Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 4 no. 4 (2023)

Scaffolding Remote Learning: A Phenomenological Study of Parents’ Experiences in Times of Pandemic

Jicyl A. Develos | Merlie Garcia | Jasmyne Torrefranca | Ma Carissa Molanda

 

Abstract:

COVID-19 poses significant risks to global education. It has shifted traditional learning in the classroom to remote learning at home. The Department of Education initiated a continuity plan in the Philippines that applies a remote learning approach. In remote learning, parents became active participants by being solid scaffolds for their children's learning at home. Through a phenomenological design, the study explored the lived experiences of parents during the pandemic times. The data was gathered through one-on-one interviews with each of the six parent participants, with strict observance of basic IATF protocols like mask-wearing and social distancing. The collected responses were transcribed, examined, coded, and broken down into themes. After data analysis, three significant themes emerged: the description of parents' experiences in scaffolding their children's remote learning, the help extended by the parents to minimize academic stress, and the effects of remote learning on their children's education. The analyzed data revealed that parents became successful scaffolders amid the struggles and lack thereof. Furthermore, parents realized that, while remote learning may not be the best option for their children due to demotivation in learning, it is one way to keep their children safe while learning. Based on the findings, significant measures may be adopted by the Department of Education, teachers, parents, and future researchers, particularly in enhancing modules and learning environments that are more learner-centered.



References:

  1. Department of Health. (2021). COVID-19. 19, 2019–2021. https://doh.gov.ph/2019-nCoV
  2. DepEd Order No.014s. 2020. (2020). Guidelines on the Required Health Standards in Basic Education Offices and Schools, DepEd Order no. 014 s. 2020. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_014.pdf
  3. Karimi Z., Fereidouni Z., Behnammoghadam M., Alimohammadi N., Mousavizadeh A., Salehi T., Mirzaee M., Mirzaee S. (2020). The lived experience of nurses caring for patients with COVID-19 in Iran: A phenomenological Study. Risk Management and Healthcare Policy, 13, 1271–1278. https://doi.org/10.2147/RMHP.S258785
  4. Norful, A. (2021). The lived experiences of frontline health care workforce during the COVID-19 pandemic: A qualitative study. Columbia Research. https://research.columbia.edu/covid/community/frontline
  5. Sadang, J. M. (2020). The Lived Experience of Filipino Nurses' Work in COVID-19 Quarantine Facilities: A Descriptive Phenomenological Study. Pacific Rim Int J Nurs Res 2021; 25(1) 154-164. https://www.researchgate.net/publication/346791330_The_Lived_Experience_of_Filipino_Nurses'_Work_in_COVID-19_Quarantine_Facilities_A_Descriptive_Phenomenological_Study
  6. Sundler, A. J., Lindberg, E., Nilsson, C., & Palmér, L. (2019). Qualitative thematic analysis based on descriptive phenomenology. Nursing Open, 6(3), 733–739. https://doi.org/10.1002/nop2.275
  7. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89-100.
  8. Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home Learning in Times of COVID: Experiences of Parents. Journal of Education and Educational Development, 7(1), 9. https://doi.org/10.22555/joeed.v7i1.3260
  9. Dado, N. L. (2020). Challenges parents face in education’s new normal. The Manila Times, 1–43. https://www.manilatimes.net/2020/08/09/business/sunday-business-i-t/challenges-parentsface-in-educations-new-normal/752688/
  10. Adonis, M. (2021). PH lags behind in acting on remote learning problems amid pandemic | Inquirer News. Inquirer.Net, 1–11. https://newsinfo.inquirer.net/1418185/ph-lags-behind-in-acting-onremote-learning-problems-amid-pandemic
  11. Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. DOI:10.1016/S0140-6736(20)30547-X.med.ncbi.nlm.nih.gov/32145186/        https://pub
  12. Magsambol, B. (2021). Distance learning in the Philippines: A year of hits and misses. Rappler, 1. https://www.rappler.com/newsbreak/indepth/distance-learning-philippines-assessment-2020-2021
  13. Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55, 391–405. https://doi.org/10.1016/j.compedu.2010.02.004
  14. Eunoia Counseling. (2020). Is Remote Learning Having a Negative Effect on My Child ’ s Mental Health ? Is Remote Learning Having a Negative Effect ? https://www.eunoiacounselingnaperville.com/isremote-learning-having-a-negative-effect-on-mychilds-mental-health/
  15. Saavedra, J. (2021). A silent and unequal education crisis. And the seeds for its solution. World Bank. https://blogs.worldbank.org/education/silentand-unequal-education-crisis-and-seeds-its-solution

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic