Parents’ Perceptions in Online Learning in

Pardo National High School

By

Group 3

JOESA A. ALFANTE

REYMART BACUS

JOCELYN C. INIGO

MARY JANE G. PETALINO

ABSTRACT

This study aims to identify the perceptions of parents on online learning set-up in Pardo

National High School. The study also considers the important factors affecting online learning as

perceived by the parents. The study used data based on the response of 50 parents, to a

questionnaire survey that consists of two sets. First set is the four domains; 1-student computer

competence, 2-quality learning, 3-school environment, and 4-student’s personal development

(Abdallah,2018, Vol. IV, Issue 10). Second set consists of the 3 factors that affect online learning

1.) Individual factors, 2.) Context factors, 3.) Online and Offline Activities (Jingyan Lu, Qiang

Hao, 2014).
 The results indicate that parents generally had favorable perceptions on the Student

Computer Competence which parents believed that online learning makes their students to be

updated when it comes to technology, have a thought that it makes their children to be

innovative, and online learning improves the technical skills of their child. Parents were most

likely to emphasize that the “Online/Offline” Activities have the highest percentage that affects

online learning of the students as perceived by parents. This factor includes Internet

Entertainment (Multimedia, games, chat), Internet learning (Online discussion, homework, and

browsing for information), Home activities (watching TV, reading books, and communicating

with other family members.) These results have important implications for school administrators,

teachers, and most importantly to parents.

Keywords: online learning, parent’s perception, factors affect online learning

INTRODUCTION

In recent years, there have been many studies that online learning reaches millions of K-

12 learners and its annual growth has been exponential over the past number of years. This

growth has and will likely continue to lead to dramatic changes in the educational landscape

especially in times of this COVID-19 pandemic. The severe short-term disruption in education

due to this health crisis is felt by many families around the globe. Moving from regular on-

campus school to a completely online learning environment changes established routines of

everyone at home, not just to our students but also with the parents. Online learning is not only a

massive shock to students’ social life and learning but also to parents’ productivity.
 Parents serve as a coach for their students, at any age, and support them through their

learning process. The parents have a mighty role establishing an educational foundation for their

children at home supporting the education process in schools, thus the parents shared the

responsibility for their children's education with schools. Kuhlemeier and Hemker, (2007)

affirmed that parent’s awareness of e-learning and the internet contribution in education will

simplify and support their children's education and learning. The parent’s tasks in education are

characterized in keeping encouraging and motivating their children to learn, and given the assist

when needed, that could be achieved by providing more time and appropriate facilities to their

children, which support the opportunity of students to access and gather the required information

at home. According to Berge & Clark, (2006) the parents have to acquire the advanced learning

methods concepts and methodology to enhance their children’s education curve. Siu-Cheung,

(2017) Indicated the result that there was a high correlation between parental understanding and

support for e-learning although parents demonstrated only a basic level of understanding. Four

types of parental support and six major areas of parental concern were identified. These results

shed light on the school–parent partnership whereby parents should implement a proactive e-

learning policy at home to monitor, support and inspire e-learning.

On the other hand, other studies positive views of parents about online learning were

being emphasized where parents generally had favorable attitudes toward online college degree

programs regardless of the gender of their children, those with female students were more likely

to support online programs than those with male children (Kelly Sunho Park, 2007). Another

study claimed that parents showed positive attitudes toward media, to the extent that they

believed media exposure to be vital to children’s development, and many disagreed with the
recommendations from expert sources regarding age-appropriate screen time (Vittrup, Snider,

Rose and Rippy (2014).

The purpose of this study is to extend this line of research by examining the perceptions

of parents toward online learning in a public-school setting. In this paper we used the 4 Domains

of Parents’ perception 1.) Student computer competence, 2.) Quality Learning, 3.) Learning

Environment 4.) Students’ personal development (Abdallah,2018, Vol. IV, Issue 10). We also

identify the factors that affect online learning following the 3 Factors that affect online learning

1.) Individual factors, 2.) Context factors, 3.) Online and Offline Activities (Jingyan Lu, Qiang

Hao, 2014).

This research study hopes to show what are parent’s perceptions on online learning in

Pardo National High school and factors that affect online learning as perceived by parents

because parents in the first place hold a vital role in the education and learning of their children.

RESEARCH METHODOLOGY

The intent of this chapter is to describe the methodology of the study. Included, are the proposed

research design, description of the research environment, the research participants, research

instruments, and the research procedure.

a. Research Design

This study embraced the primary QUANTITATIVE research design.

b. Research Environment

The environment of this study was the community of Pardo, Cebu City since the

main respondents were the parents of Grade 9 students in Pardo National High School.
c. Research Participants:

The active participants of this study were the parents of grade 9 students of Pardo

National High school. The researchers used the non-probability sampling method which

is CONVENIENCE SAMPLING. In this sampling method the participants are willing to

answer and very easy to contact or reach. The researchers approached 50 parents from the

total population of grade 9 students in Pardo National High School

d. Research Instruments

The study employed only one instrument to gather the data needed. Researchers used

the online survey questionnaire powered by Google Documents. The online questionnaire is

composed of 3 sets. First set is the demographic profile of the respondent, second set

includes questions about the parents’ perceptions on online classes with four domains 1.)

Student computer competence, 2.) Quality Learning, 3.) Learning Environment 4.) Students’

personal development (Abdallah,2018, Vol. IV, Issue 10). Third set are questions about the

factors that affect online class as perceived by parents which are 1.) Individual factors, 2.)

Context factors, 3.) Online and Offline Activities (Jingyan Lu, Qiang Hao, 2014).

e. Research Procedure

e.1. Gathering of Data

The gathering of data started with the help of the online survey questionnaire

prepared by the researchers and powered by Google documents. These questionnaires

sent to parents including the letter of permission signed by the group leader via

messenger or personal Email account of the parents since face to face is not advisable
because of the COVID-19 pandemic. Beforehand, researchers created a group chat

exclusively for the respondents for faster transactions and to attend their queries

thoroughly. Researchers gave enough time to the respondents for them to answer and to

submit it online. Researchers took pictures for documentation purposes and to support the

validity of this study. After 50 responses submitted by the respondent the researchers

closed the online survey questionnaires and reviewed the submitted responses of the

respondents. Lastly, researchers consolidated the responses and analyzed the gathered

data.

e.2. Treatment of Data

In this study the researchers used DESCRIPTIVE STATISTICS to describe and

analyze the data gathered thematically.

 Appendix A

Pilot Testing

RESULT AND DISCUSSION

Findings reveal that the first domain which is the student computer competence has a

highest percentage among the four domains of parents’ perception on online learning in Pardo

National High School.

SUMMARY

Figure 1 shows that the Student Computer Competence is mostly favored by parents on

online learning perceptions. Student Computer Competence has a total of 26 average responses

with a percentage of 52. The 2 domain which is Quality Learning has an average total of 21
nd

responses with a percentage of 42. The quality of learning ranks the lowest in parents’ perception
on online learning. The 3 domain which is the learning environment got 22 total average of
rd

responses with a percentage of 44. The learning environment ranks 3 from the highest
rd

percentage in parents’ perception on online learning. The last domain, student’s personal

development has a total of 23 average responses with a percentage of 46. This 4 domain ranks 2
th nd

from the highest in parents’ perception on online learning.

Abdallah (2018), inferred that parents are highly satisfied with student computer

competence and school environment in parents’ perception on online learning. The study has the

same result in the present research because it is observed that the student computer competence

is also favored mostly by parents in Pardo National High school. However, the study also

revealed that the learning environment is on the 3 from the highest as favored by the parents.
rd

(Badri, Qubaisi, Rashedi & Yang, 2014) parents are less satisfied with the quality of e-

learning and the student’s personal development. This study has the same view in perceptions of

parents on online learning because the recent study as shown above shows that the quality of

learning is ranked lowest among the 4 domains. Yet, the student’s development is contrary to

their study, as reflected in figure 1 the student’s development is ranked 2 from the highest
nd

percentage as favored by the parents in online learning.

 Figure 1.1

In graph figure 1.1, out of 50 respondents, 32 (64%) of them believed that online learning

make their students to be updated when it comes to technology, followed by 25 (50%) of them

have a thought that it makes their children to be innovative and lastly, only 21 (42%) respondents

thought that online learning improves the technical skills of their child.

Figure 1.2
 Based on the figure 1.2, 52% of the respondents chose online learning can teach students

to be an active learner, while only 46% of respondents chose online learning gives more

interaction and greater ability to concentrate, and 30% of them believed that online learning can

easily meet students’ needs through the curriculum.

Figure 1.3

Of three factors about learning environment, online learning can provide a conducive

learning environment was the most frequently chosen (by 58% of respondents), the second most

frequently chosen was online learning can give flexible time and environment (29%) and online

learning can make a sense of isolation by (32%).

Figure 1.4
 In figure 1.4, Online learning makes the student to be responsible chosen by 62% of

respondents and teaches the students how to manage the use of the internet by 44%. Only 36%

felt that online learning gives the student a better start.

Figure 2 shows that Online or Offline activities factor is mostly believed by parents in Pardo

National High School that affect online learning.

SUMMARY

Online or Offline activities have a total of 26 average responses with a percentage of 52. The

2 which is the Context factor has an average total of 24 responses or (48%). Lastly, Individual
nd

factor ranks the lowest factor with an average response of 22 or (44%) that affect on online

learning as perceived by the parents

This finding goes against the assumption that using the Internet for learning and for

entertainment competes (Eynon and Malmberg 2011; Lee et al. 2005). It suggests that there

might be a synergy between online learning and entertainment in informal contexts. More studies
are needed to examine the connections between using the Internet for learning and entertainment

in informal contexts. Age has been found to be a significant factor for both online learning and

online entertainment. The finding that older students spend more time learning online is

consistent with earlier studies on the effect of age but with details on how such change happens

among primary school students (Lenhart et al. 2007; OECD 2012; Ofcom 2007). This implies

that students might be asked to use more media or the Internet to look for information or to

communicate with classmates for school work as they move to a higher grade; or their increased

information literacy skills gained with age enable them to use the Internet to learn. Age is also

the most significant factor in the entertainment model. Older students engage in more social

interaction and entertainment activities. This is also consistent with most western survey findings

on the effect of age (Lenhart et al. 2007; OECD 2012). Comparatively, age showed larger effects

on entertainment than on learning. As students age, they will have more accessibility,

motivation, and skills that enable them to socialize online. However, learning online seems to be

only affected by age at a moderate level and this effect might be limited to the nature of school

tasks. Thus, instructional design might want to borrow ideas from online entertainment, to

motivate students and amplify the impact of learning.

Figure 2.1
 Figure 2.1 shows that in Individual factor parents perceived academics performance

(72%) has always been a focal point of ICT studies as there has always been a concern that the

more time students spend engaged in non-school related online activities, the less time they will

have for study. Age of the students has the second highest percentage (46 %) that affects online

learning perceived by parents. Age is also the most significant factor in the entertainment model.

Older students engage in more social interaction and entertainment activities. Gender of the

students got the least percentage of (16%) for the Individual factors that affect online learning as

perceived by the parents. Most relevant studies have reported gender differences in Internet use.

Many have identified a gender gap in computer use with boys generally spending more time on

computers than girls.

Figure 2.2

Context factor in figure 2.2 revealed that Family income got the highest percentage of

68% that affected online learning as perceived by the parents. Family income is assumed to be

related to home Internet access. Education of Mother has the second highest percentage of 46%

and Education of Father has the least percentage of 32% that affects online learning as perceived

by the parents.
 Figure 2.3

In this figure, it discloses that the Online and offline factor out of 50 respondents 32 or

(64%) thinks that home activities are the most disturbing among the three options. Followed by

the internet learning that has 25 or (50%). And lastly, the internet as entertainment that has 22 or

(44%).
 Appendix B

Letter to the Respondents

Sir/Madam:

Good day!

In partial fulfilment of requirements of MAEd students (S.Y 2020-2021) in Research

Methodology at CTU- Main Campus, we are conducting a research entitled “Parents’
Perceptions on Online Learning in Pardo National High School’’.

We are in the process of gathering data through an online survey that will be used in our study.
Regarding this issue, we would like to ask your permission to answer our survey questionnaires
online that will help us to obtain information we need in relation to our topic.

We would greatly appreciate your consent at our request.

Thank you very much and may God bless us all.

Respectfully yours,

The Researchers

JOESA ALFANTE

REYMART A. BACUS

JOCELYN INIGO

MARY JANE G. PETALINO

Appendix C

Documentation
Online Survey Questionnaire