Teachers Initiatives and Perceived Parental Involvement Practices among Filipino Junior High School Students

Miguel, Frosyl F.; Prudente, Maricar S.; Aguja, Socorro E.

doi:10.1145/3450148.3450173

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…Besides, online interactions and/or live communication between teachers and students might decrease the burden of parents as replacing educators in the learning process of their children. As such, live contact hours were found to facilitate children’s learning on their own (Bansak & Starr, 2021) and research in different countries documented the importance of and parents’ wish for more teacher-student and teacher-parent interactions and live communication (Harper et al, 2021; Miguel et al, 2021; Wildemann & Hosenfeld, 2020). However, more than half of the queried school personnel in Germany indicated that schools are not (or rather not) technically sufficiently equipped for web-based schooling (Huber et al, 2020), highlighting the need to invest in a better digital infrastructure in the German educational system.…”

Section: Discussionmentioning

confidence: 99%

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Schmidt¹,

Kramer²,

Brose³

et al. 2021

Developmental Psychology

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To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children's scholastic activities to the homes and imposing a massive burden on parents and school-age children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether (a) distance learning and (b) parents' involvement therein were associated with negative parent-child interactions and affective well-being of parents and children, over and above the effect of daily stressors. Participants were 562 parents (489 mothers, M age = 42.79, SD age = 6.12, range = 25-63) most of whom were married (n = 382, 68.0%). They responded to the daily items with respect to the youngest child living in their household (M age = 9.74, SD age = 2.81, range = 6-19). On days when children were working on school tasks, parents reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being. The present work highlights the need for measures to better support school-age children and their parents during distance learning.

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Section: Discussionmentioning

confidence: 99%

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Schmidt¹,

Kramer²,

Brose³

et al. 2021

Developmental Psychology

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show abstract

“…The findings of the study demonstrated that parents were active in terms of communication but were not too involved. The study by Miguel, Prudente, & Aguja (2021) stated that the most important factor for parents in carrying out their tasks and responsibilities was communication with school authorities for updates. This mean that during this modular print set up, parents were ready to adjust along with their involvement but were still finding ways to be able to cope as they guided and helped their children with their academic matters in this new mode of learning.…”

Section: Resultsmentioning

confidence: 99%

Parent-Teacher Partnership of Grade 11 GAS students of Marigondon Senior High School in the Implementation of Modular Distance Learning Print: Basis for an Action Plan

Lapatha¹,

Garcenila²,

Wahing³

2023

Am. J. Multidis. Res. Innov.

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This study aimed to know and explore the Parent-Teacher Partnership of Grade 11 GAS Students of Marigondon Senior High School in the implementation of modular distance learning print to provide an action plan as the Covid-19 pandemic brought causes to the educational system. The study employed a descriptive-evaluative research design to ascertain the level of involvement of teachers and parents, as well as the issues and challenges they had encountered while using the Modular Distribution System. The study employed both Quantitative and Qualitative Approaches in data collection and interpretation by anchoring Katz’s Model wherein it implied that the teacher’s role is specific to education, whereas the parents’ role is universal in all aspects of the child’s life. In addition, the Likert Scale was used in this section of the survey questionnaire – checklist, and the researchers provided open-ended questions in the interview guide to answer the research objectives that were answered by 20 (twenty) parents and 20 (twenty) teachers from GAS 11 in Marigondon Senior High School. The result of the study indicated that in terms of providing communication and instruction to the learners, both teachers and parents are cooperative but in terms of struggles and challenges, teachers did more struggle than the parents. Furthermore, the study found a positive relationship between parents and teachers because they both participated in modular-print setup. With this, parents were advised to reduce the act of tolerating their children by shouldering all responsibilities in terms of complying with such academic requirements. Finally, the effectiveness of modular-print setup was possible with proper engagement and contribution from both parents and teachers.

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“…In the study conducted by Miguel et.al (2021), results showed that material and emotional support of the parents were regarded as the primary parental involvement in the schooling at home. Parents need to value continues education and feel the need to adapt in the new normal setting of schooling.…”

Section: Theme 3 Lack Of Parent's Encouragementmentioning

confidence: 99%

Parental support in students’ academic motivation

Contreras

2024

IJRSE

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Parents play a vital role in developing study habits and in improving academic performance. This study determines parental involvement in students' academic motivation. Specifically, this sought answers to what are the kinds of support that parents give and the factors affecting academic motivation of children. This involves 10 parent-respondents of Grade 9 Mansanas from Matingain and Balanga, Lemery, Batangas of school year 2021-2022. A semi-structured interview questions were crafted by the researcher for data -gathering in which the respondents were interviewed during limited face-to-face. The semi-structured interview questions were validated by the psychometrician. Through purposive sampling, the respondents were referred by the barangay captains of brgy. Matingain and Balanga from Lemery District. The study used qualitative research design. A qualitative research design is concerned with establishing answers to the whys and how's of the phenomenon in question. Based on the interview, the following themes emerged in terms of the kinds of support that parents give to their children, providing basic needs, giving moral support, and spending quality time with children. While watching and playing online games, doing household chores/tasks, and lack of parent's encouragement are the factors affecting children's motivation.

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Teachers Initiatives and Perceived Parental Involvement Practices among Filipino Junior High School Students

Cited by 7 publications

References 13 publications

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Distance learning, parent–child interactions, and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study.

Parent-Teacher Partnership of Grade 11 GAS students of Marigondon Senior High School in the Implementation of Modular Distance Learning Print: Basis for an Action Plan

Parental support in students’ academic motivation

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