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PARENT ENGAGEMENT IN TEACHING MODALITIES AMIDST PANDEMIC: ITS RELATION TO STUDENT LEARNING


Joana Marie B. Digo
MASTER OF ARTS IN EDUCATION STUDENT, LAGUNA STATE POLYTECHNIC UNIVERSITY - SANTA CRUZ MAIN CAMPUS
Abstract
The study aimed to determine parent engagement in teaching modalities amidst pandemic: Its relation to student learning. Specifically, the study attempted to answer the questions: (1) What is the level of parent engagement in teaching modalities in terms of online class supervision, financial support and moral support? (2) What is the level of student learning in terms of cognitive, values formation and skills? And (3) Is there a significant relationship between parent engagement in teaching modalities amidst pandemic and student learning? Descriptive method of research was used to analyze the data systematically. The respondents were the selected parents and their children in Grade 9 online modality of Pedro Guevara Memorial National High School, Santa Cruz, Laguna. They were selected using purposive sampling technique in determining the sample size. Out of 436 Grade 9 students in online modality of Pedro Guevara Memorial National High School, 130 Grade 9 online students and parents became the respondents of this study. The research instrument used in this study was questionnaire. This instrument was used to gather information with respect to the problem covered in the study. Based on the data gathered, the researcher found out that there was a “significant relationship between the parent engagement in teaching modalities amidst pandemic to the student learning”. It shows that the null hypothesis stating that “There is no significant relationship between parent engagement in teaching modalities amidst pandemic and student learning.” Therefore, the hypothesis is rejected. It can be inferred that there is a “significant relationship” between them. Based on the findings made, the following were hereby recommended: Education leaders in the division or district level may organize some training programs giving emphasis on capacity building for parents/guardians on effective facilitating of remote learning; School heads may consider the voices of parents/guardians with school-based planning regarding the efficient delivery of distance and conduct school programs, projects, and activities that will capacitate and encourage them to be more engaged with their children’s studies; Teachers may always communicate with parents/guardians through group chats or constant text messages for them to ensure involvement of parents by knowing the schedule and monitoring the activities that the students must accomplish and make parents feel that the teachers are always there to guide and understand them; Parents may work hand-in-hand with the school administration and teachers to be well-educated on online learning to guide the students more while learning at home; and future researchers may do further studies giving emphasis to the variables in the present studies.
Keywords: Parent Engagement, Online Class Supervision, Financial Support, Moral Support, Student Learning, Cognitive, Values Formation, Skills
Journal Name :
EPRA International Journal of Research & Development (IJRD)

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Published on : 2021-07-21

Vol : 6
Issue : 7
Month : July
Year : 2021
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