Prepared by:

Prof. AURELIO A. ZUBIETO

Faculty, College of Teacher Education

COMMENTS AND SUGGESTIONS:

Chapter I
Introduction
In the first paragraph, the researcher may focus on the main variable of her study, i.e., the
pre-schools engagement and task persistence. Organize the ideas so as to have a smooth flow of
your discussion.
Background of the Study
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material in this study, particularly in the last part of the discussion.
Objectives
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your last objective?
Significance of the Study
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curriculum planners was placed at the last.
Scope and Delimitation
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teachers in the workplace?
Definition of Terms
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Chapter II
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of them may be trimmed down, fusing the same essences/contents in a single paragraph. You
may use transition words in order to show a smooth flow of the discussions. Finally, synthesis
may be added right after the discussion of the literature.
Theoretical Framework
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Research Paradigm
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will conduct in the different processes or stages. You may also enhance your schematic diagram.
You may remove the model that you used right after the research diagram, since it may confuse
readers and other future researchers. Probably, it may be placed under the last literature.
 Chapter III
Research Locale
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Research Design
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Respondents
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target respondents and how they will be selected.
Instrumentation
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comprehensive.
Data Gathering Procedure
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comprehensive.
Statistical Treatment
Data Analysis
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other researchers. Thus, sequence and proper arrangement must be observed.
References Cited
Use References Cited instead of simply References. Arrange the authors that you had
included on this part.

P.S.: Technical Aspect

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future researchers will be properly guided on the flow of your research.
Proper formatting and indention
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SCREENSHOTS
PRE-SCHOOLS' ENGAGEMENT AND TASK PERSISTENCE IN BLENDED

LEARNING DURING THE COVID 19 PANDEMIC

 ABEGAIL S. GONZALES

SOUTHERN LUZON STATE UNIVERSITY

MASTER OF ELEMENTARY EDUCATION

, 2022

Chapter I

INTRODUCTION
 Blended learning is a learning modality imposed to help and cater to students' needs in

the learning process. Many public and private schools implemented the said modality that has

been one of the solutions in the educational set-up during the pandemic. Moreover, students are

now coping up to the following context of blended learning and it is significantly affected the

engagement of students and the ability to pay attention to the learning process despite

distractions around the learning bubble. Students' engagement and task persistence are in their

high stakes especially to younger learners who are not that familiar enough with the set-up.

Blended learning is described by the Department of Education as "face-to-face learning

combined with any or a mix of online distance learning, modular distance learning, and

television/radio-based instruction." It is meant to enable schools to limit face-to-face education,

enhance social distance, and lower the amount of people outdoors at any one time (Hernando-

Malipot,2021). On the other hand, Task persistence is simply the ability to stick with something

despite distractions, mentally or physically, or a lack of quick achievement. (Blackley, 2012). In

equal importance, student engagement refers to the amount of attention, curiosity, interest,

optimism, and enthusiasm shown by students when learning or being taught, as well as their

drive to study and succeed in their education. (Student Engagement Definition, 2016).

In relation to this, the COVID-19 pandemic has created the largest disruption of

education systems in human history, affecting nearly 1.6 billion learners in more than 200

countries. Closures of schools, institutions and other learning spaces have impacted more than

94% of the world’s student population (Chhetri & Pokhrel, 2021). Providing equal access to

education, ensuring equity and justice, ensuring timely delivery of need-based educational

content, and engaging learners through carefully planned pedagogical support using cutting-edge

online/blended learning technologies could be viewed as both a catalyst for change and a
solution for establishing the democratic principle of education in its entirety. As observed by

Garg (2020), the Covid-19 pandemic had affected education like never before. As a result, the

transition was fast and abrupt, that it provides new problems for teachers and students alike.

Students are needed to comply on the lessons and activities that have neither a positive nor

negative impact. In light of these unprecedented circumstances, it is critical to investigate

teachers' and parents' perceptions of the use of online/blended learning, particularly in preschool

students, the implementation challenges associated with online/blended learning specifically on

task-persistence and student engagement, and ways to mitigate the existing digital divide in a

country like the Philippines.

In its sense, cognitive, affective and behavioral engagement are the three widely accepted

dimensions of student engagement (Bond and Bedenlier, 2019). Similarly, student motivation as

the researches conclude, Kuan-Chung Chen and Syh-Jong Jang applied the theory of self-

determination to student persistence in online and distance learning (Chen & Jang 2010). These

two theories will be applied on the research to support further investigation of blended learning

among pre-school students.

In conclusion, blended learning is one of the learning modalities that significantly

impacted student’s learning. There is a need of thorough investigation or research that mainly

focuses on the task persistence and student engagement among preschool students using the said

modality set-up in the learning process.

Background of the study

 According to a new UNICEF research published, as summer vacation comes to an end in

many areas of the globe, the first day of school, a watershed moment for the learners and their

parents has been postponed. Five nations including the Philippines across the world have yet to

begin in-person classes since the epidemic began, putting the rights of more than 27 million

Filipino children to an education in jeopardy. UNICEF recommends reopening schools in stages,

starting with those in low-risk locations, since new strains of the virus increase the possibility of

infection. These processes may be carried out voluntarily in accordance with recognized safety

rules (UNICEF, 2021). Hence, both public and private schools follow the restrictions and

policies imposed by the Inter-Agency Task Force for the Management of Emerging Infectious

Diseases to open classes and to catch up on the school calendar lapses.

Moreover, Saboowala and Mishra, (2021) states that the impact of the coronavirus

disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has

encouraged academics to examine the most appropriate pedagogies for teaching–learning that

will be sustainable in light of the ongoing global health challenges. Blended learning is one of

the approaches recommended by numerous educators and researchers as a sustainable and

optimal alternative for educational institutions for at least a few months after a pandemic. It

requires both the instructor and student's physical presence, as well as some student control over

time, location, route, or speed, as well as instructional resources and technology for online

engagement. (Friesen, 2012). While students must continue to attend physical schools with a

teacher present, face-to-face classroom practices are coupled with computer-mediated material

and delivery activities to improve the teaching–learning experience and motivate students to dig

deeper into the assigned topic (Strauss, 2012).

 Moreover, Blended Learning is also used in professional development and training

settings across the globe (Lothridge et al., 2013). It is highly context dependent and therefore a

universal conception of it is hard to come by (Moskal et al., 2013). Some reports have claimed

that a lack of consensus on a hard definition of blended learning had led to difficulties in

research on its effectiveness. A well-cited 2013 study broadly defined blended learning as a

mixture of online and in-person delivery where the online portion effectively replaces some of

the face-to-face contact time rather than supplementing it (Graham et al., 2013).

On the other hand, task-persistence is of particular interest and relevance. Despite popular

belief that persistence is a highly valuable skill, quantitative research on persistence in

technology-enhanced learning environments is limited. Student engagement, on the other hand,

decides that it is vital to promote students' motivation and social components in order for them to

be proactive in school and academic-related activities (Dumdumaya,2018). This is evident

among pre-school students who are in the blended learning set-up. Teachers and parents handle

and support young learners to cope-up that trigger involvement and perseverance in learning

activities.

With this, the researcher instigated to propose the study entitled ‘Pre-schools'

engagement and task persistence in Blended learning during the COVID 19 Pandemic’ to

identify preschoolers’ engagement and task capability in the learning modality of Blended

learning based on the perception of Kindergarten teachers and parents of the kindergarten pupils.

Objectives of the study

This research aims to determine Pre-schools' engagement and task persistence in Blended

learning during the COVID 19 Pandemic.

 Specifically, the study seeks to achieve the following objectives:

1. Assess the level of engagement of Kindergarten Pupils as perceived by teachers and

parents in terms of:

1.1 cognitive;

1.2 affective; and

1.3 behavioral indicator.

2. Determine the level of task persistence of Kindergarten pupils as perceived by teachers

and parents in terms of:

2.1 children's literacy skill; and

2.2 parental academic help

3. Find the significant difference in Kindergarten engagement and task persistence between

the perceptions of parent and teachers.

4. Discuss the hindrances that Kindergarten learners encounter in their engagement and task

persistence.

5. Primer on the learning activities that support hindrances of Kindergarten learners in

engagement and task persistence.

(What will the researcher do here?)

Significance of the study

As this study aims to identify the Pre-schools' engagement and task persistence in

Blended learning during the COVID 19 Pandemic, this study will be beneficial to the following:
 Pupils. This research will be beneficial to pupils who are currently in the blended-

learning set up. Students will be able to gather insights and backgrounds on how blended

learning impacts students engagement and task persistence.

Teachers. This study will be helpful for teachers in identifying the level of engagement

and task persistence of kindergarten students in Blended learning as the modality. Teachers will

be able to determine the behaviors of preschool students in engagement and handling of tasks in

adapting to the new mode of learning.

Parents. This research will help parents to be aware of how their child engages and

handle lessons and activities in blended learning. Thus, it will be beneficial for parents to be an

active participant of the study to be aware of their child’s well-being academically in Blended

learning during COVID 19 Pandemic.

Administrators. This study will be helpful to administrators who are currently

implementing blended learning in the educational institutions. Administrators will be able to

gather insights on the strategies that may be needed and by looking into the output of the paper.

Future Researchers. This research will provide references for future researchers who

would like to propose a study similar to this. The criteria for identifying and determining level of

engagement and task persistence will serve as the source or input for future research.

Curriculum planners. This paper will help curriculum planners to develop new

acquisition of reference which is essential in producing a quality educational program. This study

will be essential to be noted as one of the criteria in the selection of methods and techniques on

the said area of learning modality.

Scope and Limitation

This study will focus on Pre-schools' engagement and task persistence in Blended

learning during the COVID 19 Pandemic. A total of two kindergarten teachers and seventy-one

parents of Hermana Fausta Elementary School will be the respondents of the research. Hence,

the study will be conducted from January 2022 to July 2022.

Further, this study will focus on Pre-schools' engagement and task persistence in Blended

learning. Specifically, the researcher will assess the level of engagement in terms of the three

variables namely: cognitive, affective, and behavioral. On the other hand, children's literacy skill

and parental academic help will be the primary focus in determining the task persistence of

Kindergarten pupils.

Definition of Terms

For clarity of the study in guiding and enlightening the readers, the following

terminologies were hereby defined both conceptually and operationally.

Affective engagement which is likely called as emotional engagement encompasses positive and

negative reactions to teachers, classmates, academics, and school and is presumed to

create ties to an institution and influence willingness to do the work (Casimiro,2016).

Operationally, the terminology will be used as one of the parameters in assessing the

level of engagement of Preschool students based on the perception of teachers and

parents.
Behavioral engagement draws on the idea of participation; it includes involvement in academic

and social or extracurricular activities and is considered crucial for achieving positive

academic outcomes and preventing dropping out (Casimiro,2016). Operationally,

behavioral management will serve as one of the parameters in assessing the level of

engagement of preschool students at Hermana Fausta Elementary School.

Blended learning (BL) is a methodology that was introduced over a decade ago that is used in

the field of education and combines (or blends) online learning with traditional place-

based classroom methods (face-to-face learning). It requires the physical presence of both

teacher and student, with some elements of student control over time, place, path or pace

and also educational materials and technology for online interaction (Friesen, 2012). In

this study, the researcher chose blended learning as one of the main variables in the

study. Blended learning will be the focus of learning modality in the study of engagement

and task persistence of Kindergarten students of Hermana Fausta Elementary School.

Children's literacy skill refers to a child that stays focused even when tasks become

challenging, he or she is more likely to learn new skills that further facilitate persistence

in tackling and mastery of new tasks. On the other hand, a child with greater initial skills

is less likely to get frustrated and is consequently less likely to give up trying, thus

increasing the likelihood of academic advancement (Kikas and Silinskas, 2015). This

term will be used as one of the parameters of the study in identifying the task persistence

of preschool students.
COVID-19 are all emerging infectious diseases caused by coronaviruses (WHO) (World Health

Organization, 2020b). In this study, COVID 19 Pandemic is the context of the research

and it is significantly applied to Blended learning.

Cognitive engagement draws on the idea of investment; it incorporates thoughtfulness and

willingness to exert the effort necessary to comprehend complex ideas and master

difficult skills (Casimiro,2016). Cognitive engagement will serve its purpose as one of

the variables in the level of Engagement of students.

Parents are the foundation of knowledge of children since education primarily starts from home.

In this research, parents will be the respondents of the study to determine the task

persistence of preschool students while in blended learning modality.

Parental academic help in a form of teaching and checking homework tasks is the most

frequent education-related activity at home at the beginning of school (Kikas and

Silinskas, 2015). Parental academic help serves as one of the key terms in determining

the task persistence of preschool students based on teachers’ and parents’ perception.

Primer is a book or set of books intended to educate pupils how to read and write. A primer is

also valuable tool to teachers who are currently new to certain teaching processes and

concepts. A primer and accompanying teacher's handbook may assist a new teacher in

saving valuable preparation and classroom time for his or her pupils (Primers for Ethnic

Languages, 2021). Operationally, the primer will serve as the output of the researcher in

this study.

Student engagement is the quality of effort students themselves devote to educationally

purposeful activities that contribute directly to desired outcomes‖. Other authors simply
 define engagement in terms of student’s time on task, willingness to participate in

activities, interest, effort, and motivation (Casimiro,2016). Operationally, the researcher

included student engagement as one of the variables of the study in determining pre-

school engagement of pupils in Hermana Fausta Elementary School.

Task persistence can be characterized as a type of behavior that a child exhibits when

completing learning tasks (Kikas and Silinskas, 2015). Based from its definition, the

terminology serves as one of the variables of the study.

Teachers are second to children’s educational and developmental learning. Operationally

speaking, teachers will serve as one of the respondents of the study to identify the task

persistence of pre-school pupils in Hermana Fausta Elementary School.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the different literature used to gather insights for the study. This

also includes the studies that were considered to strengthen the concepts. The topics presented

below discuss the facts on student engagement, task persistence of preschool students, blended

learning in the pandemic context and instructional design primer. Moreover, the chapter provides

the conceptual framework and research paradigm.

Student Engagement

Student engagement refers to students’ active involvement in educationally effective

practices and their commitment to educational goals and learning, and is an essential pathway to

highly valued educational outcomes such as academic achievement (Christenson et al., 2012). It

is a multidimensional construct comprising four dimensions: behavioral, cognitive, emotional,

and agentic.

Behavioral engagement is a phrase that relates to students' level of involvement in

learning activities in terms of their attention, participation, effort, intensity, and perseverance.

Cognitive engagement is a word that refers to the amount of mental effort pupils expend on

learning activities in terms of using sophisticated rather than superficial learning tactics.

Emotional involvement is a term that relates to students' feelings towards instructors, classmates,

learning activities, and the school experience, as well as their sense of belonging (Sinatra et al.,

2015). The term "agentic engagement" refers to the act of taking efforts that contribute positively

to learning and teaching (Reeve, 2013). These aspects relate to the cognitive, affective, and

communicative learning processes, respectively (Reeve, 2013; Wang & Eccles, 2013). If agentic
engagement helps to create a more supportive learning environment (e.g., more autonomy

support, more valued activities), the learning environment benefits student motivation, which is

favorable to enthusiastic, direct, and sustained student participation.

Additionally, grade 9 pupils who played online games were effective in their English

learning. Tools such as virtual conferencing, social networking, and gaming were common in

ICT use classes and boosted students' participation (Newey, 2020). Another unique benefit of BL

is that students get involved in peer assistance and team activities - they are assigned roles as

leaders, mentors, or coaches (Tupas and Lanuda, 2020).

Although student engagement has been viewed as a multidimensional construct

comprising cognition, emotion, and behavior, behavioral engagement is simpler to operationalize

and measure since it is readily visible, and it is therefore the most often examined. Student

involvement is most typically evaluated by surveys of either students or instructors reporting on

individual pupils. The measure of behavioral engagement on student and teacher surveys is most

typically an index or a scale consisting of a few to several questions reflecting students' overall

involvement with the school or with their subjects.

Further, Wang and Eccles (2013) gathered evidences on student engagement, for

example, employed a 14-item student engagement score to assess school involvement, school

identity, and use of self-regulation mechanisms. These measurements are valuable for capturing

broad trends, but they do not allow for finer-grained studies of how or why involvement varies

from class to class, day to day, or even moment to moment. That is, despite the need to study

classroom factors related with involvement, they only collect data on students in one classroom

scenario. The wide character of the phrasing of student engagement questionnaires is reinforced
by the methods used to gather data. Most such surveys are cross-sectional in design, with no way

of capturing how a single individual's participation may change over time, or the time points are

so widely apart that many other significant contextual factors have also changed.

Student engagement covers the behavioral indicator of pupils when learning. This

behavioral engagement will be tackled further with concepts and studies presented below.

Behavioral Indicator

The behavioral engagement domain addresses issues such as student behavior in class,

involvement in school-related activities, and student enthusiasm in their academic work (Cooper,

2014). Studies on student behavior in class look at how students behave in relation to classroom

or school standards, expectations, or rules. Students can exhibit either positive behaviors (i.e.,

when a student follows classroom or school expectations), which indicate higher student

engagement, or negative behaviors (i.e., when a student is disruptive in the classroom or

disobeying an administrator), which indicate lower engagement or disengagement. The second

factor of behavioral engagement is student involvement in school-related activities, which

includes both school participation and classroom participation.

School involvement research focuses on students' support (e.g., attendance, good

interactions) of school-sponsored activities (e.g., pep rallies, sports teams, clubs, and other

extracurricular activities), which has offered insight into students' desire to be a part of the

school. A third facet of behavioral engagement is students' interest in their academic assignment,

which refers to the actual behavioral behaviors demonstrated by students to demonstrate their

want to participate in classroom activities as well as their willingness to conquer difficult

material. This facet of research gives insight into classroom activities that result in real
behavioral engagement by students, such as perseverance, attention, asking questions, and

participating to class debate (Cooper, 2014).

Moreover, Classroom observations have also been used to gauge behavioral engagement,

albeit this method is less often used. When using observations, students' behavioral involvement

is often operationalized as engaged or not engaged (Sinatra et al., 2015). This poses three critical

issues: (a) Because student engagement can exist on a spectrum, labeling a student as engaged

reduces much potential variation in his level of engagement, such as whether they are passively

or actively engaged; (b) student engagement is not constant; it can change from moment to

moment depending on the context of the situation; and (c) classroom observations frequently

focus on the teacher or the students as a whole rather than the detailed experience of individual

students.

Hence, behavioral indicator covers a wide-array aspect of student engagement in a class.

Neither it may be a positive or negative engagement, it supports the investigation and

observation of student’s actions when it comes to participation and involvement.

Cognitive Indicator

Cognitive engagement refers to students' capacity to complete a learning task. This

covers the level of effort kids are willing to put in while completing the activity. Cognitive

engagement refers to the reasoning that pupils participate in while completing academic tasks.

That is, cognitive engagement involves students participating in learning tasks that require them

to apply their thinking and knowledge. Cognitive engagement is associated with self-directed

learning and motivated objectives. That is, how the student's classroom operates in terms of

learning with the objective of motivating themselves and how to organize their approach for
learning in order to obtain a high grade in English. Additionally, instructors have urged students

to engage and be active in the classroom throughout the teaching and learning process (Sinatra

et.al, 2015).

According to Christenson et al. (2012:161), cognitive engagement is associated with

strategic learning strategies and active self-regulation in students. This type is exemplified by

investment in education, adaptability in problem solving, and autonomy in work styles, among

other characteristics. In this case, both students and teachers must develop their own learning

strategies in order to foster a positive learning environment. Cognitive involvement has four

components. A. Self-regulated learning in which a higher-order or metacognitive component

drives students' cognitive processing. b When students plan and self-monitor for tasks that

require information rather than acquisition, this is referred to as task-specific planning and self-

monitoring. c Which students receive assistance from third parties. d. Recipient in which

students react lazily and with minimal mental effort, often in response to teaching that has

stymied their self-regulatory cognitive process.

Additionally, the learning process considers freshly supplied information in depth and

employs self-regulated learning mechanisms that aid in their comprehension of the subject. The

self-regulated learner is capable of distinguishing between facts and abilities that he or she has or

does not possess. He or she is capable of evaluating the academic work at hand and setting study

objectives. Additionally, the self-regulated learner monitors and regulates his or her cognitions

and behaviors, and adapts the learning approach as necessary to ensure academic success.

In summary, participation and engagement to assignments and various activities that

require students to use their knowledge and reasoning is known as cognitive engagement.
Cognitive indicator will be of help to identify the student engagement of pre-school students in

Hermana Fausta Elementary School.

Affective Indicator

It is critical for a successful educational trajectory that kids connect emotionally with

academics in order to experience a sense of being in the school community, both in teacher-

student and peer interactions, and to develop good attitudes about schoolwork in general. By

interacting with teachers and peers, kids develop empathy and negotiating skills, as well as a

feeling of self-worth and experienced well-being.

While the influence of emotions on learning has not been extensively studied in both

conventional and online learning contexts, accumulating data indicates that emotional

engagement plays a distinct role in learning. shown that academic emotions, defined as hope,

pride, relief, anxiety, wrath, humiliation, boredom, and despair, were positively associated with

academic success, student motivation, learning techniques, self-regulation, and value evaluations

(Borup et.al, 2020).

Not only were emotional expressions strong indications of social presence in the online

classroom, but they also emerged as a separate component. The authors defined emotional

presence as "the outward manifestation of emotion, affect, and feeling by people and groups

within a community of inquiry in their interactions with and interactions with learning

technology, course material, students, and the teacher." The researchers discovered that when

students discussed their online learning experience, they expressed feelings such as admiration,

happiness, sadness, anxiety, irritation, hope, and preference (Cleaver, et.al, 2018).
 Hence, the word affective engagement refers to a student's involvement in and

enthusiasm for school. Children that are emotionally engaged are more motivated to participate

in and enjoy school. The researcher included affective engagement as one of the parameters in

student engagement since it is mainly one of the indicators that should look into in the blended-

learning modality.

Task Persistence

Task persistence may be defined as a characteristic of a child's conduct while completing

learning activities. Children with a high level of task persistence exert effort and do not give up

easily when confronted with difficult activities, while children with a low level of task

persistence (i.e., a high level of task avoidance) often give up when confronted with hard tasks.

Persistent performance on tasks is connected to learning objectives and motivation. Individual

variations in task persistence have been demonstrated to be stable throughout the early school

years, but also appear throughout primary school (Mägi, Männamaa, & Kikas, 2015). Magi et al.

(2015) examined two potential predictors of changes in children's task persistence: children's

reading abilities (as an individual factor) and parental academic assistance (as a contextual

factor).

Task Persistence and Children’s Literacy Skills

Similar to other motivational structures, task persistence as a component of learning

behavior is a critical predictor of children's learning and academic skill gain. When a youngster

maintains concentration on a task even when it becomes difficult, he or she is more likely to

develop new abilities that aid in tenacity in confronting and mastering new activities. On the
other hand, a youngster with stronger beginning abilities is less likely to get disappointed and

hence less likely to quit up, boosting the chance of academic development.

Numerous longitudinal investigations have established these reciprocal relationships. It

has been shown that, in addition to their cognitive abilities, young children's task perseverance

contributes to academic accomplishment. Longitudinal study with children of various languages

has shown that children who do not readily give up in the face of hurdles have stronger reading

abilities later in life (Zhang, Parrila, & Nurmi, 2013; Georgiou, & Zhang, 2013). Additionally, it

has been shown that superior academic abilities are associated with greater future task

perseverance.

With this, students' perceptions of the value of their education can influence their

perseverance drive. While the definition of value is debatable, the underlying issue is clear:

students must think that the material they are learning is of high enough quality and relevance to

warrant their time and effort. Only then will they be motivated to connect with the topic in ways

that promote learning and, so, persistence.

Task Persistence and Parental Academic Help

Parents' interactions with their children while assisting them with schoolwork also

contribute significantly to the development of learning behaviors, particularly task perseverance.

Academic assistance from parents in the form of teaching and correcting homework assignments

is the most common education-related activity at home during the first few weeks of school.

While it is conceptually a beneficial supporting activity and parents are urged to assist, actual

evidence about its efficacy is inconsistent. They discovered that parental assistance had a
beneficial influence on children's academic abilities, while others discovered that it has a

detrimental effect. (2013) (Lerkkanen & Nurmi).

These disparate results may be connected to the manner in which academic assistance is

delivered — that is, academic assistance may be helpful or invasive. Supportive assistance in the

form of guided or collaborative activities in which parents adapt their activities to the children's

knowledge and learning style may promote autonomous learning and task persistence, whereas

intrusive assistance in the form of assuming a child's responsibilities may promote task

avoidance. To our knowledge, no research has been conducted on the relationship between

parental assistance and task perseverance. Parental impacts on children's growth are not one-

way; children also elicit unique parental responses and change their parents' behavior. Numerous

studies have shown a link between children's poor academic success and challenges with

learning and more frequent parental assistance with homework in later stages (Sy et al., 2013).

Previous research has identified a few characteristics associated with increasing parental

assistance. Variables affecting the mother, such as parental concern, and factors affecting the

child, such as the youngster's uncertainty. Parents who observe their children struggle may feel

concerned, which may result in invasive support methods, or youngsters may show doubt, which

may result in more frequent assistance. Children's lack of desire or task persistence may

potentially be interpreted implicitly as a cry for assistance; however, to our knowledge, these

consequences have not been researched yet.

In the Philippines, family is seen as a vital component of society. It has been formed by

the Filipino people's and culture's distinct history, values, experiences, adaptations, and ways of

being. When combined with the country's lengthy history of political and social instability, it
seems as if Filipino parents confront insurmountable obstacles when it comes to parenting their

children (Blair, 2014).

In general, Filipino parents have authoritarian views. Her research demonstrates that the

aforementioned cultural values of kapwa (assisting others), hiya (shyness), and utang na loob

(paying back) are interdependent themes that pervade the dynamics of Filipino parenting and

parent-child relationships, which are characterized by children's respect for parental authority

and obedience, family cohesion, and compliance with familial obligations. Before developing

policies and frameworks for parental involvement, the ramifications of these emerging ideas and

actions for Filipino families and children's development must be thoroughly investigated.

Although Filipino parents across all socioeconomic classes view education as critical to

their children's success and are willing to do everything just to assist their children in school,

retention is a major concern in Philippine schools, with many students dropping out after the

elementary grades (Blair, 2014). (Bartolome et al., 2017) states that although Filipino parents are

invested in their children's education and want them to succeed, the filial duties ingrained in their

culture require them to prioritize the needs of the family above the requirements of the individual

kid. It employs ideas that foresee the movement of family money in his research.

In conclusion, parents may help teachers develop their children's full academic potential

and evaluate the quality of education and instructional approaches. The crucial role of teachers in

partnering with parents to support children's learning and development is evident, especially

among pre-school children who are now enrolled in the blended learning mode.

Blended Learning in Preschool

 Numerous online learning models have explored which pedagogical techniques and

technology are best appropriate for children's learning requirements. In comparison to pupils in

higher grades, preschoolers often participate in more play-based activities and have less

autonomous computer activities (Huber et al., 2016). Thus, successful online preschool

instruction must take the children' age into account while designing assignments that optimize

their learning. Graham et al. (2017) classified online teaching interactions into four types: online

human interaction, digital content engagement, in-person interaction, and non-digital contact.

Educators seldom utilized in-person contact during COVID-19 (Trikoilis & Papanastasiou,

2020). Without consistent face-to-face instruction in the classroom, educators developed

opportunities for parents to employ a variety of forms of interactions at home to assist their

children in engaging in learning activities (Apriyanti, 2020).

COVID 19 pandemic in the educational context of Blended learning

The Covid-19 epidemic has a profound effect on academics' professional and personal

life. According to Jung et al. (2021), the ambiguity surrounding online/BL education has

increased faculty burden, disturbed work routines, and raised the incidence of anxiety and

psychological problems linked with isolation. Greenberg and Hibbert (2020) conclude that, given

the toll the Covid has had on academics' personal and professional life, special attention should

be made to post-traumatic stress.

Belkhir et al. (2019) suggest that early career researchers may suffer mental health

consequences as a result of the stress linked with Covid-19. Sangster et al. (2020) gather

qualitative data from 72 accounting professors in 30 countries, eliciting information about each

academic's environment, problems, thoughts, and future intentions (amongst others). They
discover that 48.3 percent believe that the changes necessary to give lectures have resulted in

greater stress levels. Taken together, reflection studies demonstrate that the abrupt and

significant shift from face-to-face instruction to blended learning and/or online instruction has

had a detrimental effect on higher education practitioners.

Moreover, lockdown and social isolation measures imposed in response to the COVID-19

epidemic have resulted in the closure of schools, training institutes, and institutions of higher

education in the majority of nations. The way educators provide high-quality education through

multiple online channels is undergoing a fundamental change. Despite the difficulties faced by

educators and learners alike, online learning, distant education, and continuing education have

proven a remedy for this unprecedented worldwide epidemic.

In relation to this, President Rodrigo Roa Duterte declares that no classes would be held

during this epidemic; "No Vaccine, No Classes." However, Department of Education (DepEd)

Secretary Briones insisted on adopting an alternate new normal strategy. The planned openness

of classrooms via the use of technology such as smartphones, tablets, and desktop computers

with internet access, both modular and face-to-face, as well as other teaching resources (De

Guzman,2020).

In addition, as the number of infected Filipinos all over the archipelago increased

exponentially, the government is concerned about the health of Filipino children and the quality

of education. Therefore, senators like Honorable Sherwin Gatchalian filed Senate Resolution No.

391 about the postponement of the opening of classes in August. Furthermore, the senators

recommended the use of distance learning. However, Senate President, Honorable Tito Sotto III

states that changes in the Republic Act No. 7977, also called the Act on Lengthening of School

Calendar revision is required. According to RA 7999, the opening of classes for a basic
education shall start on the first Monday of June but not later than the last day of August

(Magsino,2020). They chose a blended learning strategy after consulting with advocates for

excellent education and curriculum specialists from the DepEd.

Transitioning from conventional face-to-face education to online education may be a

completely different experience for both learners and instructors, which they must adjust to in

the absence of other options. The school system and instructors have embraced "Education in an

Emergency" through a variety of online venues and are being forced to adapt to a system for

which they are unprepared.

From the educational viewpoint, e-learning technologies were critical throughout this

pandemic, assisting schools and universities in facilitating student learning during university and

school closures (Subedi et al., 2020). While adjusting to new changes, it is necessary to assess

and assist staff and student preparedness. Learners with a fixed perspective have a difficult time

adapting to new learning environments, but learners with a growth mindset readily adapt. There

are several topics with various requirements. Diverse disciplines and age groups need distinct

methods to online education (Doucet et al., 2020). Additionally, online learning enables

physically challenged students to engage more freely in learning in a virtual environment that

requires little mobility (Basilaia & Kvavadze, 2020).

Students, parents, and educators worldwide have felt the unanticipated rippling impact of

the COVID-19 epidemic as schools have been shuttered to deal with the global pandemic. While

governments, frontline workers, and health authorities fight to contain the spread, education

systems work to maintain a high standard of education for everyone during these tough times.

Numerous students have experienced psychological and emotional anguish and have been unable

to interact successfully at home/living space.

 Blended learning is not a novel idea in the Philippine Educational System, since several

schools and institutions around the nation have previously implemented similar principles.

However, the Department of Education said that throughout this epidemic, conventional

practices turned toward integrated learning. The DepEd secretary advised utilizing all available

means to obstruct the start of school in the coming SY 2020-2021. (Esquerra,2020).

The use of appropriate and relevant pedagogy in online education may be contingent on

both instructors' and learners' competence and experience to information and communications

technology (ICT). Several online platforms have been employed so far, including unified

communication and collaboration platforms like Microsoft Teams, Google Classroom, Canvas,

and Blackboard, which enable instructors to design educational courses, training, and skill

development programs (Petrie, 2020). They include office chat, video conferencing, and file

storage, which help keep classrooms organized and productive. They often offer the sharing of a

range of file types, including Word, PDF, Excel, audio, and video. Additionally, they enable

monitoring of student learning and assessment via the use of quizzes and rubric-based evaluation

of submitted tasks.

The issues associated with e-learning are many and include accessibility, cost, flexibility,

pedagogy, lifelong learning, and educational policy (Murgatrotd, 2020). Numerous nations have

significant challenges in terms of Internet connectivity and availability to digital gadgets. While

many economically disadvantaged students in developing nations cannot afford online learning

gadgets, online education exposes the learner to increasing screen time. As a result, offline

activities and self-exploratory learning have become critical for pupils. Lack of parental

direction, particularly for young learners, is another issue, especially when both parents work.
There are practical concerns with physical workplaces that are favorable to various modes of

learning.

The naturally driven learners are essentially unaffected by their learning since they need

less monitoring and assistance, but the susceptible group of pupils with learning disabilities has

challenges. Certain academically capable students from economically disadvantaged

backgrounds are unable to access or finance online education. Students' academic performance is

likely to deteriorate during courses conducted for both year-end and internal examinations, as a

result of a falling interaction time with instructors and a lack of consultation with teachers when

encountering challenges with learning/understanding (Sintema, 2020).

Apart from being enjoyable, school time helps youngsters develop social skills and

awareness. While kids are away from their regular school schedules, there are economic, social,

and psychological consequences. Many of these pupils have now enrolled in online courses,

increasing their time spent on virtual platforms, leaving youngsters exposed to online abuse.

Increased time spent on online learning exposes youngsters to potentially dangerous and violent

material and increases their vulnerability to cyberbullying. Due to school closures and strict

containment measures, more families have relied on technology and digital ways to keep

children engaged in learning, entertained, and connected to the outside world. However, not all

children possess the necessary knowledge, skills, and resources to stay safe online.

Although there have been numerous challenges for educators, schools, institutes, and the

government regarding online education from a variety of perspectives, the COVID-19 pandemic

has created several opportunities for those who are unprepared or have distant plans of

implementing an e-learning system. It has established a stronger bond than ever before between
instructors and parents. Homeschooling demands parents to financially and intellectually support

their children's education.

Teachers are obligated to use innovative measures that aid in overcoming the constraints

of virtual instruction. At the local level, teachers are actively cooperating to develop online

teaching approaches. As instructors, parents, and kids share similar experiences, there are

unmatched chances for collaboration, innovative solutions, and a readiness to learn from others

and experiment with new technologies (Doucet et al., 2020). Numerous educational

organizations make their tools and solutions available for free in order to assist and promote

teaching and learning in a more dynamic and engaging setting. Online education has enabled

teachers and students to interact in novel ways that are not possible in a traditional classroom

environment.

Moreover, the pandemic of is likely to have a long-term detrimental influence on the

global economy (World Bank Group, 2020). Additionally, the pandemic has had a direct impact

on higher education and the student experience. In the majority of academic institutions, face-to-

face (F2F) instruction has been phased out in favor of blended learning (BL) and/or online

instruction. Given the abrupt shift in the academic environment, it is critical to collect student

preferences in order to report on how students evaluated various teaching styles before to and

after the Covid-19 outbreak.

Proponents of Blended Learning imply it can be considered an opportunity to enhance

student experience (Bernard et al., 2014; Liu et al., 2016; Spanjers et al., 2015). On the other

hand, there is evidence that Blended Learning can be a limiting factor in lecture delivery (Lomer

and Palmer (2021); Lomer and Palmer (2021); Selwyn, 2016). Thus, Covid-19 provides a unique

opportunity to test student preference in a situation where they expected to receive F2F delivery
at the start of the year, but F2F was replaced BL delivery as a result of the Covid-19 pandemic.

There is the potential that students perceive they have been receiving a ‘lesser’ learning

experience when F2F is replaced by BL delivery.

On the other hand, others see the Covid-19 outbreak as a chance to experiment with new

virtual frameworks. According to Sangster et al. (2020: 437), a hybrid strategy was explored for

the future world prior to the pandemic. However, as a result of the epidemic, virtual

environments are projected to become increasingly prevalent in higher education. According to

Sangster et al. (2020), academics are optimistic about the possibility of enhancing virtual

learning settings. Additionally, it is believed that using BL may improve the student experience.

Yang and Huang (2020) argue, using a case study, that although the abrupt shift in teaching has

drawbacks, the epidemic may hasten the production of new online resources. Additionally, they

assert that BL has the ability to accommodate a variety of learning styles and so become the 'new

normal.'

Betts (2020) asserts that, although there are new problems associated with conventional

institutions' use of online education, the Covid-19 epidemic may provide a chance to improve

student experience by giving students with flexible delivery through recorded lectures. Baber

(2021) demonstrates that South Korean students adapted to e-learning during the Covid-19

epidemic, indicating that the transition from face-to-face to online instruction was not viewed

adversely by students. Taken together, there is widespread agreement that the pandemic has had

a detrimental effect on educators and academic institutions in the near term. Nevertheless, others

think that the Covid-19 outbreak provided a chance to improve BL delivery. Thus, one of the

most influential problems for educators in the aftermath of the Covid-19 outbreak is whether BL

and/or online can be regarded a consistent substitute for face-to-face instruction.

 Among other things, the Education Excellence Framework has served as an external

motivator for educators to develop innovative and marketable teaching delivery methods

(Cleaver et al., 2014; Gewirtz & Cribb, 2013; Quinn, 2020). Thus, several institutions are

undergoing institutional transformations to include technology-enhanced learning and blended

learning into their curricula (Blackmore & Kandiko, 2012). Numerous benefits are shown to be

related with BL in the existing research. BL is considered engaging, adaptable to a variety of

learning methods, and capable of delivering large amounts of content (Afacan, 2016). Virtual

learning has been shown to boost motivation and engagement. BL may be tailored to students'

needs (Benson and Kolsaker, 2015; McCabe & O'Connor, 2014). Additionally, some meta-

analyses indicate that BL has a minor (Bernard et al., 2014; Spanjers et al., 2015) or a big (Liu et

al., 2016) beneficial impact on student performance. Taken together, there are compelling

justifications for introducing an online component into conventional face-to-face delivery to

improve the student experience.

Instructional Design primer

The term "instructional design" refers to a method of developing a learning intervention

and/or environment that helps students to acquire information, skills, and capacities. There

include sections on education, psychology, cognitive science, and organizational behavior. The

field's research is based on cognitive and constructivist theories of learning and instructional

design, such as social cognitivism, constructivism, social learning, and experiential learning.

Instructional design encompasses the study of learning issues as well as the management

of instructional and non-instructional processes and resources targeted at enhancing learning and

performance in a range of environments, most notably educational institutions and the

workplace. To reach their objectives, professionals in the fields of instructional design and

technology often use systematic instructional design approaches and instructional media (Reiser

& Dempsey, 2018). Analyze, Design, Develop, Implement, and Evaluate (ADDIE) is a generic

process that defines processes common in various models. It creates a system for analyzing

learning needs, developing, producing, and executing teaching, and reviewing assessments to

ensure that learning objectives are satisfied. The Instructional Design Process Model (Dick,

Carey, & Carey, 2015) and the Systems Approach Model (Dick, Carey, & Carey, 2015) are both

research-based instructional design models (Morrison, Ross, Kalman, & Kemp, 2013).

One of the most essential reasons to employ instructional design is because it is a

collection of principles and practices that allow students to learn more quickly and efficiently,

regardless of the topic. In practice, the planned, systematic design of education allows both

instructors and students to engage in active and engaged engagement and learning. Branch

(2018) highlighted six characteristics of instructional design: (a) learner-centeredness; (b) goal-

orientedness; (c) meaningful performance; (d) empirical, iterative, and self-correcting design;

and (f) instructional design is often a collaborative effort.

The term "learner-centered instructional design" refers to the continual assessment of a

learner's capacity to attain certain learning goals. Learner-centered design is oriented on

prioritizing the educational materials, tools, activities, and interactions that learners need. A goal-

oriented instructional design strategy is used to clearly describe the learning objectives for

students. Expected learning is characterized by learning goals that are linked to one or more

assessments that study particular parts of the anticipated learning at both a broad (e.g., a course)

and a more granular (e.g., an assignment) level. The focus of systematic instructional design is
on quantifiable learning outcomes. There is no possibility that learners will learn unless they

understand what they are supposed to study.

The learning outcomes are articulated in a style that appropriately represents the context

in which students will be expected to use their new knowledge or skill. " Meaningful

performance education focuses on preparing students to engage in meaningful and often

challenging activities, such as authentic performance". Meaningful performance is shown by the

relevance of educational materials, instructional methodologies, and active learning approaches

that engage learners.

While quantitative learning outcomes are essential, they must also be precise and valid.

Authentic evaluation is required to ensure reliability and validity. Authentic assessment, in

general, refers to a variety of methodologies used to evaluate learning in substantial, relevant,

and meaningful ways. The term "authentic assessment" refers to a style of learning evaluation

that is commonly contrasted with more conventional methods of assessment, such as

standardized multiple-choice tests.

Authentic assessment of student learning necessitates the evaluation of higher-order

thinking abilities in the cognitive, emotional, and psychomotor domains. As a consequence,

learners' skills are assessed via the completion of relevant tests that require them to go beyond

the basic collecting and reporting of factual and conceptual material. The creation of

instructional materials is an empirical, iterative, and self-correcting process. The [instructional

design] method revolves on data. The data gathering process starts with the initial analysis and

continues until the project is finished. Subject matter experts provide advise and comments to

ensure that the skills and content being taught are correct and up to date. The study findings and
past experience have an impact on the instructional tactics and medium used. Following the

implementation of the lesson, field data is analyzed to determine the lesson's effectiveness

(Branch, 2018).

Finally, teamwork is the most effective way to develop efficient, effective education for

pupils. When an educator's topic experience is joined with the skills of an instructional designer

in a collaborative setting, a highly effective teaching and learning environment is generated. An

educator has a plethora of experience, distinct viewpoints, and a high level of expertise in their

profession. An educator has a full awareness of his or her students, as well as how to

appropriately instruct and assist them in their learning.

An instructional designer contributes a methodical approach to course design to the

partnership, as well as knowledge and competency in adult learning theory and the capacity to

apply an outcome-based approach to learning that incorporates elements from many learning

theories. Higher-order thinking, cognitive learning processes (e.g., concept learning), social

cognitive theory, information processing, and behavioral theory are all examples of how an

instructional designer may provide value. Successful collaboration between instructor and

instructional designer results in learner-centered, relevant, and quantifiable course material.

A valid issue may emerge in the reader's mind: if instructional design is such an effective

method of student learning, why isn't it employed more often in higher education? Indeed, higher

education institutions are increasingly realizing the importance and usefulness of instructional

design, especially when establishing distant education courses for adult learners.
 Finally, the importance of integrating instructional design into the educational process

cannot be emphasized. The purpose of instructional design is to approach learning methodically.

As such, rather than replacing successful educational techniques, it is designed to augment and

improve the whole teaching and learning process.

The effectiveness of the technique is mostly due to the fact that it is an empirical and

repeatable process. Instruction might be designed for a single delivery or for usage with a big

group of individuals on a regular basis. It is worth evaluating and improving it since it can be

used with comparable and scalable student populations (Dick et al., 2015).

Theoretical Framework

The notion of student involvement has become a bit of a riddle for educators, with

continuous debates about its nature and intricacies, as well as criticism of the depth and breadth

of theorizing and operationalization in empirical research. This is true for educational technology

research as well as its application in schools and institutions.

The three most well acknowledged characteristics of student engagement are cognitive,

emotional, and behavioral (Bond and Bedenlier, 2019). Cognitive engagement focuses on long-

term learning strategies, self-regulation, and comprehension; affective engagement focuses on

positive responses to the learning environment, peers, and teachers, as well as a sense of

belonging and interest; and behavioral engagement focuses on participation, persistence, and

positive behavior. Nonetheless, each level of participation is distinguished by a distinct set of

characteristics (see figure 1). The word "indicators" is used in the same sense as Fredricks et al.

(2004), referring to anything that demonstrates or illustrates student engagement that is

expressed—and hence finally obvious and quantifiable—through cognitive, emotional, or
behavioral action or response.
Cognitive Engagement
Purposeful
Integrating ideas
Critical thinking
Setting learning goals
Self-regulation
Operational reasoning
Trying to understand
Reflection
Focus/concentration
Deep learning
Learning from peers
Justifying decisions
Understanding
Doing extra to learn more
Follow Positive interactions with peers
through/care/thoroughness
Positive self-perceptions and
self-efficacy
Preference for challenging
tasks
Teaching self and peers
Use of sophisticated learning
strategies
Positive perceptions of teacher
support
Affective Engagement Behavioral Engagement
Enthusiasm Effort
Sense of belonging Attention/focus
Satisfaction Developing agency
Curiosity Attendance
Sees relevance Attempting
Interest Homework completion
Sense of wellbeing Positive conduct
Vitality/zest Action/initiation
Feeling appreciated Confidence
Manages expectations Participation/involvement
Enjoyment Asking teacher or peers for help
Pride Assuming responsibility
Excitement Identifying
Desire to do well opportunities/challenges
Developing multidisciplinary
and teachers skills
Sense of connectedness to Supporting and encouraging
school/university/within peers
classroom Interaction (peers, teacher,
Positive attitude about content, technology)
learning/values learning Study habits/accessing course
Time on task/staying on material
task/persistence
Figure 1. Indicators of student engagement (Adapted from Bond et al. Manuscript in
preparation).

On the other hand, Kuan-Chung Chen and Syh-Jong Jang looked at student motivation as

a factor in online and distance learning perseverance. The self-determination theory is founded

on the idea that humans have three essential needs: autonomy, competence, and relatedness. It

has invaded politics, religion, healthcare, and other equally powerful spheres of society. When

we achieve these conditions, we have a better understanding of ourselves and a greater capacity

for personal development. As a consequence, it's simple to see how this may be used to online

student persistence.

These three pillars of self-determination may be used to deliver education components

like flexible learning, computer-mediated communication and social engagement, and technical

competency at a distance. Chen and Jang believe that an online student's self-determination is

aided by meeting the three essential conditions. In addition, course components and support

services may influence online student persistence.

 Figure 2. The Hypothesized Model of Self-Determination Theory (Chen & Jang 2010)

Conceptual Framework

Fredricks et.al (2004); Pilotti et.al (2017) defined and analyzed student engagement into

three categories namely: cognitive, emotional and behavioral. Student engagement refers to

students' level of attention, interest, excitement, optimism, and passion when learning or being

taught. Engaging students in the learning process effectively improve their focus, helps them

approach subjects with higher-level thinking skills, and encourages them to take ownership of

their own learning. Managing student engagement in a mixed learning environment differs from

a traditional classroom, but the fundamental techniques remain consistent.

On the other hand, Task Persistence of Kikas and Silinkas (2015) is the continuation of

effort and striving in the face of challenges, opposition, or failure: it is a fundamental

characteristic of successful persons in professional and academic settings. Persistence is shown

by the determination to persevere in the face of adversity. For kids, this persistence may serve as

a motivator to help them achieve both academic and personal goals. Tenacity in the face of

hardship and it is sometimes characterized as a result of high motivation.

Parent engagement is critical for children's education and the contribution it makes to

society. While there are programs and existing practices in the Philippines to encourage parental

engagement, there are no national rules or frameworks in place to assist Early Childhood

Education. According to statistics, children have a poor level of reading competency, studies
 demonstrate a gap in parents' comprehension of PI, and the Philippine EFA objectives urge

expanding access to parental involvement programs in every barangay (Bartolome. 2017).

With this, the researcher will instigate to conduct the study on Pre-schools' engagement

and task persistence in Blended learning during the COVID 19 Pandemic at Hermana Fausta

Elementary School. The theoretical framework and the conceptual framework will serve as the

basis to support the underlying process of the researcher in conducting the said study. Moreover,

the following literature and studies will be used to strengthen the interpretation of the gathered

data.

Research paradigm

INPUT PROCESS OUTPUT

Books, journals, and Validation of survey Primer based on the

researches on Student questionnaires. hindrances of pre-
Engagement, Task Letter of request to the locale school students in
Persistence, and of the study. learning activities
Blended Learning Data gathering from the
respondents.
Interpretation of data gathered.
Figure 1. A Modified Input-Process-Output Model on Pre-schools' engagement and task
persistence in Blended learning
during the COVID 19 Pandemic.

Figure 1 shows the research paradigm which illustrates the flow of this research. As can

be seen, books, journals, and researches on Student Engagement, Task Persistence, and Blended

Learning will serve as the input of the study. Furthermore, the process includes validation of

survey questionnaires, letter of request to the locale of the study, data gathering and

interpretation of data, and discussion on the hindrances that Kindergarten learners encounter in

their engagement and task persistence. A primer will serve as the output of the study.
 Chapter III

METHODOLOGY
 This chapter presents the research design, participants of the study, research instrument/s,

validation of the instrument/s, data gathering procedure, and statistical tools employed in the

treatment and analysis of data.

Research design

The study will use the mixed-method type of research design that specifies on

quantitative and qualitative research. The research design is important to determine the level of

engagement and task persistence of Kindergarten Pupils as perceived by teachers and parents of

Hermana Fausta Elementary School.

Participants of the study

The participants of the study are in total of two kindergarten teachers and seventy-one

parents of preschool pupils who are currently enrolled at Hermana Fausta Elementary School.

Research Instrument

The researcher will use a survey and questionnaire composed of items based on the level

of engagement from Hart et.al (2011) on the perception of teachers and parents. These include

the cognitive, behavioral, and affective indication on student engagement. The second part of the

instrumentation which is a self-made questionnaire that tackles task-persistence as perceived by

teachers and parents which have two parameters namely: children's literacy skill and parental

academic help. The mode of response to be used is the survey checklist with a 4-point scale tool

while the interview question will be recorded and to be transcribed by the researcher.

Data Gathering Procedure

The self-made survey questionnaire will be validated by the adviser to obtain its

reliability and validity. The content of the survey questionnaire will be tested based on its content
and how it is academically constructed. Once the instrumentalities were validated, the results of

reliability test will be disseminated to the following respondents.

In addition, the researcher will secure a copy of request letter to be given on the school

head of Hermana Fausta Elementary School. Once accepted for approval, the researcher will

disseminate the validated survey questionnaires to the selected respondents. The questionnaire

will include the perception of teachers and parents in preschool’s engagement and task

persistence during the Blended learning mode of instruction. Interpretation of data with the use

of statistical treatment will be done once the researcher will gather the necessary instrumentation

of the study.

Further, the researcher will also find the significant difference in Kindergarten

engagement and task persistence between the perceptions of parent and teachers and the

correlation of the level of engagement and task persistence of Kindergarten pupils. Therefore, the

researcher will discuss the hindrances that Kindergarten learners encounter in their engagement

and task persistence based on the response of teachers and parents in the interview to be done

after the survey checklist. Further the recorded interview will be transcribed by the researcher.

Data Analysis

A. Qualitative part

The survey questionnaire retrieved will be tallied and analyzed using the

following statistical treatment. The weighted mean of the result in determining the level of

engagement and task persistence of Kindergarten Pupils as perceived by teachers and parents

will be tallied using the formula:

FORMULA:
WM = 4f + 3f + 2f + 1f
n
where:
 WM = weighted mean

f = frequency

n = total number of respondents

To interpret the data, the 4-point scale interval was used:

Point Score Range Interval Descriptive Rating

4 3.25 – 4.00 Strongly Agree (SA)

3 2.50 – 3.24 Agree (A)

2 1.75 – 2.49 Disagree (D)

1 1.00 – 1.74 Strongly Disagree (SD)

B. Qualitative part

Pearson (r)

The following formula will be used to determine the significant difference in Kindergarten

engagement and task persistence between the perceptions of parent and teachers and to identify the

significant difference of the level of engagement and task persistence of Preschool pupils.

Size of Correlation Interpretation

.90 to 1.00 (-.90 to - 1.00) Very high positive (negative) correlation

.70 to 90 (-.70 to - .90) High positive (negative) correlation

 .50 to .70 (-.50 to - .70) Moderate positive (negative) correlation

.30 to .50 (-.30 to - .50) Low positive (negative) correlation

.00 to .30 (-.00 to - .30) Negligible correlation

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