The COVID-19 pandemic has caused an enormous disruption in the nation's educational system,

which has been felt by students (Garbe et al., 2020). Schools were abruptly closed to enforce
social isolation in order to stop the spread of the virus, which had an influence on the daily
schedules and lives of the students, teachers, school personnel, and administration. Governments
all around the world have ceased in-person instruction in schools due to the global epidemic
brought on by COVID-19, causing an unparalleled global disruption in education (UN Policy
Briefs, 2020). As a result, the educational system has quickly transitioned to distance learning.
According to a UNESCO survey, 91% of colleges have transferred their "offline" instruction
online. Online learning, also known as e-learning, is a type of remote education that makes use
of information technology infrastructures, such as the internet and digital tools like apps and
software. Students must therefore adjust to the shift from face-to-face instruction to fully remote
online instruction, where synchronous video conferencing, social media, and asynchronous
discussion forums replace traditional classroom settings as the main means of knowledge
creation and peer interaction.
Millions of students were compelled to stay at home and were forced to switch to online learning
to continue their education. Although the COVID-19 pandemic has affected everyone, children
and teenagers are a particularly at-risk age group. Parents of primary school students are an
important participant in online learning, as are children of policymakers, particularly those in the
lower grades. Digital media's limitations make it unsafe to interact online and impossible to learn
relevant material. Online learning may be compromised by inappropriate content, restricted
digital media capabilities, and health issues associated with excessive media consumption. As a
result, parents are under a lot of stress (Brown et al., 2020). Additionally, they must invest more
time and effort in guiding, aiding, and monitoring the child's online learning. Studies have
revealed that the COVID-19 pandemic has a considerable detrimental effect on the learning of
young children (those under the age of 11). Students in primary schools lack learning autonomy
and struggle to manage the learning management system. Parents require support and assistance
more when learning online (Palau et., 2021). Parents are under a lot of strain since they serve as
their substitute educators (Davis et al., 2021).
Despite having a significant impact on their children's online learning during the COVID-19
pandemic [8], parents' opinions on how their kids used the internet to complete their schoolwork
are divided. Parents support online education, and students have seen success with it. In addition,
the worldwide pandemic forced parents to work from home, which created the right conditions
for them to participate in their children's online learning and encourage parental involvement in
the process for the children' benefit. However, there are a number of issues with online learning
during the pandemic that worry parents, including eye health issues in children brought on by
continuous use of screens and financial strain on families as a result of the demand for access
devices.
According to studies (Jiao et al., 2020; Spinelli et al., 2020), parents have seen behavioral and
emotional problems (such as worry, impatience, and disengagement) in their children and
adolescents as a result of the pandemic.
Parents indicated that their child demonstrated worse general behavior, more maladaptive
behavioral changes, and more dysregulated behaviors when learning remotely as opposed to
learning in person (Hanno, E. C., Fritz, L. S., Jones, S. M., & Lesaux, N. K. (2022). According
to their most recent data, families reported an increase in temper tantrums, anxiety, and a poor
capacity to manage emotions, particularly among young elementary-aged children during remote
learning. Additionally, children were frequently more likely to misbehave, get aggressive, or
retreat during remote learning according to parents assessed as part of the larger Early Learning
Study at Harvard.
On the other hand, the shift from classroom instruction to online learning has depressed the
majority of instructors due to the shift in student attitudes and behavior on online platforms. The
change to online instruction happened so quickly that teachers did not have enough time to
prepare themselves for it. For teachers, who are also finding it difficult to grasp this new teaching
approach or manner of doing things, this new introduction of online classrooms has been equally
difficult.
Therefore, this study investigates the perception of the parents and teachers to the behavioral
changes of the young students due to online learning. In the new normal, student behavior and
attitudes are out of control, especially when classes are abruptly moved from traditional
classroom settings to online settings. Students' actions and attitudes during their online learning
classes reveal that they are unmotivated to learn. They even arrive to class late because they are
enjoying their morning sleep. Most of their children are sleep-deprived, which has an impact on
their grades, and their children are hungry because they haven't had breakfast. Basically, the new
normal situation from the perspective of a student learning affects how they study, live, and
work.

The teaching method and learning viewpoint both need numerous modifications.
Today, all students learn online because they are not permitted to attend their schools, according to
Sarnobat (2020). Therefore, in order to increase the effectiveness of online education, both teachers
and parents are extremely important. To pique pupils' interest, teachers should teach them about
commitment. In order to avoid academic challenges, parents should ensure that their child respects the
punishment they get. Parents should regularly check on their children to make sure they are watching
videos and finishing tasks on time. Parents need to be aware that after the school reopens, a child might
not be able to handle the curriculum. Students have been at school for about four months, but they are
not currently taking any classes.

The sudden outbreak of COVID-19 has shocked the world and the World Health Organization (WHO)
(2020) declares it as pandemic. All industries have been impacted by the global COVID-19 epidemic,
including business, government, tourism, health, and education. This outbreak has simultaneously
altered the way these services are provided, prompting many of them to create successful online
strategies. Students have had to adjust to these quick adjustments to online platforms in the education
sector. According to a UNESCO survey, 91% of colleges have transferred their "offline" instruction
online. Online learning, also known as e-learning, is a type of remote education that makes use of
information technology infrastructures, such as the internet and digital tools like apps and software.
Some governments and colleges have even provided financial assistance to students in the form of
subsidies so they can use the internet and online educational resources.

On March 8, 2020, President Duterte issued Proclamation No. 922, which proclaimed a state of public
health emergency in the nation in response to the DOH's report on the first case of COVID-19 to be
reported in the Philippines. Mass meetings and face-to-face engagement are not allowed under the
current circumstances. Students must therefore adjust to the shift from face-to-face instruction to fully
remote online instruction, where synchronous video conferencing, social media, and asynchronous
discussion forums replace traditional classroom settings as the main means of knowledge creation and
peer interaction.

Although the COVID-19 pandemic has affected everyone, children and teenagers are a particularly at-
risk age group. According to studies (Jiao et al., 2020; Spinelli et al., 2020), parents have seen behavioral
and emotional problems (such as worry, impatience, and disengagement) in their children and
adolescents as a result of the pandemic.

Parents indicated that their child demonstrated worse general behavior, more maladaptive behavioral
changes, and more dysregulated behaviors when learning remotely as opposed to learning in person
(Hanno, E. C., Fritz, L. S., Jones, S. M., & Lesaux, N. K. (2022). According to their most recent data,
families reported an increase in temper tantrums, anxiety, and a poor capacity to manage emotions,
particularly among young elementary-aged children during remote learning. Additionally, children were
frequently more likely to misbehave, get aggressive, or retreat during remote learning according to
parents assessed as part of the larger Early Learning Study at Harvard.
On the other hand, the shift from classroom instruction to online learning has depressed the majority of
instructors due to the shift in student attitudes and behavior on online platforms. The change to online
instruction happened so quickly that teachers did not have enough time to prepare themselves for it.

Furthermore, inexperienced students who struggle with online learning may be vulnerable to a number
of risks, such as declines in academic performance (Molnar et al., 2019), feelings of loneliness (Song et
al., 2004), and a lack of learning motivation (Muilenburg & Berge, 2005). And it has identified several
major concerns, including issues with internet connection (Agung et al., 2020; Basuony et al., 2020),
problems with IT equipment (Bączek et al., 2021; Niemi & Kousa, 2020), limited collaborative learning
opportunities (Bączek et al., 2021; Yates et al., 2020), reduced learning motivation (Basuony et al., 2020;
Niemi & Kousa, 2020; Yates et al., 2020), and increased learning burdens (Niemi & Kousa, 2020).

Therefore, this study focuses on

Due to the shift in the students' attitudes and behaviors in the online learning environments, the
conversion of classroom instruction to online learning has left the majority of the instructors depressed.

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https://doi.org/10.36349/easjpbs.2021.v03i02.001