that, Keegan

says, will change the practice of education. Wedemeyer (1981) identifies essential

elements of independent learning as greater student responsibility, widely available

instruction, effective mix of media and methods, adaptation to individual differences,

and a wide variety of start, stop and learn times.

Distance education is a concept that covers the learning-teaching activities in the

cognitive and/or psychomotor and affective domains of an individual learner and a

supporting organization. It is characterized by non-contiguous communication and can

be carried out anywhere and at any time, which makes it attractive to adults with

professional and social commitments (Holmberg, 1989, p. 168).

Garrison and Shale (1987) include in their essential criteria for formulation of a

distance education theory the elements of noncontiguous communication, two-way

interactive communication, and the use of technology to mediate the necessary two-way

communication. With online and distance learning, parents, and guardians, assume the

responsibility of being an integral component of the child's learning environment.

Parents are also made aware of the online environment that their child will have access

to in addition to the course curriculum and the method of delivery.

Conceptual Framework

INPUT PROCESS OUTPUT

1. What are the difficult

circumstances you
have experienced
during your child’s
home learning?

2. How should you

prepare yourself for
your child’s Stakeholders’
distance learning? Enrichment and Support
Program
 FIGURE 1: Conceptual Framework

The research study focused on the barriers experienced by the parents during

distance learning amidst COVID-19 Pandemic at Muntinlupa City. The figure above

exhibits the conceptual framework of the research study. Here, the framework

represents the overview of the study and as the general basis for the guides and

directions of the study.

The INPUT-PROCESS-OUTPUT (IPO) model was shown to identify the inputs,

outputs, and processing tasks required to transform inputs into outputs. The variable(s)

included in the input was the following; questions that will perchance determine the

answers needed to acquire the output; these questions are:

1. What are the difficult circumstances you have experienced during your child’s

home learning?

2. How should you prepare yourself for your child’s distance learning?

3. What are your suggestions to the local government officials in supporting

distance learning?

4. What are your general concern/feedback for the teachers / school

administration?

The research output contained the stakeholders’ enrichment and support

program. The process of gathering, processing, presenting, analyzing, and interpreting

of data are given to manifest the output of the research.

Statement of the Problem

The purpose of this study is to inquire the barriers experienced by parents during

their child’s distance learning amidst COVID-19 Pandemic at Muntinlupa City.

Furthermore, this research seeks to identify and understand the lived experiences of

parents and their major concern in home learning during the COVID-19 Pandemic. It

has been observed that various problems were being raised by the parents that have

not been addressed and might cause failure to the learning outcome of their children.

In line with this, the research will be acquiring answers from the participants with

the following interview questions:

Main Question:

 What are the barriers experienced by parents during their child’s distance

learning amidst COVID-19 Pandemic in Muntinlupa City?

Sub questions:

1. What are the difficult circumstances you have experienced during your child’s

home learning?

2. How should you prepare yourself for your child’s distance learning?

3. What are your suggestions to the local government officials in supporting

distance learning?

4. What are your general concern/feedback for the teachers / school

administration?
Scope and Limitations

This study will cover the real-life experiences of parents during their child’s

distance learning in the midst of COVID-19 pandemic. The primary subjects of this

research study will consist of parents who are currently experiencing home distance

learning. The participants will be limited to ten (10) parents who are currently residing at

Muntinlupa City. The researcher will conduct a structured-interview with participants

using open-ended questions related to the barriers they have experienced during the

distance learning set-up. The researchers will also use the purposive sampling

technique for data collection.

Significance of the Study

The researcher believes that this study will not only yield data that will be helpful

to her, more to the following groups of people:

The Parents. In particular, the parents will be equipped with how to face the

challenges of New Normal Education. Hence, parents may also aspire to become more

effective in teaching their children at home.

The Learners. The findings of the study will provide the students with knowledge

about the challenges faced by their parents during home distance learning. Hence, it

may serve as their guide and help their parents achieve the targeted learning outcomes.

The Teachers. The result of the study will offer teachers an understanding of

parent’s experiences in home learning. Thus, it will lead them to employ strategies and

techniques that would be beneficial for parents and students in online distance learning.
 The School Administrators. They may address some of the major concerns of

the parents during home distance learning. This study will be a useful guide on what to

prioritize that could help the parents while teaching their children at home.

Local Government Officials. The results of this research can be a guide for

formulation of certain programs that would help parents to assist their child effectively

and efficiently.

Future Researchers. The findings of the study will guide them on the major

concerns of the parents that were facing during home distance learning. And it will pave

the way for more expounded studies on similar fields.

Terms and Definitions

The following terms used in this study are defined operationally to preclude any

misinterpretation.

 Distance Learning – refers to the learning modality where learning takes place

between the teacher and the learner who are remote from each other during the

Covid -19 pandemic.

 Home Learning – an activity that a child is asked to complete outside of the

school day, either on their own or with an adult in times of pandemic.

 New Normal Education – schools will have blended or purely on-line courses.

Training in using teaching and learning platforms will be available for both

teachers and students.

 Online Learning - A form of distance education in which a course or program is

intentionally designed in advance to be delivered fully online.

 Online Learning Platform - is an integrated set of interactive online services that

provide trainers, learners, and others involved in education with information, tools

and resources to support and enhance education delivery and management.

 Parental Support – defined as assisting and facilitating their child to accomplish

the tasks given by” teachers during home distance learning.