PROBLEMS ENCOUNTERED OF GRADE ONE LEARNERS’

PARENTS DURING COVID-19 PANDEMIC

A Research Paper
Presented to the Faculty
of the Teacher Education Department
Cebu Technological University
Carmen Campus
Carmen, Cebu

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

Celebran, Vincent John G.

Group Facilitator

Aguanta, Joan L. Lumbab, Harlyn Nueva Millen

Cololot, Ivy R. Magatao, Rubielyn Y.
Florencio, Ruphy II H. Omale, Edilyn A.
Judaya, Jerson B. Prusia, Sarah Jane D.

June 2021
 ii

APPROVAL SHEET

This research paper entitled “PROBLEMS ENCOUNTERED OF GRADE

ONE LEARNERS’ PARENTS DURING COVID-19 PANDEMIC”, prepared and
submitted by Celebran, Vincent John G., et al., of Bachelor of Elementary
Education, has been ACCEPTED.

MONINA C. BABARAN, Ph. D.T.M.

Research Adviser

PANEL OF EXAMINERS

PURITY V. MATA, Dev. Ed. D.

Chairman

MONINA C. BABARAN, Ph.D. T.M. ANNA MARIE C. NEIZ, M.A. Ed.

Member Member

EMARDY T. BARBECHO, Ph. D. BONIFACIO M. AMPER JR., Ph. D.

Member Member

Accepted and approved in partial fulfilment of the requirements for the

degree Bachelor of Elementary Education.

Date of Oral Examination : July 8, 2021

Action Taken : PASSED

URSINA S. JUNTILLA, Ed. D. ANNA MARIE C. NEIZ, M.A.Ed.

Dean, College of Education Chairperson, Teacher Education

DANILO S. SUA, C.E., MTE

Acting Campus Director
 iii

ACKNOWLEGDMENT

The researchers would like to extend special thanks of gratitude to the

persons who give the golden and precious opportunity to this noble task in writing

this study.

To the ALMIGHTY GOD, in guiding and giving the chance to realize this

endeavor and during the moment of creating this study, He did not forsake the

researchers but instead, there was a spiritual intervention and guidance to

continue this task.

To the respected Cebu Technological University Personnel: Dr.

Monina C. Babaran, the Research Adviser, her guidance and expert advice have

been invaluable throughout the work. Her extended discussions and valuable

suggestions have contributed greatly to the improvement of the task. Dr. Purity V.

Mata, Dr. Emardy T. Barbecho, Dr. Bonifacio M. Amper Jr., and Mrs. Anna Marie

C. Neiz, who had shared their valuable time and knowledge to improve this

study.

To the Catmon Integrated School Personnel: Dr. Relina S. Sonsona,

the School Principal, her advice on the research title had enlightened the

researchers on which should they focus to come up with good research. The

Grade 1 teachers had also contributed a big part, they willingly welcomed the

researchers in doing the research survey.

 iv

To the respondents: The Grade one parents in Catmon Integrated

School in sparing their valuable time to answer the research survey

questionnaire.

To the parents and relatives of the researchers, for providing unending

support of any form and for being the key foundation to the researchers to go

along the way and finish the task.

To the researchers’ friends, who gave their continuous support along

the way, which gives strength to the researchers to go on with the task.
 v

DEDICATION

I dedicate this research entirely to my loving parents, who have served as

a source of inspiration and provided me with strength when I was on the verge of

giving up. To my friends and classmates who encouraged me to finish this

research with their words of advice. And lastly, I want to express my gratitude to

the almighty God for providing me with guidance, strength, mental power,

protection, and abilities.

Aguanta, Joan L.

This output is dedicated to God Almighty, our creator, our pillar of

strength, our source of inspiration, wisdom, knowledge, and understanding.

Throughout this program, He has been our source of strength, and I have only

been able to fly on His wings. I also dedicate our work to my family, who has

supported me throughout the process and ensured that I complete what I have

started.

Celebran, Vincent John G.

This study is dedicated to my beloved classmates and especially God who

give me the courage and strength to finish this research. And lastly to my family

who gives me guidance and support throughout this research.

Florencio, Ruphy II H.
 vi

I dedicate this study to my parents who had been my source of strength

and encouragement whenever I have any thoughts on giving up. Also, to

Bangtan Sonyeondan, especially Jeon Jeong Guk, their music had influenced my

life thoughts a lot and their humble beginning is my shelter to continue and finish

what I had started. Another person that I dedicate this study is to Kim Yoo Jung,

who is my inspiration that if anyone could do it, then I could also go for it. All of

them were my reasons to fully finish this task.

Cololot, Ivy R.

The completion of this study would not have been possible without the

participation and assistance of a large number of people, the names of whom

cannot all be listed. Their contributions are greatly appreciated. This research

study is dedicated to my family and friends. Dr. Monina C. Babaran, our research

adviser, whose words of encouragement and push for tenacity still ring in my

ears. Thank you to all of my relatives, friends, and others who have shared their

moral, financial, and physical support in some way.

Judaya, Jerson B.

This research paper is wholeheartedly dedicated to my beloved parents

who have been my source of inspiration. To my brother who continually provides

moral, spiritual, and financial support and to the Almighty God for the guidance,

strength, power of the mind and protection.

Magatao, Rubielyn Y.
 vii

This output is dedicated to God Almighty, our creator, our pillar of

strength, our source of inspiration, wisdom, knowledge, and understanding.

Throughout this program, He has been my source of strength, and I have only

been able to fly on His wings. I also dedicate our work to my family, who has

supported me throughout the process and ensured that I complete what I have

started.

Lumbab, Harlyn Nueva Millen

First, I dedicate this research study to the Almighty God for giving us

strength, guidance to make this research possible power of mind, protection and

skills and for giving us a healthy life. All of these, we offer to you. Second, this

study is wholeheartedly dedicated to my beloved parents, who have been my

source of inspiration and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, emotional, and financial support. Lastly,

my every supportive groupmates who are always there to give us strength to do

this research possible and also to my friends, and classmates who shared their

brilliant ideas, words of advice and encouragement to finish this research study.

All the people behind this research study, thank you so much.

Omale, Edilyn A.
 viii

This study is wholeheartedly dedicated to my beloved parents who have

been my source of inspiration and provide their fully support, to my brothers,

sisters, relatives, mentors, and classmates who shared their words of advice and

encouragement to finish this study, and lastly, I dedicate this book to the

Almighty God, thank you for the guidance, strength, and for giving us a healthy

life. All of these, I offer to you.

Prusia, Sarah Jane D.

 ix

TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION v

TABLE OF CONTENTS ix

LIST OF TABLES xi

LIST OF FIGURES xii

ABSTRACT xiii

CHAPTER PAGE NUMBER

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION 1

Rationale of the Study 1

Theoretical Background 3

THE PROBLEM 7

Statement of the Problem 7

Hypothesis 7

Significance of the Study 8

RESEARCH METHODOLOGY 8

Research Design 9

Research Locale 9

Research Respondents 11

Research Instrument 12
 x

Research Procedures 12

Data Gathering Procedures 12

Ethical Considerations 13

Treatment of Data 13

Scoring Procedure 13

Definition of Terms 17

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Respondents 18

Gender of Respondents 18

Age of Respondents 19

Educational Attainment of Respondents 21

Socio-Economic Status of Respondents 22

Problems of Grade 1 Parents with Distance Learning 23

3 SUMMARY OF FINDINGS, CONCLUSION ANDRECOMMENDATIONS

Summary of Findings 25

Conclusion 26

Recommendations 26

WORKS CITED 28

APPENDICES 31

CURRICULUM VITAE 39
 xi

LIST OF TABLES

TABLE TITLE PAGE NUMBER

1 Research Respondents 11

2 Mean Ranges of Scales 15

3 Gender of Respondents 18

4 Age of Respondents 20

5 Educational Attainment of Respondents 21

6 Socio-Economic Status of Respondents 22

7 Problems of Grade One Parents 23

with Distance Learning

 xii

LIST OF FIGURES

FIGURE TITLE PAGE NUMBER

1 Conceptual Framework 6

2 Location of the Study 10

3 Flow of the Study 16

 xiii

ABSTRACT

This study aims to determine the problems encountered during the

pandemic by Grade One Learners’ Parents at Catmon Integrated School in

School Year 2020-2021. To find answers to the problem, researchers used the

quantitative research method with the researcher-made survey questionnaire as

the instrument for gathering data. The qualitative research method was used to

produced objective data about the problems of grade one learners’ parents

during the COVID-19 pandemic which through this, data can be communicated

through statistics and numbers. The total respondents consist of the randomly

selected Grade one parents at Catmon Integrated School. There are 5 sections,

and the proponent had come up to 122 parents. Statistical tools were used to

analyze and interpret the data that had been gathered. The statistical tools used

were simple percentages and weighted mean. As a result, researchers found out

that respondents often have difficulties in balancing between their responsibilities

at home and being a home tutors to their children. The COVID-19 pandemic

greatly impacts the learners’ learning phase and brings trouble and more stress

most especially to grade one learners’ parents. However, respondents also said

that their child often enjoys answering modules but oftentimes they tend to easily

lose focus. To conclude, the experiences of the respondents state that distance

learning is way more challenging and that not all parents are capable of tutoring

their child in this mode of learning. Hence, distance mode of learning brings more

responsibilities most especially to the parents with a low level of education

Keywords: Distance learning, Experiences, Problems, Grade One

 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Learning is a substantial tool in acquiring knowledge and skills. According

to Susan Ambrose, et al. learning is a process that leads to change, which

occurs as a result of experience and increases the potential of improved

performance and future learning. In this time, there are lots of changes that

happened in our education system. One of the said changes in conducting

distance education or what we knew today is distance learning. Distance learning

is a form of remote education in a way that the learners are not physically

present inside the four corners of the classroom. There are various ways of

distance learning. One of these is the newly implemented print mode learning.

With this new way, lots of experiences and sentiments can be sited, which in

return will be a way to have a deeper understanding of learner’s and their

parent’s perceptions about it.

Today, COVID-19 has become a global crisis. Many had suffered from it,

from a country’s economy to employment and also in educating the learners.

Educational institutions have temporarily shut down face-to-face learning to

control the spread of COVID-19. As a consequence, more than a billion learners

have been affected worldwide. Among this number are over 28 million Filipino

learners across academic levels who have to stay at home and comply with the
 2

Philippine government’s quarantine measures (UNESCO, 2020). The Philippine

education system has been making ways to improve our education despite the

new normal. As face-to-face classes cannot be conducted yet, one immediate

implemented system is through delivering modules to the learners and collecting

them weekly. One may claim that the main thrust of distance education is to bring

education to those who are unreachable, under-resourced, less-privileged, and

inaccessible (Biana, 2013). Taken as such, distance education “reaches out to

students wherever they live or wish to study” (Guri-Rosenblit, 2005). This kind of

flexibility gives students more freedom to actively participate in learning (Guri-

Rosenblit, 2005; Daniel, 2016). Students learn even if they are separated from

their instructors by space and/or time (Edge and Loegering, 2000). In the time of

COVID-19, distance learning became a necessity for learners and educators all

over the world (Ali, 2020). In this way, learners are still able to continue their

studies but on the other hand, lots of questions have been arising on how

learners were truly engaged in their learning. Learner engagement has been

suggested to be one of the most significant predictors of learning and academic

achievement (National Research Council, 2004; Russell, Ainley, & Frydenberg,

2005; Skinner & Belmont, 1993). The lived experience of the learners is a tool to

deepen our knowledge and understanding of their sentiments of this distance

learning. On the other hand, as parents are the ones guiding their children in

learning at home, we can also touch their sentiments and be able to come up

with a way to encourage them.

 3

Distance learning is still an opportunity amidst what situation we have

today. “Access to education means access to a better future. It’s the difference

between one person’s hope and another’s hopelessness.” (The Commonwealth

of Learning, 1998). Distance learning is still hoped for better education, but we

should also understand the perceptions of the learners and their parents because

they are the ones who are facing and learning it weekly. Especially in Grade one

level, wherein this stage is a critical level for primary education. Learners at this

level are new to primary education or level of writing, counting, and reading. That

is also the reason why parents are much involved in teaching and guiding their

children.

By researching the experiences within the distance learning system, we

deepen our understanding of the distance learner’s lifeworld (Dickie 1999). As

we’re set to this new way of learning we must have better knowledge and

understanding of it, hence, we the researchers conducted this study.

Theoretical Background

This study is anchored on Holmberg’s Theory of Guided Didactic

Conversation in Distance Education.

Holmberg (1983) argued that within the context of formal education,

students learn by engaging in guided didactic conversations with their instructors.

The teacher directs the students in elaborating, correcting, or redirecting their

ideas after they have expressed their thoughts. Learning necessitates open and

clear communication between students and instructors. Guided didactic

 4

conversation fosters a personal relationship between the teacher and the

student, resulting in improved engagement and learning outcomes for the

student.

To meet the requirements distance educators use the two constituent

elements of their mode of teaching, a presentation of the matter to be learned,

thought about, used, and assimilated with the learner's intellect (and, often

enough, emotions) as well as mediated interaction with students. Discussion

must and can be catered for, not only in the sense that students are caused to

mull things over individually but also as a real exchange of questions, ideas, and

arguments with a tutor.

Holmberg uses the example of a conversation to explain the didactic

conversation and derives seven postulates to describe how distance teachers

can interact with students to ensure real learning. Holmberg's theory of distance

education was based on seven postulates guided by the characteristics of

didactic conversation (Holmberg, 1995). They included:

1) feelings of personal relation between the instructor and student to

promote study pleasure and motivation;

2) that such feelings would be supported by well-developed instructional

materials and two-way communications;

3) that study motivation was important for the 3 attainment of study goals;
 5

4) that the atmosphere of friendly conversation favors feelings of personal

relation according to postulate 1;

5) that communications within natural conversation are easily understood

and remembered;

6) that the conversation concept can be successfully translated for use by

the media available to distance students; and that

7) planning and guiding the curriculum were necessary for organized

study at a distance.

Simulated conversation (one-sided, content presentation) and Actual

conversation are two forms of driven didactic communication (two-sided between

tutor and student). Simulated conversations include things like learning material

presentations, self-control exercises, review questions with model responses,

and embedded questions. In essence, Holmberg suggests that learners are

motivated and encouraged to engage directly in their studies by fostering

empathy between learning and tutoring parties through appropriate one- and two-

way interactions. It also assumes that "true learning is mainly an individual task

that can only be accomplished through an internalization process." This is an

assumption that can be used to support the theory of distance education. As a

result, his theory aims to support individualized.

 6

Holmberg’s Theory of Guided Didactic Conversation in Distance

Education

1. Respondent’s
Analysis of inputs Leaners and
profile as to:
through: parents’
1.1 gender
perceptions about
1.2 age  Research distance learning
1.3 educational design
attainment  Researcher- Recommendation:
1.4 socio-economic made survey Active engagement
status questionnaire of both parents and
 Data learners
2. Learners gathering
experiences and  Data analysis
their respective and
parents’ interpretation
experiences on
distance learning
platform

3. Proposed
Recommendation

Figure 1. Conceptual Framework

 7

THE PROBLEM

Statement of the Problem

This determines the Problems Encountered of Grade One Learners’

Parents During COVID-19 Pandemic at Catmon Integrated School, S.Y. 2020-

2021.

Specifically, it answers the following queries;

1. What is the profile of the respondents as to;

1.1 gender;

1.2 age;

1.3 educational attainment; and

1.4 socio-economic status?

2. What are the problems of grade one parents on distance learning platform?

4. Based on the findings, what action plan can be proposed?

Hypothesis

There is no significant difference between distance learning and face-to-

face learning.
 8

Significance of the Study

This study is greatly beneficial to the following sectors;

Teachers. The outcome of the study will encourage them to respond to

the queries and problems of the parents as well as their learners.

Learners. This will enhance the skills and development of the child as well

as their responsibility as a learner.

Parents. This will strengthen the discipline and guide their children in

study habits and time management.

Researchers. This will help them find out ideas and information that they

are seeking where other researchers were not able to explore.

Future Researchers. Outcomes of this study will certainly improve and

will serve as a reference for the future researchers. This will make as a guide to

those researchers who will further the study.

RESEARCH METHODOLOGY

This section presented the research design that the researchers used.

Research methodology discussed the steps and procedures that the researchers

used in conducting the research and allows readers to critically evaluate the

study’s overall validity and reliability. This section described the research design,

research locale, research respondent, and research instrument used by the

researchers. This section also tackled the data gathering procedures and the

treatment of data.
 9

Research Design

The researchers used the quantitative research method. This includes the

numerical analysis of the data gathered and the statistical tools and procedures

used to get valid data. This method was used to produced objective data about

the problems of grade one learners’ parents during the COVID-19 pandemic

which through this, data can be communicated through statistics and numbers.

Research Locale

This study was conducted in Catmon Integrated School formerly known as

Catmon Central Elementary School, the school is located in San Jose, Catmon

Cebu. This school is known as the biggest school located in Catmon, Cebu. It

consists of many classrooms and offers education from Kindergarten up to

Senior High School.

 10

Figure 2. Location of the Study

 11

Research Respondents

Our respondents consist of the randomly selected grade one parents at

Catmon Integrated School. There are 5 sections, and the proponent had come

up to 122 parents. They were the chosen respondents as grade one level are the

ones that need more guidance of the parents or guardians. As they are new to

the primary education, they need much attention and guide in their learning.

Table 1

Research Respondents

Sections Frequency (f) Percentage (%)

Diamond 25 20
Ruby 25 20
Emerald 24 20
Sapphire 24 20
Jade 24 20
TOTAL 122 100

Reflected in Table 1 were the numbers of our respondents in each section

in the Grade one level at Catmon Integrated School. We both had 25

respondents in sections, Diamond and Ruby, as they also had the greatest

number of parents. Diamond and Ruby sections had also consisted of most of

the parents that were all willing to answer our survey questionnaire despite their

busy schedules. The sections, Emerald, Sapphire, and Jade had 24 respondents

as they had the least number of parents in their overall population.

 12

Research Instrument

The researchers formulated a researcher-made survey questionnaire as

the instrument for gathering data that is based upon the sub-problems. The

survey questions were made to assess and identify the problems encountered by

grade one learners’ parents during a covid-19 pandemic. The main goal of the

survey is to determine the parents’ problems and challenges in guiding their

children in this new mode of learning.

Research Procedures

First, the researchers looked for a topic that is relevant to the present time

and situation. The researchers sought a letter of authorization from the school

principal of Catmon Integrated School to carry out the research study. The

researcher-made survey questions were reviewed by the research adviser. A

survey was conducted as part of the data collection process to gather

information. The results of the survey were collected, and then data were

analyzed, evaluated, and interpreted.

Data Gathering Procedures

The researcher requested an authorization letter from the school principal

to carry out the research study of the Grade One Parents in Catmon Integrated

School. The survey questions were reviewed by the research adviser. A survey

was then conducted among the grade one parents. The data were then collected,

analyzed, evaluated, and interpreted.

 13

Ethical Considerations

To ensure ethical considerations of the research, all respondents were

informed about the details of the survey. Participation in the survey was voluntary

and that the respondents could take their time to finish the survey at their

convenient time. They were informed about the academic purpose of the study.

The confidentiality was ensured as only the researchers had access to the

research data shared by the respondents.

Treatment of Data

Responses of the survey by grade one parents were collected and

evaluated with the data requirements of the study. The researchers evaluated the

data for interpretation based on the perception of the participants and identify the

patterns and connections to the responses of the respondents.

Scoring Procedure

In treating the data that was gathered, the researchers used two kinds of

statistical treatment, the simple percentage, and the weighted mean.

For sub-problem number 1, the researchers had used the simple

percentage formula to have a view on our respondents’ gender, age, educational

attainment, and socioeconomic status from the total population. The formula is:
 14

P = (f/n) 100

where:

P = is the percentage

f = is the frequency

n = is the total number of cases

For sub-problem number 2, the researchers used weighted mean in order

to depict the rating of the problems of Grade one parents as the home tutors of

their child on distance learning platform. The formula is:

WM = ΣF x W

where:

WM = is the weighted mean

Σ = is the summation of

F = is the frequency

W = is the weight

N = is the number of cases

 15

In order to establish a definite interpretation of the weighted mean of each

item, this study assigned the following hypothetical mean ranges of scales.

Table 2

Mean Ranges of Scales

Range Symbol Verbal Description

3.26 – 4.00 A Always

2.51– 3.25 O Often

1.76 – 2. 50 S Sometimes

1.00 – 1.75 N Never

 16

The researchers looked for a topic that is relevant

to the present time and situation.

The researchers sought a letter of authorization

from the school principal of Catmon Integrated
School to carry out the research study.

Before giving the survey questionnaires, the

researchers first explain the purpose of the
research and the confidentiality of the data shared
by them. Afterwards, the researchers then
distributed the questionnaires to the respondents.

The researchers then waited for a week to collect

the survey questionnaires from the respondents,
which was also the scheduled time in passing the
modules of their children.

After collecting the questionnaires from the

respondents, the researchers then analyzed,
evaluated and interpreted the data gathered.

The researchers then made conclusions and

recommendations with regards to the data
gathered.

Figure 3. Flow of the Study

 17

DEFINITION OF TERMS

To avoid ambiguities of the study, the following terms are hereby defined

operationally:

Catmon Integrated School. The name of the school where the researchers

have conducted the study.

Distance Learners. Distance learners are students registered on courses which

are delivered remotely. Distance learner status does not relate to the distance

travelled between the student's home and the University.

Engagement. In research it provides prospective subjects with information about

contacting investigators for information or enrollment or obtain and appropriately

document prospective subjects' permission for investigators to contact them.

Experiences. A personal knowledge of people and about the world, gained

through direct face-to-face interaction and first-hand involvement in everyday

events.

Grade One Learners. First grade are also called Grade one, called Year 2 in

England or Primary 3 in Scotland is the first grade in elementary school. It is the

first school year after kindergarten. Children are usually 6-7 years old in this

grade.

Perceptions. Perception is the sensory experience of the world that includes the

five senses. It involves recognizing environmental stimuli, actions in response to

these stimuli and cognitive processes required to process information.

 CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the analysis and interpretations of data that were

gathered by the researchers in connection to the questions in the statement of

the problem.

The first section covered the respondents’ profile as to their gender, age,

educational attainment, and socioeconomic status. The second section

presented the problems of Grade one parents on a distance learning platform.

Table 3

Gender of Respondents

MALE FEMALE TOTAL

Frequency Percentage Frequency Percentage Frequency Percentage

(f) (%) (f) (%) (f) (%)

15 12 107 88 122 100

Table 3 showed that the majority of the participants were female that had

a total of 107 that occupied 88% of the total number of respondents, whereas 15

male participants occupied 12% of the overall respondents.

There is a difference between how a father and a mother balance their

responsibilities and relationship with their children. This implied that females, or

should we say mothers tend to be the ones spending more time at home and do

more of the childcare responsibilities at home, as a result, they are also the one
 19

being the home tutor to their child. According to the study of (Zamarro & Prados,

2021), during the pandemic, parents have had to increase their time spent caring

for their children, but mothers have continued to spend more time on childcare

responsibilities than fathers and have also experienced a higher likelihood of

reducing work hours, transitioning out of the workforce, and experiencing higher

psychological distress

As reflected in Table 4, the majority of the respondents belonged to the

early adulthood age. Aged 34 comprised 11 % (14) of the total respondents. The

table also showed that the age of 30 was composed of 9 % (11).

This implied that respondents are in the stage that they most likely to

experience exhaustion about their life struggles and experiences, plus with the

situation they are facing right now, they may become more exhausted.

(Pickhardt, 2017), stated that life becomes more challenging and more

complicated as a young adult because there is so much change to contend with

that is suddenly upsetting and resetting the terms of their existence.

 20

Table 4

Age of Respondents

AGE Frequency (f) Percentage (%)

24 1 1
25 1 1
27 2 2
28 6 5
29 7 6
30 11 9
31 8 7
32 6 5
33 9 7
34 14 11
35 6 5
36 6 5
37 10 8
38 5 4
39 6 5
40 3 2
41 4 3
42 3 2
44 3 2
45 3 2
46 1 1
47 2 2
48 2 2
51 1 1
57 1 1
64 1 1
TOTAL 122 100
 21

Table 5

Educational Attainment of Respondents

Educational Attainment Frequency (f) Percentage (%)

Elementary Level 1 1
Elementary Graduate 4 3
High School Level 11 9
High School Graduate 79 65
College Level 17 14
College Graduate 10 8
TOTAL 122 100
As showed in Table 5, 79 respondents or 65% of the total population of

the respondents were all high school graduates. Only 8% of the total number of

respondents had graduated college.

This implied that most of the respondents have difficulties in helping their

children to do their school tasks and activities. According to the study of (Young

& Smith, 1997), children of well-educated parents perform, on average, perform

better on academic assessment tests than children of high school-educated

parents. In 1994, 13- and 17-year-olds whose parents had at least one or 4 more

years of college had higher math and science proficiency scores than those

whose parents did not finish high school.

 22

Table 6

Socio-Economic Status of Respondents

STATUS Frequency (f) Percentage (%)

Lower Class 87 71

Middle Class 34 28

Upper Class 1 1

TOTAL 122 100

Table 6 reflected that majority of the respondents belonged to the status of

the lower class; they occupied 71% of the total population of the respondents.

Only 34% stated that they belonged to the middle class.

This implied that most of the respondents weren’t able to access more

information that can’t be found on the modules given to them. As they belonged

to the lower-class status, there is a big responsibility to them to balance their

money allowances to their everyday needs like food and the educational needs

of their children. As stated by (Montacute, 2020), that with schools closed,

access to the resources needed for distance learning will be important for all

children, but especially so for those from lower socio-economic backgrounds.

These young people are less likely to have access to additional activities and

support at home, so are likely to rely more on any provision provided by their

schools.
 23

Table 7

PROBLEMS OF GRADE ONE PARENTS WITH DISTANCE LEARNING

PROBLEMS WEIGHTED VERBAL

MEAN DESCRIPTION
1. It was hard to balance between my 2.66 Often
responsibilities at home and being a tutor to my
child.
2. I seek help from my neighbors when I had 1.95 Sometimes
difficulties in the modules of my child.
3. My child enjoys answering his/her modules. 2.61 Often
4. When my child doesn’t want to answer the 2.02 Sometimes
module, I answer it alone.
5. My child easily understands what I am saying 2.62 Often
about the activities in his/her modules.
6. My child can finish answering one (1) subject 2.75 Often
each day.
7. My child easily loses focus when it comes to 2.34 Sometimes
answering his/her modules.
8. For certain subject, I had difficulties in helping 2.74 Often
my child with his/her activities.
9. The texts in the modules are unfamiliar and 2.13 Sometimes
hard to understand.
10. It takes time for me to encourage my child to 2.43 Sometimes
begin answering his/her modules.

Legend: 3.26-4.00 = always; 2.51-3.25 = often; 1.76-2. 50 = sometimes; 1.00-1.75 =

never

Table 7 showed that the respondents often have difficulties in balancing

between their responsibilities at home and being a home tutor to their child. They

as well sometimes seek help from their neighbors if they have any difficulties.

Their child often enjoys answering the modules but oftentimes they also easily

lose focus.

This implied that this new mode of learning is both had a positive attribute

as well as a negative one. It may have offered an education that is accessible

 24

without having a child go to school to ensure their health, but it also added more

home responsibility to the parents. According to (Agaton, et.al., 2020), this newly

implemented learning modality offers a flexible education, accessible anywhere,

cost-effective, and offers a customized learning experience that accommodates

the different learning paces and styles of the students. However, its

implementation to replace traditional education needs to be carefully considered

and well planned to support families, rather than exacerbating their burdens.
 CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter covered the summary of findings, conclusions and

recommendations based on the analyzed data.

Summary of Findings

1. There were 15 males which composed 12% of the total respondents and 107

females which occupied 88% of the total population of the respondents.

2. The majority of the respondents belonged to the early adulthood age. Eleven

percent (11%) of the respondents were aged 34, nine percent (9%) were aged

30.

3. There were 79 respondents or 65% of the total population of the respondents

were all high school graduates. Only 8% of the total number of respondents had

graduated college.

4. Most of the respondents belonged to the status of a lower class, they occupied

71% of the total population of the respondents. Only 34% stated that they

belonged to the middle class.

5. The Grade one parents often had difficulties in balancing their home

responsibilities and at the same time being a home tutor to their child. Because

of this, they sometimes seek help from their neighbors if they have any

difficulties. Their child may often enjoy answering the modules but oftentimes

they also easily lose focus.

 26

Conclusions

Based on the findings of the study, the following conclusions were made:

1. The experiences of Grade one parents with distance mode of learning were

interpreted and seen that participants had difficulty in this kind of learning phase.

2. Learners are all unique and have different learning styles. The degree of their

abilities and capabilities also varies, hence, some are not comfortable with this

mode of learning, leading to increased frustration and confusion, especially to the

one tending their child’s education at home.

3. The sudden shift to home schooling by only giving modules provides space for

closer family relationship while ensuring the safety of the learners at home. On

the other hand, parents face various challenges from distance learning in terms

of tending their child’s education, the delivery of parents’ instruction may not be

that effective, they are also struggling with their personal matters and as well as

financial difficulties while working for the family during this pandemic.

Recommendations

Based on the findings and conclusion of the study, the following points

were hereby recommended:

1. A once a month home visitation to the learners should be imposed in order to

help and test learners knowledge and learnings despite learning in distance.

2. There should be an active engagement between parents and their child.

 27

3. Proper time management should be practiced.

4. Schools should provide training programs for parents on effective learning at

home, and on how to deal with their child’s learning behavior, as well as how to

tend the different learning styles of a child so that effective educational instruction

would be achieved.
WORKS CITED
 29

WORKS CITED

A. Books

Agaton, JB, et. al. (2020) Learning at home: Parents’ lived experiences on

distance learning during COVID-19 pandemic in the Philippines. Vol. 10,

No. 3, pp. 901~911.

Fantilanan, Eunice Gale F. (2020). The Effectiveness of Modular Distance

Learning Modality to the English Performance of Senior High School

Learners of Dumalag Central National High School. Roxas City.

Garma, Aleya Mae T., et. al. (2021) Influence of Effective Learning due to

Pandemic Crisis in Academic Performance of the students in Marcial O.

Rañola Memorial School. San Francisco Guinobatan , Albay.

Holmberg, B. (1983). Guided Didactic Conversation in Distance Education. In D.

Sewart, D. Keegan, and B. Holmberg (Eds.), Distance Education:

International Perspectives (pp. 114-122). London: Croom Helm.

Joaquin, Jeremiah Joven B., et. al. (2020). The Philippine Higher Education

Sector in the Time of COVID-19. De La Salle University, Manila,

Philippines.

Montacute, R. (2020). Implications of the Covid-19 crisis for educational

inequality. Sutton Trust.

Pazurek-Tork, Angelica L. (2014). A Phenomenological Investigation of Online

Learners' Lived Experiences of Engagement. University of Minnesota

Digital Conservancy.
 30

Vaterlaus, Mitchell J., et. al. (2021). Parent–Child Relationships and the COVID-

19 Pandemic: An Exploratory Qualitative Study with Parents in Early,

Middle, and Late Adulthood. Journal of Adult Development volume 28,

pages 251–263.

Young, B. A. & Smith, T. M (1997). The social context of education. The

Condition of Education, 3, 1-27.

Zamarro, G., & Prados, M. J. (2021). Gender differences in couples’ division of

childcare, work and mental health during COVID-19. Review of Economics

of the Household, 19(1), 11–40.

B. Electronic References

https://hdl.handle.net/11299/168281

https://tinyurl.com/2ffaxkhw

https://www.rappler.com/nation/ase-studies-how-ready-are-philippine-schools-
for-distance-learning

https://www.psychologytoday.com/us/blog/surviving-your-childs-

adolescence/201707/young-adulthood-and-avoiding-lifestyle-stress

C. Unpublished Book

Ursolon, Justine E, et. al. (2018). Performance of Grade-11 Science Technology

Engineering Mathematics (STEM) Students in Calculus at Cebu

Technological University School Year 2017-2018.

APPENDICES
 32

Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY
CARMEN CAMPUS
R.M. Durano Avenue, Poblacion, Carmen, Cebu, Philippines
Website: http://www.ctu.edu.ph│Email: [email protected]
Phone: (+6632) 266-9357 │ 266-8514

Appendix A – Transmittal Letter to the School Principal

May 12, 2021

DR. RELINA S. SONSONA

School Principal
Catmon Integrated School
San Jose, Catmon, Cebu

MA’AM:

Good day!

A part of the curriculum of the Bachelor of Elementary Education is the Research

subject, wherein we are to conduct research entitled “Problems Encountered
of Grade One Learners’ Parents During COVID-19 Pandemic”.

In this connection, the BEEd-3B (Group 3) students of Cebu Technological

University Carmen Campus would like to ask permission to allow us to conduct a
research survey in relation to our study.

We are looking forward for your positive response.

Very truly yours,

(Sgd.) VINCENT JOHN CELEBRAN

Group Facilitator

Recommending Approval:

(Sgd.)MONINA C. BABARAN, Ph. D.T.M (Sgd.)ANNA MARIE C. NEIZ, M.A. Ed.

Research Adviser Chairperson, Teacher Education

(Sgd.)URSINA S. JUNTILLA, Dev. Ed. D.

Dean, College of Education

Approved:
(Sgd.) RELINA S. SONSONA, Ed. D.
School Principal
 33

Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY
CARMEN CAMPUS
R.M. Durano Avenue, Poblacion, Carmen, Cebu, Philippines
Website: http://www.ctu.edu.ph│Email: [email protected]
Phone: (+6632) 266-9357 │ 266-8514

Appendix B – Transmittal Letter to the Respondents

May 12, 2021

Dear Respondents,

Good day!

A part of the curriculum of the Bachelor of Elementary Education is the Research

subject, wherein we are to conduct research entitled “Problems Encountered
of Grade One Learners’ Parents During COVID-19 Pandemic”.

In this connection, the BEEd-3B (Group 3) students of Cebu Technological

University Carmen Campus would like to ask permission to allow us to conduct a
research survey in relation to our study.

We are looking forward for your positive response.

Thank you and God bless.

Very truly yours,

(Sgd.) VINCENT JOHN CELEBRAN

Group Facilitator

Recommending Approval:

(Sgd.)MONINA C. BABARAN, Ph. D.T.M. (Sgd.)ANNA MARIE C. NEIZ, M. A. Ed.

Research Adviser Chairperson, Teacher Education

(Sgd.)URSINA S. JUNTILLA, Dev. Ed. D.

Dean, College of Education
 34

Researcher-Made Survey Questionnaire

Questionnaire for the Problems Encountered of Grade One Learners’

Parents During Covid-19 Pandemic
(Parent-survey Questionnaire)

Dear respondents,

Good day!

We, the BEEd 3-B (Group 3) students in Cebu Technological University, Carmen,
Campus are currently conducting a research entitled, “Problems Encountered
of Grade One Learners’ Parents During COVID-19 Pandemic”.

We would like you to respond in our survey by answering our researcher-made

questionnaire. Your cooperation will be of great help for the success of this
research.

Thank you and God bless!

Respectfully yours,
Researchers
 35

Part 1: Respondents Profile

Instructions: Please answer the following with honesty. DO NOT leave a blank.

1.1 Gender: _____ 1.2 Age: _____

Instructions: Put a check mark on the corresponding table that suits your
answer.

1.3 Educational Attainment

Elementary Level
Elementary Graduate
High School Level
High School Graduate
College Level
College Graduate

1.4 Socio-Economic Status

Lower Class
Middle Class
Upper Class
 36

Part 2: The Problems of Grade One Parents with Distance Learning

Instructions: Put a check mark (/) on the corresponding table in each statement
as your rating on your problems with distance learning. Please rate all of the
questions being asked.

4 - Always
3 - Often
2 - Sometimes
1 - Never

Question: What are the experiences of Grade 1 parents with distance learning?
Problems Rating
1 2 3 4
It was hard to balance between my responsibilities at
home and being a tutor to my child.
I seek help from my neighbors when I had difficulties in
the modules of my child.
My child enjoys answering his/her modules.
When my child doesn’t want to answer the module, I
answer it alone.
My child easily understands what I am saying about the
activities in his/her modules.
My child can finish answering one (1) subject each day.
My child easily loses focus when it comes to answering
his/her modules.
For certain subject, I had difficulties in helping my child
with his/her activities.
The texts in the modules are unfamiliar and hard to
understand.
It takes time for me to encourage my child to begin
answering his/her modules.
 37

Distribution of Survey Questionnaires

May 25, 2021

The researchers were giving out the survey questionnaires to the grade one
parents.
 38

Retrieval of Survey Questionnaires

June 1, 2021

The researchers were collecting the survey questionnaires from the respondents.
CURRICULUM VITAE
 40

CURRICULUM VITAE

Name: JOAN L. AGUANTA

E-mail add: [email protected]
Mobile number: 09265331285

PERSONAL BACKGROUND
Home Address: Corazon, Catmon, Cebu
Birthday: July 27, 1998
Birthplace: Tabili, Catmon, Cebu
Civil Status: Single
Father’s name: Jose M. Aguanta
Mother’s name: Analyn L. Aguanta

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
G. Jurado Foundation School Inc. Catmon, Cebu A.Y 2017 - 2018

Elementary:
Catmon Central Elem. School Catmon, Cebu A.Y 2011 – 2012
 41

CURRICULUM VITAE

Name: VINCENT JOHN G. CELEBRAN

E-mail add: [email protected]
Mobile number: 09363722678

PERSONAL BACKGROUND
Home Address: Poblacion, Sogod, Cebu
Birthday: March 1, 2000
Birthplace: Cebu City
Civil Status: Single
Father’s name: Vicente L. Celebran
Mother’s name: Elma G. Celebran

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Catmon Integrated School Catmon, Cebu A.Y 2017 - 2018

Elementary:
Sogod Central Elem. School Sogod, Cebu A.Y 2011 - 2012
 42

CURRICULUM VITAE

Name: IVY R. COLOLOT

E-mail add: [email protected]
Mobile number: 09559000542

PERSONAL BACKGROUND
Home Address: San Jose, Catmon, Cebu
Birthday: Decemeber 17, 1999
Birthplace: Corazon, Catmon, Cebu
Civil Status: Single
Father’s name: Sanito S. Cololot
Mother’s name: Victoria R. Cololot

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Catmon Integrated School Catmon, Cebu A.Y 2017 - 2018

Elementary:
Catmon Central Elem. School Catmon, Cebu A.Y 2011 - 2012
 43

CURRICULUM VITAE

Name: RUPHY H. FLORENCIO II

E-mail add: [email protected]
Mobile number: 09456917072

PERSONAL BACKGROUND
Home Address: P.G Almendras St. Danao City, Cebu
Birthday: September 26, 1999
Birthplace: Cebu City
Civil Status: Single
Father’s name: Ruphy D. Florencio
Mother’s name: Rowena B. Florencio

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Northeastern Cebu Colleges Inc. Danao City A.Y 2017 - 2018

Elementary:
Danao City Central School Danao City A.Y 2011 - 2012
 44

CURRICULUM VITAE

Name: JERSON B. JUDAYA

E-mail add: [email protected]
Mobile number: 09959168197

PERSONAL BACKGROUND
Home Address: Poblacion, Sogod, Cebu
Birthday: December 19, 1999
Birthplace: Dakit, Sogod, Cebu
Civil Status: Single
Father’s name: Jesus P. Judaya Jr.
Mother’s name: Noemi B. Judaya

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Saint William Cooperative School Catmon, Cebu A.Y 2017 - 2018

Elementary:
Lubo Elementary School Sogod, Cebu A.Y 2011 - 2012
 45

CURRICULUM VITAE

Name: HARLYN NUEVA MILLEN LUMBAB

E-mail add: [email protected]
Mobile number: 09666493540

PERSONAL BACKGROUND
Home Address: Poblacion, Sogod, Cebu
Birthday: January 22, 2000
Birthplace: Poblacion, Sogod, Cebu
Civil Status: Single
Father’s name: Robert Dela Cruz
Mother’s name: Elena Lumbab

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Carmen National High School Carmen, Cebu A.Y 2017 - 2018

Elementary:
Sogod Central Elem. School Sogod, Cebu A.Y 2011 - 2012
 46

CURRICULUM VITAE

Name: RUBIELYN Y. MAGATAO

E-mail add: [email protected]
Mobile number: 09367838582

PERSONAL BACKGROUND
Home Address: Upper Natimao-an, Carmen, Cebu
Birthday: July 14, 1999
Birthplace: Upper Natimao-an, Carmen, Cebu
Civil Status: Single
Father’s name: Vicente E. Pongautan Jr.
Mother’s name: Gresilda Y. Magatao

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Cantumog National High School Carmen, Cebu A.Y 2017 - 2018

Elementary:
Natimao-an Elementary School Carmen, Cebu A.Y 2011 - 2012
 47

CURRICULUM VITAE

Name: EDILYN A. OMALE

E-mail add: [email protected]
Mobile number: 09679404807

PERSONAL BACKGROUND
Home Address: Pag-utlan Calumboyan, Sogod, Cebu
Birthday: October 15, 1999
Birthplace: Tabunok, Sogod, Cebu
Civil Status: Single
Father’s name: Edito B. Omale
Mother’s name: Filomina A. Omale

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Carmen National High School Carmen, Cebu A.Y 2017 - 2018

Elementary:
Tabunok Elementary School Sogod, Cebu A.Y 2011 - 2012
 48

CURRICULUM VITAE

Name: SARAH JANE D. PRUSIA

E-mail add: [email protected]
Mobile number: 09672449877

PERSONAL BACKGROUND
Home Address: Upper Natimao-an Carmen Cebu
Birthday: January 14, 2000
Birthplace: Upper Natimao-an Carmen Cebu
Civil Status: Single
Father’s name: Hilario E. Prusia
Mother’s name: Marife D. Prusia

EDUCATIONAL ATTAINMENT
Tertiary:
Cebu Technological University Carmen, Cebu A.Y 2018 - Present

Secondary:
Cantumog National High School Carmen, Cebu A.Y 2017 - 2018

Elementary:
Natimao-an Elementary School Carmen, Cebu A.Y 2011 – 2012