Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6819798, ISSN 2822-4353

Research Article

Parents' Perceptions and Attitudes Toward Blended Learning Approach

Amidst the Pandemic

Marjie E. Sabado*, Elizabeth N. Maminta, Manilyn F. Alihan, Noryjane S. Bacaltos,

Jenny Mae T. Jerez, Candy R. Palao, Jergen Jel C. Labaria
For affiliations and correspondence, see the last page.

Abstract
This study entitled "Parents’ Perceptions and Attitudes Toward Blended Learning Approach in times
of Pandemic” sought to identify the demographic profiles of the parents as to their age, highest
educational attainment, monthly income, and occupation using a Descriptive type of research. It also
determined the parents’ perceptions of the blended learning approach and its impact on their
children’s learning. Descriptive Statistics was employed in computing and analyzing the collected
data. This study was participated by fifty (50) parents whose age ranges from 18 to 57 years, and
with a mean age of 36 years. As for the highest educational attainment, the result showed that the
majority of the respondents did not finish elementary while very few were able to graduate high
school. Since the research locale is an agricultural town, most of the respondents’ occupation was
farming, followed by fishing and only a few were engaged in selling or enterprising.
Consequently, the majority of the respondents’ income was lower than the required average income
for a family of five in the MIMAROPA Region. Meanwhile, the respondents’ perceptions and
attitudes toward the blended learning approach, as a whole, are neither positive nor negative having a
weighted mean of 3.32. It would mean that parents have somehow positive regard for blended
learning. Lastly, the majority of the parent-respondents have positive views on the impact of the
blended learning approach on their children’s learning. Parents were happy and positive about the
impacts of the said learning approach.

Keywords: Parents' Perceptions and Attitudes, Blended Learning, COVID-19 Pandemic, Philippines

Introduction frontline of education once more. Parents now have

the important task of ensuring that their children
“Success is no accident. It is hard work, perseverance, receive quality education without compromising their
learning, studying, sacrifice and most of all, love of safety. Although education takes a major hit as
what you are doing.”-Pete. classrooms are forced to close their doors to eager
students, countless parents are stepping up to support
In the onslaught of COVID-19 since March 2020,
their children who are adjusting to the new set-up
most parents have had no choice but to become more
situation of learning. This is very new to everyone
involved than ever before in their child’s learning.
especially to parents since they will take a big part in
Schools were ordered to close in an effort to slow the
the new normal setup. Learning will be moved to the
spread ofthe pandemic. The situationmade many
students’ homes and parents will somewhat take on the
parents juggle careers with simultaneously monitoring
role of teachers. Due to these changes, several
their child’s learning from home. If anything, good
concerns have been raised such as what kind of
came out of those long months of disruption until the
instruction will be done at home, how will the parents
autumn term finally swung around, both teachers and
manage their children’s learning, especially the
parents had the opportunity to appreciate more fully
toddlers, and what class schedule will full-time
the importance of a strong home/school partnership
working parents follow. Several questions have been
built on trust. But the increase of parental involvement
asked: How will the parents be able to manage to help
in ch ildren’ s learning ought to give them
their kids learn while looking for ways to earn? How
proportionally more of a say in decisions that directly
can they teach their children if they have not finished
affect them.
tertiary education?
Parents have always played a crucial role in their
While these parents are open to adjusting to the new
children’s emotional and intellectual development.
normal setup, their concerns are valid, but parents have
They serve as their children’s first teachers and give
nothing to worry about because the teachers will still
them the stepping stones they need to adapt to life in
be facilitating the students’ learning by being the ever-
school. As the coronavirus pandemic puts face-to-face
ready learning consultants. They will also help the
learning to a halt, parents find themselves at the
parents and the learners go through the modules and
worksheets both online and offline.
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Research Article

Some parents generally had negative beliefs about the 3. monthly income; and
values and benefits of blended learning and preferred 4. occupation?
traditional learning in early childhood settings. They 2. What are the parent’s perceptions of the
tended to resist and even reject blended learning for blended learning approach in times of a
three key reasons: the shortcomings of blended pandemic?
learning, young children’s inadequate self-regulation, 3. What are the parents’ perceptions of the impact
and their lack of time and professional knowledge in of the blended learning approach on their
supporting children’s blended learning. Also, the child’s learning?
hardship caused by the COVID-19 pandemic has made
them suffer, thus more resistant to learning at home.
The results suggested that the implementation of
Literature Review
blended learning during the pandemic has been
problematic and challenging for families. Blended Learning

The parents were neither trained nor ready to embrace

the new normal setup of learning. One of the iterations
of blended learning combines radio-based instructions
and modular distance learning, wherein printed
modules and other learning materials are set to be
delivered by local government units and schools to the
students’ homes. Parents will then guide their children
so that they can complete their lessons at home.
Parents’ beliefs and attitudes about the role and the
potential of blended learning for young children can
influence the quality and quantity of blended learning,
opportunities, and learning experiences children
receive at home.
Therefore, blended learning nowadays is an effective
way to deliver to the children what they should learn
and the important role of parents and guardians in
making sure that the learning of their children will
continue amid expected disruptions. Some parents see
this as an opportunity to be able to monitor their
children and to have more direct involvement in their
learning. This shows that parents are greatly concerned
with ensuring that despite the Covid-19 crisis, their
children’s education is still a priority. We learn as one
as we heal as one. To maximize the holistic growth
and development of a learner, education should be a
partnership between the teachers and parents. Their
teamwork can push the students to go beyond their
limits and to feel secure in their journey of learning.
Research Questions
This study aimed to determine the parents’ perceptions
and attitudes towards the blended learning approach in
times of a pandemic. Specifically, it sought to answer
the following questions:
1. What is the demographic profile of the
respondentss in terms of:
1. age;
2. highest educational attainment;
Education today embraces a new setup of the teaching-
learning process which is some involveradio-based
instruction and modular distance learning through
blended learning. This kind of learning modality has
been embraced rapidly though it goes through a
process. The introduction of blended learning
(combination of Radio-based instruction and modular
printed) initiatives is part of the new normal setup in
education but its uptake, especially in the time of
pandemic that our country is facing right now.
Blended learning is a system where students receive
instruction from a teacher in a physical classroom and
via online courses. The teacher sets the pace and
schedule for the in-person aspect of the program, while
the student usually has control over the pace, time, and
direction of the online portion. This refers to a learning
delivery that combines face-to-face with any or a mix
of online distance learning, modular distance learning,
and TV/Radio-based Instruction.
Blended learning will enable the schools to limit face-
to-face learning, ensure social distancing, and decrease
the volume of people outside the home at any given
time. Blended learning is not one thing. It comes in
many shapes, flavors, and colors. In one course,
blended learning may be used to enhance the
traditional lecture with electronic instructor notes,
additional readings, and images of charts, graphs, or
other handouts. In another course, online learning may
be combined with face-to-face instruction so that
rather than meeting in a classroom three hours a week,
a course meets two hours per week with the third hour
consisting of an online threaded discussion. As
described by Gary Miller, Associate Vice President for
Outreach, and former Executive Director of the World
Campus, the Pennsylvania State University recently
went through a lengthy process resulting in the
definition of five variations of “blended learning”
environments.

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Additionally, it is dependent on learner interactions
with instructors since failure to continue with online
learning is attributed to this. In Greer, Hudson, and
Paugh’s (1998) study as cited in (Park & Choi, 2009),
family and peer support for learners are important for
success in online and face-to-face learning. Support is
needed for learners from all areas in web-based
courses and this may be from family, friends, co-
workers as well as peers in class. Greer, Hudson, and
Paugh (1998) further noted that peer encouragement
assisted new learners in computer use and applications.
Park and Choi, (2009) showed that organizational
support significantly predicts learners’ stay and
success in online courses because employers at times
are willing to reduce learners’ workload during the
study as well as supervisors show that they are
interested in job-related learning for employees to
advance and improve their skills.
Among the blended learning design features, only
learner interaction was a significant factor in learner
satisfaction and knowledge construction.
Morris and Lim (2009) have investigated learner and
instructional factors influencing learning outcomes in
blended learning. They however do not deal with such
variables in the context of blended learning design as
an aspect of innovative pedagogy involving the use of
technology in education. Apart from the learner
variables such as gender, age, experience, and study
time as tackled before, this study considers social and
background aspects of the learners such as family and
social support, self-regulation, attitudes towards
blended learning, and management of workload to find
out their relationship to blended learning effectiveness.
Identifying the various types of learner variables
concerning their relationship to blended learning
effectiveness is important in this study as we embark
on innovative pedagogy with technology in teaching
and learning.
Parental Attitudes
The attitude of the parents signifies the supporting
nature of the family in their children’s education. The
parental attitude can be negative or positive. The
negative attitude of the parents regarding education
and schooling can prevent their children from getting
an education. With less parental support in school
work, low level of motivation and poor self-esteem of
children can result frompositive attitude of the parents
can be beneficial to their children in many cases and
can be reflected in the improvement in class
performance, creating interest among children to learn,
Sabado et al.
and higher achievement scores in reading and writing
(Samal, 2012)
Parents’ attitude towarda child’s education is
important in determining the school attendance and
academic achievement of the child. A favorable
attitude toward schooling and education enhances
parents’ involvement in children’s present and future
studies. Parents’ attitude toward their children’s
education is affected adversely by the low Socio-
Economic Status of parents; it is assumed that the
attitude of parents of tribal children will be
unfavorable toward education. Parents’ attitude is a
measure o r an i n d e x of p a r e n t s ’
in v o lv em en t(Kalim u thu ,2 0 18 )
Parental support is a key component of student success
in an online environment (Black, 2009). However,
providing support may be difficult because the parents
may be unfamiliar with the format, as they may never
have been exposed to online learning. Even if they
have taken a college course in an online or blended
format, they most likely have never taken a course
online at the K-12 level.
Further, in a K-12 blended environment, parents may
also have to deal with logistical issues, namely
transportation. Public education is, at its very least,
affordable daycare for many parents.
Therefore, an environment where students may not be
required to be present for the same block of time
Monday to Friday presents challenges for working
parents and parents of young students who are unable
to look after themselves. Finally, unlike a post-
secondary online or blended situation, parents are
often forced to play the role of instructor, facilitator,
tutor, or tech support (Hasler-Waters & Leong, 2011)
the parent perceptions were also mostly positive.
While they had some apprehensions about their child’s
ability to handle the self-regulation, as well as
concerns about a drop off in their child’s grades (n.b.),
the analysis showed no significant change in grades
from the semester where the course was face-to-face
and the semester where the course was blended).
However, some parents were not happy that their
child, “…was able to get lazy,” because of the relaxed
structure of the course (i.e., not having to attend and be
responsible for assignments daily).
The Role of the Parents in New Normal Education
Bharmani (2020) mentioned that when parents and
children collaborate in learning activities, bonding
between parents and children increases as they can
spend much more time together. Such instances allow
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parents to become a source of comfort in easing pain
and worry and engage in conversations with their
children to help them in alleviating their anxiety. It has
been recommended that parents should be taught
interventions on how to provide emotional support to
children at times of uncertainty. An online schooling
system with parental support guidelines could help in
improving the bond between children and their
parents.
questionnaire. A questionnaire with 5-point Likert
Scale was used to determine the parents’ perceptions
and attitudes towards the blended learning approach in
times of pandemic. In determining the perception of
the respondents towards the impact of the blended
learning approach on their child’s learning needs, a
series of questions with a binary response (Yes and
No) was used.

The participation of parents in the educational process Data Collection Procedure

means that teachers and parents share the
responsibility to teach students and work together to
achieve educational goals. Parental involvement is
essential for student development and offers many
benefits. There are many studies, including those
mentioned above, that explore how parental
participation can improve students’ success and also
teachers’ work (Delgado, 2019).
Methodology
Research Design
This study utilized the descriptive method. It described
the demographic profile of the respondents and their
perceptions ofthe blended learning approach.
The researchers sought permission from the School
Head of Biriran Elementary School located in Bataraza
District I to conduct the study. Survey questionnaires
were distributed house to house. Each respondent
received the questionnaire and was given ample time
to answer the survey instrument. Translations of terms
were also provided to ensure a valid response among
the respondents. The responses werecollected by one
of the researchers in Biriran Elementary School.
Directions were carefully explained and assured that
their responses will be treated with confidentiality.
Results and Discussion

Locale of Study
This section includes the presentation of findings,
This study was conducted in Sitio Biriran, Barangay analysis, and interpretation of data on parents’
Tarusan, Bataraza, Palawan. The locale was chosen as perception of the blended learning approach in a time
it was accessible for the researchers since they were of the pandemic.
part of the Schools District of Bataraza I.
Parents’ Demographic Profiles
Respondents of the Study
The respondents’ profiles in terms of age were
The respondents of the study were 70% of parents in
Biriran Elementary School of Bataraza District I.It
presented in table 1a. It shows that the respondents
involved only fifty (50) parents from Biriran were composed of parents aged between 43-47 (f = 10;
Elementary School who served as this research % = 20); 23-37 (f = 9; % = 18); 48-52 (f = 8; % =
respondents. 16);28-32 and 33-37 (f = 7; % = 14); 18-22 (f = 5; % =
10); 38-42 (f = 3; % = 6); and 53-57 (f = 1; % = 2). It
Sampling Procedure
can be noted that the respondents’ age were well
Due to the health and safety limitations brought by the represented as there were respondents across all age
present health crisis, a convenience sampling brackets. The mean age of the respondents is 36 years
technique was used in selecting the respondents. old. This could mean that the parents involved in this
study are under the “prime working age” which
Instrumentation
includes 24-54 years of age as per the CIA World
A researcher-made questionnaire was used in this Factbook (2022).
study. Personal experiences and observations of
different parents serve as bases for formulating the

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Table 1a. Respondents’ Age
Table 1c. Respondents’ Occupation
Table 1b shows the respondents’ educational
attainment who were grouped according to their sex. It
can be gleaned that most of the respondents (male: f =
9; % = 50, female: f = 14; % = 44) attained elementary
level. Meanwhile, it can be noted very few of the
respondents, in both sexes, graduated from high school
(male: f = 2; % = 11, female: f = 4; % = 13).
Table 1b. The Respondents’ Educational Attainment
In Table 1c, the respondents’ occupation was shown.
Majority of the respondents were engaged in farming
(f = 33; % = 66), followed by fishing (f = 11; % = 22),
and selling or enterprising (f = 6; % = 6). This finding
is rather expected since Narra, this research’s locale is
a part of the "Agri-Business and Eco-Adventure
Tourism Investment Zone of Palawan" and acts as the
hub for all commercial, tourists, and agricultural
activity in the area (Travel-Palawan, n.d.).
Sabado et al.
The respondents’ family income was presented in
Table 1d. It can be noted that the majority of the
respondents (f = 27; % = 54) were earning below
P2,000.00, in contrast, only 1 or 2% was earning
between P10,001-P15,000. Meanwhile, only 9 or 18%
were earning between P8,001-P10,000, 5 or 10% were
earning between P2,001-P4,000, and 4 or 8% were
earning between P4,001-P6,000 and P6,001-P8,000.
The findings revealed that the majority of the
respondents were below the MIMAROPA region’s
poverty threshold for a family of five, which required
P9,679 on average to cover both basic food and non-
food needs in a month (Philippine Information
Agency, 2020).
Table 1d. Demographic Profile of Respondents in
terms of Family Monthly Income
Perceptions and attitudes of the respondents
toward the Blended Learning Approach
Table 2 discloses the parents’ attitudes and perceptions
towards the blended learning approach. It can be noted
that the respondents positively perceived that blended
learning is economical (μ = 3.94), beneficial for all (μ
= 3.84), appropriate during pandemic (μ = 3.70),
affordable (μ = 3.66), useful (μ = 3.62), encouraging
(μ = 3.50), and favorable (μ = 3.50).However, the
respondents neither have positive nor negative
perceptions of other identified qualities of the blended
learning approach. Having a weighted mean of 3.32,
the respondents’ perceptions were neutral as a whole.
This is in consonance with the research findings of
Cofrancesco and Kim (2018) where most of the
parents’ general feelings toward blended learning are
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neutral or indeterminate.
The findings, however, would mean that parents have
somehow positive regard for blended learning.
Although it is promising that parents are not against
blended learning, it is clear that they are not passionate
or informed enough to advocate for it.
Table 2. Parents' Perceptions of the Blended Learning Approach
Legend: 1.00-1.80 - High Negative Perception; 1.81-2.60 -
Negative Perception; 2.61-3.40 - Neutral; 3.41-4.20 - Positive
Perception; 4.21-5.00 - High Positive Perception
Parents’ perceptions of the impact of the blended
learning approach
To know what are the parents’ perceptions of the
impacts of the blended learning approach on the
child’s learning, they were asked to answer various
questions. As shown in Table 3, 80% (f = 40) of the
respondents believed that blended learning is
academically challenging for their children. This
implies a negative connotation as it could be translated
asa setbackinthe child’s learning.On the contrary,
respondents perceived that blended learning has
positive impacts on their children’s learnings as the
majority of them have agreed that it gave children
greater motivation to learn (f = 34; % = 68%); held
child’s attention (f = 34; % = 68%); affected child’s
grades (f = 34; % = 68%); increased independence and
responsibility (f = 32; % = 64%); helpedchildren even
outside of the school (f = 31; % = 62%); cultivated
child’s willingness to learn (f = 29; % = 58%); focused
on the child’s attention (f = 28; % = 56%);brought
retention to the child’s awareness (f = 27; % = 54%);
Sabado et al.
and was beneficial to the child’s performance (f = 25;
% = 50%).
Although the findings divulged that majority of the
parent-respondents have positive views on the impact
of the blended learning approach on their children’s
learning, it must however not neglect the fact that they
also consider it challenging for their children. It could
mean that parents are happy and positive about the
impacts of the said learning approach. The findings
support the observations of Siko and Barbour (2014)
where parents, although have some reservations, were
excited and grateful to experience blended learning.
Table 3. Parents’ Perceptions towards the Impact of Blended
Learning Approach on their Child's Learning
Conclusion
This study entitled “Parents’ Perceptions and Attitudes
Toward Blended Learning Approach in times of
Pandemic” employed descriptive statistics in
computing and analyzing the collected data. This study
aimed at identifying the demographic profiles of the
parents as to their age, highest educational attainment,
monthly income, and occupation. It also determined
the parents’ perceptions of the blended learning
approach and its impact on their children’s learning.
Meanwhile, the respondents’ perceptions and attitudes
toward the blended learning approach, as a whole, are
neither positive nor negative having a weighted mean
of 3.32. It would mean that parents have somehow
positive regard for blended learning. Lastly, the
majority of the parent-respondents have positive views
on the impact of the blended learning approach on
their children’s learning. Parents were happy and
positive about the impacts of the said learning
approach.
The following conclusions are drawn from the study's
findings: (1) Parents were composed mostly of those
who belong to the prime working age of 25-54 years,
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and most were not able to finish elementary. (2)
Agriculture-based occupations were the main source of
living for the parents namely farming and fishing
which caused them to earn below the MIMAROPA
region’s poverty threshold. (3) The parents'
perceptions and attitudes regarding the blended
learning approach are neither good nor negative. But
in some way, they view blended learning favorably.
(4) Most of the parents have favorable opinions of how
the blended learning strategy has impacted their
child’s learning. The effects of the said pedagogical
approach were well-received by the parents.
The following actions are advised in light of the
findings and conclusions: (1) Since most of the parents
were elementary undergraduates, the school must
formulate a strategy that will help them in assisting
their children’s learning at home. (2) Although parents
have positive views on the blended learning approach,
the school must properly orient them on how blended
learning shall be conducted to let them advocate for it
and ensure the attainment of quality education among
pupils. (3) With the parents’ very good perceptions of
the effects of the blended learning approach on their
children’s learning, the school shall provide the best
school services and activities to foster parents' and
students’ positive engagement.
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