Parental Challenges brought by Online Learning Modalities

Abstract

The COVID-19 pandemic has affected the educational system and has consequently shared the spotlight on parents who have become home facilitators in the teaching-learning process. Hence, this descriptive research paper analyzed the degree of parental challenges in Kindergarten and Primary Grades in online learning modalities at a private higher educational institution in Bacolod City during the School Year 2020-2021. Needed data came from 91 parents using Microsoft forms. Subsequent findings revealed time management obtaining the highest mean score, interpreted as a high degree of parental challenges, specifically balancing household roles, responsibilities, and teaching. In contrast, the learning environment got the lowest mean score, interpreted as a moderate degree, particularly on keeping the place free from noise and distractions during an online class. Time management likewise got the highest mean score when grouped by age: younger, higher family income, and unemployed employment status. The learning environment also reached the lowest mean based on the same variable groupings. Moreover, findings revealed no significant difference in the degrees of challenges parents encounter in online learning modalities when grouped according to the abovementioned variables. This paper concludes that regardless of age, family income, and employment status, parents struggle to assist their children in using online learning modalities. Further, it is recommended that parents be guided with some intervention in providing emotional support to their children during times of online schooling system aimed at improving the bond between children and their parents during this time of the pandemic.