Perceived Level of Parental Support to Students During Online Learning

A Research Proposal Presented to the

Faculty of Mandaue City Comprehensive National High School

Senior High School Department

In Partial Fulfillment of the Requirements for Practical Research I

Ruiz, John Patrick Villaruel Hadjisalem, Isnihaya

Solon, Denmark Panes, Ma. Audrey

Villahermosa, Kyjl Gabriel B. Sinadjan, Jay Anne

Aluba, Sheen P.

Group 4

April 2022
 CHAPTER I

INTRODUCTION

1.1. The Rationale of the Study

“Parental acts toward the kid, such as praising, encouraging, and offering

physical affection, that convey to the youngster that he or she is welcomed and

loved," according to the definition. In practice, parents who get a lot of parental

support show a lot of attributes including caring and warmth, openness to provide

advice, and having open conversations with their kids. Children with limited

parental support are more likely to demonstrate negative emotions, cannot cope

with stress, and participate in substance use, according to existing narratives (Mills

R. M., 2021).

Parental support has been established as a protective factor for a variety of

outcomes among teenagers, including alcohol and other drug use, sadness, and

anxiety. Parental support, such as having parents who listen and having easy access

to emotional support, is a protective factor against teenage anxiety and is inversely

connected to drug use in many forms. Low parental support, on the other hand, has

been linked to higher levels of substance use, just as strong parental support has

been linked to lower levels of substance use.

 To provide an example, students at Mandaue City Comprehensive National

High School in Mandaue City have been pursuing online learning, and it has been

a hardship, even with parental support; imagine how difficult it would be if the

children did not have one.

At school, children who get parental support develop a positive mindset,

drive, and self-discipline. School failures are frequently promoted by disengaged

parents who are uninterested in their children's academic lives (N/A, Fedena,

2019).

Wendy S. Grolnick and her colleagues (1994, 1997) produced studies in

which they defined three aspects of parental participation based on how parent-

child interactions impact adolescents' academic performance and motivation. The

term "behavioral participation" refers to parents' public displays of interest in their

children's schooling. Parent-child interactions that express good attitudes about

school and the significance of education to the kid are examples of personal

participation. The term "cognitive/intellectual participation" refers to practices that

help youngsters develop their skills and knowledge. According to this hypothesis,

parental participation has an impact on student accomplishment because these

interactions alter kids' motivation, perception of competence, and belief that they

have control over their academic success.

 School, Family, and Community Partnerships argued by Joyce L. Epstein (in

a 1995 article and a 2001 book) that school, family, and community are important

"spheres of influence" on children's development, and that a child's educational

development is enhanced when these three environments collaborate toward shared

goals. (Sheldon, 2022)

Formerly studies show that one of the obstacles of students. in the general

run of things, they want to acknowledge how much they received full support from

their parents during the pandemic as they switch from online learning. Since a lot

of students fail to see their parents as their greatest cheerleaders and having overly

supportive as they learn and succeed on their own, students can become reliant on

their parent's support, especially in online learning, where the instructors are a

screen away, can a parent more easily disrupt the learning rhythm. The result of

lack of support from their parent will not only affect their performance but at the

same time, also can negatively impact their self-esteem. All these ideas point to

learning by doing. consequently, it is viewed that having no support from their

parents can affect students to the attitude and behavior especially as they learn on

their own during online learning.

With this in mind, the primary objective of this study is to determine how

much parental help students receive in their studies, particularly during online
learning. The goal of this research is to find out how essential parental support is to

students and how it can affect them in a variety of ways, especially in the student's

learning style and during the pandemic when the students have to switch to online

learning.

1.2. Statement of the Problem

The goal of this study is to know how much support the students received

from their parents, especially during the time of the pandemic when the students

had to switch from online learning. The researchers would also like to know what

the students did to overcome the difficulties of online learning if they did not get

any help from their parents.

Specifically, the study attempts to answer the following research questions:

1. What are the main online learning support strategies used by parents to their

children?

2. How did the students' overcome the difficulties even without parental assistance

and what were the students' methods of coping?

3. What are the students’ realizations during online learning?

4. Why does parental involvement play an important role in their children's

education?
1.3. Significance of the Study

The results of this study will significantly benefit the Students, Parents, and

Teachers

Students – The benefits of parental guidance to students are: The students feel

more motivated to learn, and their grades improve. It also helps improve student

behavior in their online classes. Having parents and teachers communicate more

helps students feel more motivated in their classes; their self-esteem and attitudes

in class improve.

Parents – Parenting education promotes using high quality parenting practices,

including the use of fantastic language, deliberate discipline, and own circle of

relatives’ routines. It additionally encourages nurturing conduct and will increase

parents' understanding of infant improvement and communique styles.

Teachers – When students have better communication with their parents then they

will also have a better communication with their teachers, they learn to value the

work and the challenges that teachers face, which makes the teachers feel

appreciated. It also helps the teachers to get to know the student more, allowing

them to teach in a more personalized and effective way.

1.4. Scope and Delimitation of the Study

This study aims to establish the visible level of parental support for students

because face-to-face classes have not yet returned, and students are temporarily

learning online at home with their parents.

The survey respondents include the students that got support from their

parents. The researchers would also like to include the students’ parents during the

interview if they are available. The researchers will limit this study to various

grade 11 sections of Mandaue City Comprehensive National High School for the

academic year 2021-2022. A phenomenological study design will be used in

conducting this study.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

2.1. Related Literature

This chapter discussed and analyzed existing research on the definition of

parental, the importance of parental support in the children’s development as a

person, and as a student. This contained the relevant literature's concepts,

methodology, and findings. The researchers chose to undertake this study, by the

fact that all the researchers are interested on how parental support can influence a

student’s academic performance. Those presented in this chapter assisted in

familiarizing the reader with relevant and related facts to the current study being

conducted.

Parental Support in Youth’s Development

Parental support has been characterized as parental acts toward the child,

such as praising, encouraging, and showing physical affection, that show the child

that he or she is welcomed and loved (Mills, Mann, Smith, & Kristjansson, 2021).

And according to (Ruholt, Gore, & Dukes, 2015), parents have a crucial part in

their children's development as they grow into adults and learn how to navigate

life.
 Positive mental health, social competence, self-esteem, academic

accomplishment, and good peer connections have all been related to parental

support for youths' growth and well-being (Manzoni, 2018). According to a report

by, (Tiffany & Young, 2004), the ability of informal approaches to involve parents

in community-wide youth development and to establish the resources, services,

and opportunities is needed to assist their children develop their capabilities and

will help to grow their children's capacities and health. The power that parents

wield over their children is based on a trusting connection rather than how much

authority they wield or how many lectures they deliver. It may appear that the kid

is attempting to push their parents away, but in reality, the child is attempting to

push themselves away from their parents in order to pick a path in life and form an

identity for themselves as a separate, independent person. This isn't to say that

parents can't keep in touch with their children and offer the support they require as

they transition from a kid to an adult (N/A, For Parents, 2022).

Parental Support in Education

From the standpoint of an economist, parental participation may be

described as direct effort done by the parent in order to improve their children's

educational performance (Avvisati, Besbas, & Guyon, 2010). According to an

article by (N/A, Parental support to learning, 2021), children who have interested

parents are more driven to learn for the sake of learning because they imitate their
parents' favorable views about school and learning. The most beneficial influence

on learning comes from accompanying and monitoring children's major school

goals – that is, to study and learn – by modeling positive behaviors and attitudes

toward school and transmitting the value of school. In addition, a book by

(Marshall, 2021) stated that parenting and strong family relationships consistently

provide opportunities to strengthen coping skills and the ability to regulate

emotions, these are also opportunities for children to become skilled at accepting

hardship and remaining committed toward achievement. And furthermore, in an

article of (LaRocque, Kleiman, & Darling, 2011), they have stated closing the

achievement gap and improving student learning necessitates the cooperation of a

variety of stakeholders, the most prominent of whom are parents. They also stated

that families have an essential part in helping to create a school that fulfills their

child's requirements. Another one, is the study that was conducted by (Ong,

Phinney, & Dennis, 2006) about the impact of psychological and familial variables

on academic success in 123 Latino college students and the data indicated that

Latino adolescents with more psychological and familial supports had higher

academic accomplishment. Both ethnic identification and parental support

attenuated the effects of poor socioeconomic level on academic success after

covarying between-person variations in gender and generational status.

Shifting to Online Classes During the Pandemic

The Covid-19 pandemic has shaken the globe. The implications affect all

facets of human existence, including education. Online learning at home has

replaced school activities, and instructors are increasingly sharing the load of

teaching with parents. In this case, parents should be able to act as learning

partners for their children at home.

A study in Riau was conducted to know how much parental support did

students received during the pandemic. They concluded that the majority of parents

are involved in their children's online learning activities, while some still face

challenges and problems in dividing time, paying attention, and explaining the

lesson to their children (Novianti & Garzia, 2020). And additionally, an online

survey conducted in Nigeria by (AZUBUIKE & Bisano, 2020), only 83 percent of

the parents responded that they were actively assisting their children in learning

during the pandemic. When we questioned why parents were not helping their

children, the majority said they didn't know how because they weren't instructors.

Other explanations given were parents being too busy at the time or being unable

to pay the cost of supporting their child's learning. Interestingly enough, in another

survey conducted in UK by (Packman, 2020), found out that only more than half

(53%) of parents felt more involved in their child's learning than they did before

lockdown.
 During the Covid-19 lockout, family involvement and learning participation

played a major and beneficial influence on teenage learners' commitment to online

learning, according to the research. In this article the authors recommended that

parents should be encouraged to create synergies with the digital revolution, while

future study recommendations underline the need for further in-depth research on

the issue (Lawrence & Fakuade, 2021). Lastly, another article has stated that, in

online environments, parents have the potential to be the key to overcome

significant concerns regarding attrition and success (Stevens & Borup, 2017).

Parents' support for their children's growth and well-being has been linked to

positive mental health, social competence, self-esteem, academic achievement, and

strong peer connections. Parents have an important role in assisting in the creation

of a school that meets the needs of their children. Parents have the potential to be

the key to overcoming considerable concerns about attrition and performance in

online environments. However, there has been little research on how to better

integrate parents in their children's learning. Parents should be encouraged to build

synergies with the digital revolution, while future study suggestions emphasize the

necessity for more in-depth research on the subject.

2.2. Related Studies

This following related studies are presented to examine the factors of

parental support in education, the perception of students towards parental support

and the effect of parent teacher relationships to the students’ academic

achievements. Rationality is essential in the research study in order to see the

obstacles experienced by pupils who have parental assistance vs students who do

not have any form of parental support.

Factors Affecting Parental Support in Education

There is a lot of factors that can affect parental support in education. Parents'

beliefs have a positive impact on their children's academic progress influence their

involvement levels (Hoover-Dempsey, Bassler, & Brissie, 1992). In a study by

(Mejorada, 2011), they stated that the academic success of students is influenced

by parental education and the occupation of the parents although the occupation

has minimal bearing on their children’s academic success. Furthermore, parents are

more inclined to participate if they feel welcomed by the instructor and that their

opinions are valued (MAGWA & MUGARI, 2017). An increasing percentage of

parents are unable to connect with teachers and administration because they do not

speak or understand English well enough. Many parents are unfamiliar with their

children’s schools’ expectations and don’t know how to get engaged, even if they
want to. This is due to cultural differences. Some parents believe they lack the

educational background or skills necessary to communicate with instructors and

employees. Others are hesitant to attend school because of their own unpleasant

experiences as students (Aronson, 1996).

Interestingly, according to (Hornby & Lafaele, 2011), the level of parental

support is also influenced by the child’s age. They explain this in relation to the

decline in parental participation in the upper grades. Another interesting factor that

affects parental support in education is about the different levels of parental

support between a girl and boy. In a study by (Carter & Wojtkiewicz, 2000),

Regardless of their children’s grades, test scores, or educational goals, parents

aided females in certain areas and sons in others. Daughters, on average, have

greater parental support in their schooling than males. The findings are explored in

terms of typical parental socialization procedures against a shift in parental

treatment as a result of social trends. Lastly, according to (Hill & Taylor, 2004),

while most research focuses on the relationship between parental participation and

accomplishment, different forms of parental involvement may have an impact on

one another.
Students’ Perceptions of Parental Support

According to a study by (Kolkhorst, Yazedjian, & Toews, 2011), during

their college years, majority of students said they had a good connection with their

parents and that they were trusted to make their own decisions. Furthermore, the

support they get in their achievement-oriented activities, as well as their pleasure

of those activities and self-perception of abilities related with those interests, are

how adolescents see their parents' engagement (Leff & Hoyle, 1995). The views of

parental and programmatic support among 20 urban teenagers were investigated in

this qualitative research. Support was described in a variety of ways by these

participants, including emotional encouragement, academic assistance, and college

preparation assistance (Vega, Moore, James L., III, & Miranda, Antoinette Halsell,

2015).

Parent Teacher Relationships

The relationship between parents and teachers are one of the most important

factors affecting parental support. A study conducted by (Kim, Sheridan, Kwon, &

Koziol, 2013) to see if the quality of the parent–teacher connection moderated the

association between parents' motivating views and children's adaptive functioning

and externalizing behaviors. According to this study, the quality of parent–teacher

relationships may be one way through which the advantages of parents' motivating
beliefs are passed to children. Another study has stated that, trust is a crucial aspect

of parent engagement in education and parent-teacher interactions. In preliminary

studies, parent trust in teachers and schools is related to students’ learning and

conduct (Santiago, Garbacz, Beattie, & Moore, 2016). Another study that can

support why parent teacher relationship is crucial in parental support have stated

that, positive interactions between parents and teachers are increasingly being

acknowledged as critical in the process of parental support (Minke, Sheridan,

Moorman, Ryoo, & Koziol, 2014). Interestingly enough though, according to

(Clinton & Hattie, 2013), students who indicate that their parents communicate

with their instructors or attend school meetings are more likely to do poorly.

Although this is true in some cases, according to (Landeros, 2010), improving

'excellent mothering or parenting' was done at the price of teacher professionalism.

Due to their vast networks, levels of lobbying, and critical analysis of school

operations, a small group of entitled minded moms were able to have a major

influence not just on teacher job satisfaction but also on the environment of the

entire school that would result to the good academic achievements of the students.

Again, there are several elements that might influence parental support,

particularly in the field of education. Cultural differences, educational

backgrounds, professions, age and gender of students, and even language are all

influences. Furthermore, students' views of parental support are influenced by what

inspires them or the positive outcomes of the aforementioned characteristics of

parental support. Parent-teacher interactions are also one of the most critical

factors influencing parental support.

2.3. Theoretical Background

It can be seen from the related literature and related studies that parental

support is a crucial part in the students’ learning abilities. Therefore, as the study's

background, two theories are employed. 

Cognitive theories of emotion are one of the theories used in this study. The

theory proposed that an infant's ability to experience and communicate discrete

emotions is connected to the development of cognitive abilities. Thus, although

infants cry and have a nonsocial smile at birth, not all approaches accept that

infants possess an innate ability to experience emotions. Rather, within the

cognitive approach, the experience of distress and happiness emerges at 2–3

months of age, as cognitive skills develop. 

Vygotsky's theory of social development is one of the cognitive-centered

approaches to early social and emotional development. Vygotsky is best known for

coining terms such as the zone of proximal development, which refers to the range

of capacities and problem solving that the infant can achieve independently as
opposed to those that the infant can achieve in collaboration with adult support,

and scaffolding, which refers to the behaviors that parents and other older

interactive partners use to enhance the infant's capacities. The concept that

newborns gain new social and cognitive abilities through contact with older people

is central to Vygotsky's theory. Vygotsky felt that when a newborn and caregiver

engage in an activity, the adult begins by directing and leading the experience,

gradually allowing the infant greater control. Vygotsky claimed that newborns

accumulate "tools" to aid in their learning and development. Some of these 'tools'

are older people in an infant's social network. Thus, older people in the child's

environment educate him or her not just about the things in the environment, but

also about the social context in which those objects are used and the kind of social

interactions that might be expected. Within this societal context, emotional

experiences are understood. 

According to the hypothesis, a student's academic achievement is determined

by the interaction of his abilities. As a result, he established a learning behavior

depending on the infant's emotional capacity during his encounter. 

Positive parent-child interactions have been shown in studies to be important

for cognitive development as well as social and emotional growth in the first few

years of life. But even if some parental behaviors toward children appear to be
beneficial to their early development, others appear to be detrimental. Parental

behaviors such as intrusiveness and questioning or instructing in a way that directs

the child's attention, for example, have been linked to decreases in children's

symbolic play.

The social interaction between parents and children during the early years of

development has a powerful influence on children's development of cognitive

skills, such as language. Certain parental behaviors support children's development

during play as well, which can be crucial for development since children spend

much of their day in this activity. While there is opportunity for parent-child

interaction to be supportive, parental behaviors such as interrupting or redirecting

attention can be detrimental. 

Urie Bronfenbrenner's theory also supports this research study on child

development and the impact of parent involvement. The well-known human

development Psychologist Urie Bronfenbrenner outlined the impact of parent

involvement at schools and the other surrounding influences on a child's

development in his Ecological Systems Theory of Development. For example,

when parents and teachers communicate directly and work towards shared goals,

such as, encouraging a child's interest in reading, practicing an instrument for the

school concert or raising a grade from C to B, children can rely on their support
system and feel more confident in creating and pursuing goals. On the other hand,

when the music teacher tells her student to practice at least one hour a day but

mom and dad make a no music rule at home, conflicting influences hinder the

child's “mesosystem” and cause dysfunction to his/her overall development. 

Bronfenbrenner's Ecological Systems Theory of Development and

Vygotsky's Theory have a link in terms of helping students develop their learning

abilities and social development.  The teachers, parents and youth organizations are

all impacting children’s development on a daily basis. In Vygotsky's Theory,

children can solve some problems by themselves, yet other more challenging

problems require help from social agents. Working together as much as possible to

help students succeed will improve their academic performance. 

2.4. Definition of Terms

Parental Support – It is a significant opportunity for schools to expand

present school programs by including parents in the

educational process. Increased parental engagement has

been found to improve student achievement, parent and

teacher satisfaction, and school atmosphere.

Factors – Aspects that influence parental support in the academic

achievements of students.
Perceptions – Perception is the sensory experience of students towards

parental support along their academic journeys.

Parent Teacher – This relationship is one of the mechanisms by which the

Relationships benefits of the parents’ motivational beliefs can be

transferred to the children or to the student.

Online Classes – During the pandemic, online classes are one of the

changes students have to face. In this study, this refers as

how much parental support did students received during

their online classes.

Theoretical Framework

Amount of Parental
Support Received
Students Who Received
Parental Support

Perceived Level of Types of Parental

Parental Support to Support Received
Students During Online
Learning
Coping Mechanisms on
Students Who Did Not
How They Survive
Received Parental
Without Any Parental
Support
Support
 CHAPTER III

METHODOLOGY

This chapter covers the research methods that will be used to respond to the

problem statement in Chapter 1, which is to determine how much parental support

children received, particularly during the pandemic when students had to convert

to online learning. It discusses the various approaches and methods for locating

the essential information on the analysis as well as the analysis of the data gathered

by the researchers. It includes the research design, research locale, research

sample/participant, research instruments, data collection procedure, and data

analysis.

3.1. Research Design

This study employs qualitative research to investigate the amount of parental

support students received during their online learning and how this affected to their

academic capabilities. Qualitative research is a type of investigation that examines

information communicated by language and behavior in real situations. And in this

research, it is used to collect expressive information about ideas, values,

sentiments, and motives that underpin behaviors that is not expressed in

quantitative data (Berkwits & Inui, 1998).

 The phenomenological approach seeks to highlight the specific, identifying

phenomena based on how they are seen by the players in a scenario. Personal

paradigms underpin phenomenological approaches. Knowledge and subjectivity

are highlighted, as is the significance of human viewpoint and interpretation. As

such, they are effective for comprehending subjective experience, getting insights

into people's motivations and behaviors, and sifting through the clutter of assumed

assumptions and common knowledge (Stan).

This approach highlights the importance of an individual's point of view.

The emotional awareness of the participants' experiences aids the researcher in

gaining knowledge from the individual's experience. This research design is the

best fit for this study since the researchers want to know how much parental

support affects a student's life during the pandemic, particularly their academic

achievement. The researchers want to know how much parental support students

had and how varying levels of parental support affected them.

The researchers used an online semi-structured interview as a research

design since it best served to address the study's questions and objectives. Semi-

structured interviews are often open-ended, allowing for some leeway. Less

structure can help you see patterns while still allowing you to compare respondents

(Tegan, 2022). In contrast to a general questionnaire, semi-structured interviews

allow participants to answer questions more imaginatively and allow the

researchers to ask different types of open-ended and personally customized

questions (Houlis), making it the best approach to use in study. The use of

qualitative research as an approach would give a knowledge of how the

respondents have experienced, acted, and dealt with their situations, as well as use

their interactions to make the study feasible.

3.2. Research Locale

The research location has been essential at every stage of a research study in

order to fully locate the study's target participants. It is important to understand

when and where the researchers will perform the study. This section provides a

brief description of the study's location, Mandaue City Comprehensive National

High School, which is located at 8WFV+QHM, Jose L. Briones, Mandaue City,

6014 Cebu.

The Mandaue City Comprehensive National High School (MCCNHS)

opened in June 1986 in the center of the city, with just fifty pupils as the initial

enrollment and participants in the Comprehensive Curriculum. Dedicated teachers

serviced its purpose of producing a new generation of persons well-equipped with

technical abilities that can contribute to economic progress within its first year of

operation. Mr. Inocencio Casimero, Miss Enriqueta Caete, Mrs. Socorro

Marababol, Mrs. Erna Yuson, and Mrs. Beatriz Vicente were the pioneering

instructors.

Mandaue City Comprehensive National High School (MCCNHS) is a public

secondary comprehensive school in Mandaue City, Cebu. It is divided into two

campuses: the main (in Brgy. Centro) and the annex (situated in Brgy Looc). The

annex campus is located behind Norkis Park, with access to the opposite side

through a covered pedestrian overpass that spans DM Cortes St. The main campus

is located between the Mandaue City Engineer's Office Building (south) and the

Department of Education Mandaue City Division Building (north) (north).

MCCNHS becomes the pinnacle of an educational institution capable of

exceeding its own ambitions. The Comprehenians' minds are not simply engaged

with the accomplishments they have produced over the years. The administrators,

Mr. Dominico Sanchez, Mrs. Lucilin J. Suan, Mrs. Virginia C. Zapanta, and Mrs.

Reina S. Perez, have made it a priority to reach out to the community.

The researchers chose this area for the study because it supplies them with

the required data. It was also picked since the research focuses on the students of

the school and how much of an influence their parents' engagement makes on their

education. With the current circumstances, the researchers can only conduct an

interview online to ensure compliance with the pandemic's safety measures.

3.3. Research Participants

The participants in the study can be identified using a non-probability

sampling, specifically purposive sampling. A sample is a subset of a population

and we survey the units from the sample with the aim to learn about the entire

population. However, the sampling theory was basically developed for probability

sampling, where all units in the population have known and positive probabilities

of inclusion. This definition implicitly involves randomization, which is a process

resembling lottery drawing, where the units are selected according to their

inclusion probabilities. In probability sampling the randomized selection is used

instead of arbitrary or purposive sample selection of the researcher, or, instead of

various self-selection processes run by respondents. Within this context, the notion

of non-probability sampling denotes the absence of probability sampling

mechanism. In this chapter we first reflect on the practice of non-probability

samples. Second, we introduce probability sampling principles and observe their

approximate usage in the non-probability setting and we also discuss some other

strategies (Vehovar, Toepoel, & Steinmetz, 2016).

This study involves 10 main participants, including students and their

parents if possible. The researchers use 10 participants to have more information

about the current study being conducted. The more people that participate, the

better the study is. Having a large number of participants reduces the risk of
accidently having extreme, or biased, groups – such as having all adults or all

children in a study that should have equal numbers of adults and children.

From the perspective of schools, students bring enthusiasm to research teams

and often ask insightful questions-sometimes quite by accident-that can change the

ways faculty approach research inquiries. Student researchers contribute to the

world of knowledge. Grade 11 students in Mandaue City Comprehensive National

High School is the researchers chosen main participants. The students that will be

used in this study have experienced and continue to experience online learning, and

as a whole, the responder fits the study's requirement for explaining,

comprehending, and perceiving the implications of parental support in the

student’s academic achievements.

3.4. Research Instrument/s

This research instrument is a tool used to gather information that was needed

by the researchers. To elaborate information for this study, the researchers will be

using the online interview method. In order to prevent the spread of COVID-19

since face-to-face interviews are not yet allowed.

In this strategy, the researcher will be choosing 10 participants in MCCNHS

grade 11 students and will be expected to conclude due to we are all affected by
COVID 19 Furthermore, the researcher will meet the chosen participants through

zoom or google meet since it will be an online interview.

As a result of doing this interview the researcher will be using a semi

structured questionnaire to interview the chosen participants in MCCNHS Grade

11 students and it will be based on the questions they will ask on a questionnaire.

Semi structured interview was the one chosen as the preferred methodology

in this study, because it encourages two-way communication. It provides an

opportunity so that researchers can learn answers to questions and the reasons

behind the answers in this approach the respondents have time to open up about

their family views or sensitive views experiences.

This semi structured online interview is really satisfactory for this

phenomenological study. This research aims to study about the support of every

student from their parents during COVID 19 pandemic along the online interview.

The researcher accumulate date necessary for this study and it will have the

follow up questions to have more information’s from the participants.

Consequently, in order to have accumulate and take down the information’s

from the participants, the researchers will be using an instrument such as

questionnaire, audio and video recorder, notes and other gadgets that will be used

in online interview.
3.5. Data Gathering Procedure

The method of acquiring, measuring, and assessing correct insights for

analysis using established approved methodologies is known as data collection.

Data collection assists researchers in obtaining pertinent information for the study.

The information supplied by respondents on a certain study topic is referred

to as data. The importance of data in research cannot be overstated since it enables

for proper reporting of study findings. Data collection is just as important as

research activity since poor data collection methods will have an influence on

study outcomes. The following presents the process in conducting the study:

The researchers will initially inquire about the participant's spare time.

Participants were individually contacted in order for the researcher to organize an

initial briefing and provide the necessary information forms. The researchers

needed to guarantee that both sides were available so that the researchers will not

hassle the participants.

The Covid-19 crisis is having an impact on how researchers operate. The

primary consideration should be the participants' and researchers' health and well-

being. Because the researchers were not permitted to visit the location specified in

the study area, they informed the participants that they would be conducting an

online interview.
 Consent is obtained verbally prior to the online interview using a form given

by the institution. Obtaining consent from the participant will also be sought for a

second time throughout the interview as a double check. Based on the participants'

agreement, the interviews were conducted through Zoom or Google Meet,

videotaped, and transcribed. The researchers will employ an audio recorder, a

video recorder, and note-taking to collect important data.

The prepared questions are asked first, followed by additional study-related

questions, during the data gathering procedure. The follow-up questions will give

the researchers with sufficient and relevant data. Researchers must collect a huge

amount of data from participants in order to get high-quality results. The

information gathered will be examined. The data is evaluated in order to acquire a

better grasp of the concept as a whole. Following the interview, the researchers

will thank the participants for their honesty in answering the questions.

3.6. Analysis of Data

In qualitative research incorporating interviews, focus groups, tests, and

other methodologies, data analysis will include recognizing and objectively

analyzing common trends in replies in order to satisfy the research’s aims and

objectives (Dudovskiy, 2015). It is critical for researchers to have precise processes

in order to assess and comprehend the data they have gathered.

 Thematic analysis is a common sort of analysis used in qualitative research.

According to Guest, MacQueen, and Namey, thematic studies, such as grounded

theory and the creation of cultural models, allow the researcher to be more active

and interpretative (2012). Moreover, rather than counting specific words or

phrases, thematic studies focus on defining and describing both hidden and overt

concepts, or patterns, within the data. Braun and Clarke published a step-by-step

tutorial on thematic analysis for beginning researchers in 2006. As a result, the

researchers should review the data using the six-step approach.

Several academics have produced various versions of thematic analysis. The

researchers would be able to recognize themes or patterns in the data using Clark

and Braun’s six-step procedure, which is the most widely used method of thematic

analysis in the qualitative literature. The first step in the theme analysis is to

acquaint yourself with the complete data set, which needs a lot of reading. The

researchers can now move on to the second stage, which is generating initial codes.

Begin by making a list of potential data items of interest, questions, data item

relationships, and other first thoughts. With two frameworks (Braun & Clark,

2012), codes, including theme distinctions, can be linked to more semantic or

latent meanings (inductive or deductive). Phase three begins by reviewing and

searching for themes in the data that has been coded and collated. Furthermore,

thematic maps are helpful for organizing and building themes since they offer the
data meaning and substance on its own. The codes are now organized into bigger

themes that appear to relate to the research topic at the conclusion of this phase.

Reviewing takes place as the fourth phase to check that the themes that have been

encoded are correct. The researchers must thoroughly examine the data in order to

be confident in moving on to the fifth phase, which involves describing and

naming the themes. This step’s goal is to provide names and a narrative

description, as well as to establish its importance. Finally, the manuscript or report

must be produced. This procedure should include a clear and succinct description

of how the researchers evaluate the data, as well as what makes their data

collecting accurate and relevant.

To avoid biases in data processing, the researchers will code each piece of

information separately. If the given codes are consistent and sensible, the

interpretations are more likely to be accurate. The researchers conducted a data

triangulation to verify trustworthiness and validity.

3.7. Researcher’s Reflexivity

The researchers will employ data triangulation, which entails the use of

various data gathering methods. In qualitative research, triangulation refers to the

use of multiple methods or data sources to build a thorough knowledge of

phenomena (Carter N, 2014).

 By triangulating data, researchers will be able to obtain information that will

provide them with fresh insights. As a result, the researcher will have a greater grip

and comprehension of the study's issue.

3.8. Ethical Considerations

In accordance with this, the researcher will communicate with the participant

via online meetings. As a result, it is critical to build trust with study participants.

Analysts will be the ones that decide and discover what the subject is going

through, and they must ensure that they are not biased. Before beginning the

interview, the researcher will seek permission from the research participants.

Furthermore, the participants must be free to respond to any inconvenience that

may arise throughout the interview. The researcher will conduct the research with

care and secrecy for the details and information given by the participant. Finally,

the researcher wants to conduct an amicable study without disrupting others.

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