ANALYSIS ON THE ROLE OF PARENTS/HOME FACI ASTHE LEARNER'S FACILITATOR UNDER THE NEW NORMAL EDUCATION by bitchayda1

TITLE PAGE ANALYSIS ON THE ROLE OF PARENTS/HOME FACI ASTHE LEARNER'S FACILITATOR UNDER THE NEW NORMAL EDUCATION Sarah Jane G. Castroňuevo, Florgeline E. Loto, Lessie R. Salvador sarahjane.castronuevo@deped.gov.ph

Kabulusan Elementary School Municipality of Gen. E. Aguinaldo, Cavite

ABSTRACT The widespread prevalence of the COVID-19 pandemic has had an impact on both academia and parents. Students are missing out on social interaction, which is essential for better learning and grooming, as a result of the sudden closure of schools, while most schools have begun offering online classes. This has become a difficult routine for parents who work online from home because they must ensure their children's education. The study presented was intended to investigate the experiences of home learning during COVID-19. A descriptive qualitative study was planned to investigate parents' experiences with home learning and management during COVID-19 in order to gain insight into real-life experiences. The technique of purposeful sampling was used to collect data. Data were gathered from 30 parents who met the inclusion criteria. Given the lockdown issue, data were collected using a Google Docs form with open-ended questions about home learning. Following the data analysis, three major themes emerged: parent satisfaction with learning resources, teacher support, and student behavior and performance at home. In the new normal of education, parents have huge responsibility in the teaching and learning process because there are no face-to-face classes; as a result, the students are in the comfort of their own. Since the students are in the comfort of their home, parents serve as home facilitators. In this pandemic, parents’ roles are indeed crucial, so it is very important to establish partnership with the parents. As a matter of fact, there are capacity building and orientations for guardians and parents for them to be equipped on their new roles in this new normal of education. During this pandemic, there is a need for support and unity to each other. Parents ought to know their roles as home facilitators to their children. This includes the regular coordination with the teachers and staffs in the school. Another is the provision of

finances for the requirements of the students. One more thing is the participation in the extra-curricular activities. Whenever the teachers present activities and assignments to the students, parents as home facilitators should guide and facilitate the learning process of their children. Undeniably, the responsibilities of the parents most especially this pandemic is indispensable. Whatever the modalities, parents‘ involvement and participation are needed. This paper answered the following inquiries of the researchers: a. What are the advantages of the guardian/home faci’s job as the students' facilitator under the new

normal

education

Kabulusan

Elementary

School?

What

are

guardians/home faci viewpoints of school issues during implementation of education amidst Covid 19 and needs? c. What preparations have teachers set to continue distant instruction and what are their needs for added support? The researchers were motivated to lead this investigation to dissect the impact and role of guardians-home faci as students' facilitators in the new situation brought by the pandemic specifically in Kabulusan Elementary School. Keywords: COVID-19, home faci, home learning, online learning, parent support ACKNOWLEDGEMENT “It is better to try and fail than never to try at all.” We had no prior experience conducting research of this type, so it was just a plan to conduct a study at first. As our work demanded, we successfully overcame the obstacles and barriers, and we made it. As a result, we are extremely grateful to everyone who assisted us with this endeavor.

We would like to thank our school head, Elizabeth C. Mojica, who always— remarkably, impossibly—made us feel excited about our work. Your words of inspiration made us motivated to continue this journey. Finally, Sir Russel. You were always present, wherever and whenever you were. Each midnight draft, each sleepless night, each time we swore that we would never, ever write again. Your name should be on this research as much as ours. We would also like to thank several people for their help and support during the making of this research study. Our husbands, who not only provided moral support, but also demonstrated incredible patience and understanding. The work presented here immersed us in the lives of a large number of parents. We would like to thank all of the parents who participated in this study and for their prompt response to this program. To the Municipal Research Committee, who inspired us to pursue a career in research. Your words inspired us to go above and beyond the scope of the classroom. Nothing is impossible, as evidenced by the product we presented here. You convinced us that “If you will, you can.” Finally, we would like to thank God Almighty, who gave us strength, wisdom, and power and the opportunity to successfully produced this celebration worthy paper.

INTRODUCTION COVID-19 had over 231 million cases worldwide as of September 24, 2021. Around 208 million people had recovered from the disease, while over 4.7 million had died. The crisis has already transformed an economic and labor market shock. We are only now beginning to understand the economic impacts of COVID-19, but many other issues have emerged that must be addressed immediately, such as school closures and their impact on learning, as well as the burden of education on students, parents, and teachers. In an effort to halt the spread of the COVID-19 pandemic, the majority of governments around the world have temporarily closed educational institutions. Schools are ideal places for social interaction and human interaction. Many children and youth miss out on important social contact for learning and development when schools close (Union, 2020). This has an immediate and long-term impact, particularly on the most vulnerable and disadvantaged communities. To ensure communication between teachers and students, many countries use online communication apps (radio, television, cell phones, computer, and network hardware, zoom, google meet, as well as various services such as video conferencing and distance learning). Through remote learning, interactive online classes are also providing opportunities for social interaction and facilitating the continuity of education for all. According to Magsambol (2020), parents would have to play an active role in the learning process in a blended learning approach. They would be in charge of facilitating and guiding their children through the modular lessons that would be sent to students while they were enrolled in distance learning. Some parents are illiterate

and cannot read or write. They send their children to school because they do not want their children to grow up to be like them. Who would now be in charge of teaching the students at home? This type of modular learning is extremely challenging. Not all parents have the ability to guide their children.) The most common solution to this problem is to ask for help from siblings who have enough education to be the home facilitator of learning. The home facilitator is important to the achievement of students enrolled in distance education courses. Despite the fact that the role of the home facilitator can be time consuming and demanding, it is essential to student success. The home facilitator (usually, but not always, the parent) oversees ensuring that the student works consistently and on a regular basis. The home facilitator should be informed with the Home Facilitator's Guide as well as the program materials for the child's program. Lessons should be submitted to the Distance Education School on a regular and sequential basis. Before submitting student work, the home facilitator should review it. The student's returned work should be reviewed by the home facilitator. The teacher will have made a number of encouraging comments. These comments, as well as any errors, should be discussed, corrections made as needed, and lessons re-submitted as required and a consistent daily schedule is a common trait of success. While these initiatives have been found to be appropriate for meeting the needs of the time, they have also created a difficult routine for parents who work from home while also taking responsibility for their children's learning process during COVID-19. As a result, the goal of this small-scale research study was to investigate parents' experiences with home learning during COVID-19.

REVIEW OF RELATED LITERATURE

People have been affected in some way since the outbreak of the coronavirus disease 2019 (COVID 19). Lockdowns across the country have had a significant impact on the lives of people of all occupations and ages. The outbreak has also had an impact on the global education system, affecting the lives of 1,576,021,818 students

from

188

countries

(UNESCO,

2020).

Governments

are

under

unprecedented pressure to ensure learning continuity as a result of the lockdowns (Chang & Yano, 2020). Several countries have taken various measures to address the educational crisis. To combat the outbreak's problems, such as those affecting the education system, educational ministries and other stakeholders have taken action at the national level. Egypt, France, Italy, the United States, and the United Arab Emirates (UAE) are all pursuing distance education modalities through the internet and online platforms for continuous education. Massive open online course (MOOC)-styled lessons are used in China, Korea, Mexico, Rwanda, Iran, Peru, and Thailand. Apps, television, and other media are used to deliver the lessons. Teachers can also get training through these channels (Chang & Yano, 2020). Collaboration between the telecom industry, school networks at various levels, and the education ministry is required to ensure children's learning continues (UNESCO, 2020). Governments such as Saudi Arabia and the United Arab Emirates have launched awareness campaigns for parents, teachers, administrators, and students about distance learning (Chang & Yano, 2020).In various countries, equality and inclusivity are also maintained at the educational level. The governments of China and South Korea are providing devices and printed assignments to those who do not have access to technology. Takeaways are also available to accommodate students' meal plans. Giannini and Lewis, 2020; Chang and Yano, 2020).

When parents and children participate in learning activities together, bonding between parents and children improves because they can spend more time together. In such cases, parents can provide comfort by alleviating their children's pain and anxiety, as well as engaging in conversations with their children to assist them in coping with their anxiety. It has been suggested that parents be taught interventions for providing emotional support to their children during times of uncertainty (Wang, Zhang, Zhao, Zhang, & Jiang, 2020). An online schooling system with parental support guidelines may aid in the strengthening of the bond between children and their parents. Three dimensions such as sources, environment (teacher and facilitator), and development (students’ behavior and performance), were used in this study. The three mentioned dimensions will serve as parameters to meet the objective of this research. In the Philippines, DepEd implements a distance learning strategy that includes three methods: (1) the distribution of printed modules to students, (2) access to DepEd Commons, an online education platform developed by DepEd to support alternative modes of learning, and (3) the distribution of lessons or self-learning modules via radio and television. (Magsambol, 2020) A national education system can be supplemented with a curriculum that includes parental guidance and COVID-19 awareness in response to the coronavirus outbreak and school closures. This would help to improve education systems in general and ensure learning attainment at home. Such programs can also benefit students' autonomous learning development by instilling a sense of responsibility for their own growth and development. The government has recently launched official teleeducation through its local and national television broadcasting. However, the impact of tele-education on curriculum delivery quality has yet to be studied. Until recently, and even now, most parents are found to be facilitating learning at home, and

research on the subject is limited, particularly in the context of COVID-19. As a result, This study will share personal experiences of parents managing learning at home during COVID-19. RESEARCH QUESTIONS The study presented was intended to investigate the experiences and the role of the facilitators of home learning during COVID-19. This research answered the following: 1.) What are the advantages of the guardians' /home facilitators’ job as the students' facilitator under the new normal education in Kabulusan Elementary School as far as? a. learning resource b. teacher support c. student behavior/performance 2.) What are guardians/home faci viewpoints of school issues during implementation of education amidst Covid 19 and needs? 3.) What preparations have teachers made to continue supporting parents/home faci in distance education, and what additional support do they require? SCOPE AND LIMITATIONS “An Analysis on the Role of Parents/Home Faci as the Learners’ Facilitator Under the New Normal” is a study on the role and experiences of parents/home faci as facilitators of learning with children enrolled at Kabulusan Elementary School. A group of 30 parents who spend at least 3 hours formally teaching their children, have access to the internet, and no COVID or related morbidities in the house were chosen to participate in this research study. All of them opted to participate in the study.

RESEARCH METHODOLOGY a. Sampling The current study aims to investigate parents' experiences with home learning and management during COVID 19. Qualitative research studies enable researchers to investigate phenomena based on an individual's personal experiences in a variety of situations and circumstances. The descriptive qualitative design was used to administer this study in order to elicit relevant responses and gain insights into parents' real-life experiences with COVID 19. Purposive sampling was the best choice for selecting participants, especially during COVID, when people are more vulnerable to the global trauma of internalized fear and anxiety. Furthermore, in qualitative research, the sample is usually purposeful to the need of the research and the phenomenon under study because it allows researchers to set underlying assumptions related to the context in which participants are based and select research samples based on inclusion criteria. A group of 30 parents who spend at least 3 hours formally teaching their children, have access to the internet, and no COVID or related morbidities in the house were chosen to participate in this research study. They all agreed to participate in the research. b. Data collection In gathering data, these methods were undertaken: The data collection instrumentation was divided into two sections: demographics and a series of open-ended questions about home learning. The interview option was not available because most parents preferred to receive the form online and fill it out using Google Docs forms. The parents chose form filling for a variety of reasons, the most common of which were technology bandwidth and noise at home, as they mentioned most of the family members were at home and it would be difficult to focus

on a telephone interview. Given the COVID lockdown, the researchers chose to send an e-mail with a link to the word form to all participating parents. The data were collected, analyzed, and interpreted. The data was manually thematically analyzed. c. Ethical Issues Throughout the research, ethical concerns were taken into account. The participants were sent an informed consent message via social media and asked to volunteer for the study while understanding their right to withdraw and refuse. There was no data sought that could reveal participants' direct identities, such as names, phone numbers, addresses, areas, or national identification numbers. DISCUSSION OF RESULTS AND RECOMMENDATION Three major themes emerged: parent satisfaction with learning resources, teacher support, and student behavior and performance at home. Table 1 Parental Satisfaction with Learning Resources ITEM

(4) (3) LEARNING RESOURCES 1. The module provides timely and 16.66 66.66 helpful information and guidance at the start of the lesson. 2. The aims and learning outcomes of 10.0 80.0 the module were made clear to me. 3. The physical accommodation for the 66.66 16.66 module was appropriate. 4. The learning activities on the module 16.66 66.66 helped my child to learn. 5. The teaching on the module helped 16.66 66.66 my child to learn. 6. The learning materials provided on 66.66 20.0 the module are helpful. 7. The module was well organized. 50.0 40.0 8. I was provided with timely and 66.66 23.33 helpful information and guidance on the assessment requirements and criteria 9. The module helped to develop my 40.0 40.0 child’s personal skills and qualities. . 10. Overall, I am satisfied with the 83.33 10.0 quality of the module. NOTE: This figure is based on responses to statement stated above:

(2)

(1)

16.66

10.0

16.66

13.33

10.0 10.0

0 0

20.0

6.66

Table 1 shows that the majority of parent-respondents were extremely satisfied with the learning resources provided by teachers, with 83.33 percent strongly agreeing that the modules were appropriate, provided timely and helpful information and guidance at the start of the lesson, the aim or objective were vividly explained, well-organized, and the physical accommodation for the modules were adequate. However, some parents disagreed that the modules were effective, with 6.66 percent of respondents disagreeing. Table 2 Parental Satisfaction with Teacher Support ITEM

(4) TEACHER SUPPORT 1. The teacher is helpful while studying 86.66 distance learning. The teacher constantly communicates 90.0 with the home facilitator. 3. The teacher provides clear 96.66 explanations of important issues/principles of the lesson. 4. The teacher makes an effort to 83.33 enhance student learning. 5. The teacher is responsive to 93.33 students’ views and comments. 6. The teacher gives constructive 100 criticism. 7. The teacher is warm and supportive. 83.33 8. The teacher creates a relaxed, non66.66 threatening atmosphere. 9. The teacher encourages students to 86.66 take responsibility of their own learning.module. 10. Overall, the teacher provides 93.33 support to home faci excellently.

(3)

(2)

(1)

13.33

10.0

3.33

16.66

6.66

16.66 3.33

0 0

13.33

6.66

NOTE: This figure is based on responses to statement stated above:

Table 2 clearly demonstrates that teachers were very supportive in terms of assisting home facilitators in the conduct of home learning and that they communicated with home facilitators on a regular basis. 93.33 percent of respondents strongly agreed that teachers were helpful to parents. Nonetheless, due to the inability of the gadget for communication and geographical setting/location, some parents were unable to communicate with the teachers in some cases.

In most communities today, parents expect (and demand!) ongoing home/school communication. They see themselves as "consumers of educational services," and they expect to be kept up to date on their child's progress and performance. Furthermore, they anticipate that the educator will listen to and respond to their suggestions and opinions. Table 3 Parental Satisfaction on Student’s Behavior and Performance ITEM

(4) (3) STUDENTS’ BEHAVIOR/PERFORMANCE 1. My child is consistently participating 40.0 60.00 in distance learning during the closing of school buildings through paper packets. 2. My child experiences barriers that 66.66 33.33 hinder his/her effective learning from home. 3. My child asks for sufficient advice 100 0 and guidance in relation to his/her module. 4. My child is learning as much or more 16.66 33.33 than he/she was in a traditional setting 5. My child accomplishes the tasks 100 0 given with the guidance of home facilitator. 6. My child can work at his/her 70.0 23.33 appropriate level 7. My child does not miss any given 83.33 0 tasks. 8. My child communicates to his/her 33.33 33.33 teacher constantly. 9. My child manages his/her time well 16.66 20.0 while studying remotely. 10. Overall, my child’s performance is 33.33 3.34 noticeably improving.

(2)

(1)

50.0

6.66

16.66

33.33

63.33

NOTE: This figure is based on responses to statement stated above:

Table 3 states that 63.33 percent of parents disagreed that their children have shown noticeable improvement with their performance while 33.33 strongly agreed and 3.34 percent agreed. Fortunately, students were able to accomplish the given tasks with the guidance of the home facilitators. As one parent remarked: “Hindi po ako sure na natuto talaga ang aking anak, marahil dahil lamang ito sa istriktong pamamaraan ng magulang. Aminin man natin o hindi may ilang magulang na sila ang nagsasagot sa mga gawain ng kanilang anak.”

“I'm not sure that my child really learned, maybe it's just because of the strict parental method. Whether we admit it or not, some parents are answering their students’ activities.” Another parent commented: “Ang mga bata ay hindi seryoso. Bagkus sinasayang lamang nila ang kanilang oras sa paglalaro. Natutulog at gumigising ng late ay nagiging habit na nila. Wala masyadong physical games sa bahay kaya ang mga bata ay kain nalang ng kain.” “Kids aren't too serious. Instead, they are wasting their time by playing video games. Sleeping and waking up late has become a habit (now). There aren't many (physical) games at home, and the children have begun to eat more.” Although parents strive to engage their children in meaningful activities to the best of their abilities, they are aware of some challenges. Many children view this time as a vacation from school, and as a result, they want nothing to do with a typical schoollike routine. Instead, they want to sleep and wake up whenever they want and spend the rest of their time playing video games and watching cartoons/movies. This might endanger their social, educational, and physical development. Their lifestyle is becoming sedentary due to limited outdoor access, and they are not used to physical activities inside their house, most likely due to a lack of space. ANALYSIS ON THE ROLE OF PARENTS/HOME FACI ASTHE LEARNER'S FACILITATOR ITEM

1. Parental Satisfaction with Learning Resources 2 Parental Satisfaction with Teacher Support 3. Parental Satisfaction on Student’s Behavior and Performance

(4)

(3)

(2)

(1)

83.33

10.00

6.66

93.33

6.66

33.33

3.33

63.33

NOTE: This figure is based on responses to statement stated above:

Majority of parent-respondents were extremely satisfied with the learning resources provided by teachers, with 83.33 percent strongly agreeing that the modules were

appropriate, the table clearly demonstrates that teachers were very supportive in terms of assisting home facilitators in the conduct of home learning and that they communicated with home facilitators on a regular basis. 93.33 percent of respondents strongly agreed that teachers were helpful to parents. However, 63.33 percent of parents disagreed that their children have shown noticeable improvement with their performance while 33.33 strongly agreed and 3.34 percent agreed. PARENTS’ VIEWPOINTS OF SCHOOL ISSUES DURING IMPLEMENTATION OF EDUCATION AMIDST COVID-19 Many parents were concerned that the pandemic would have a significant impact on their children's social development. The loss of interaction with peers and their normal environment, particularly in the case of younger children, had influenced the development of their social and emotional skills. Access to parks, libraries, and other public places was no longer available, which could have a negative impact on their self-esteem. Schools play an important role in disciplining and honing social skills; remote learning has removed that opportunity from children, and parents are now looking for alternative ways to help their children develop these skills. “School is about social relations, peer-to-peer interaction, and the development of social skills, not just specific topic learning.” That is why it is important to keep contact with the schools. This is the time to work on your social and emotional skills. The role of parents and family, which has always been crucial in this task, is critical.” Physical interactions such as shaking hands, hugging, celebrating at parties, eating, and praying together are also important for tolerance and harmony, and thus play an important role in their children's social development, according to parents. At the same time, they realized that this could be used to strengthen family bonds and engage in various activities together.

PREPARATIONS MADE TO CONTINUE SUPPORTING HOME FACI IN DISTANCE EDUCATION In this time of crisis, it is clear that some schools have taken appropriate measures to ensure that education is not hindered and that children can maintain at least some of their routine lives while staying at home. Preparing electronic worksheets, sending daily reminders, and involving parents in the process are all doable and potentially effective ways to keep the studies flowing. Parents also discuss how teachers continue to emphasize the importance of playing games and staying physically active indoors. Teachers are also focusing on raising awareness about the pandemic, according to parents, in addition to teaching their relevant subjects through online classes and social media platforms. They educate students on the various preventive measures and emphasize the importance of these measures, making it much easier for parents to keep their children indoors. Some recommendations were also made, focusing on children's mental health, and addressing the virus's stigma. Children are, without a doubt, in an unprecedented situation in which their normal lives have been severely disrupted. They may find it more difficult to accept facts and the current state of uncertainty because of their age. Schools can aid in this process while also providing mental health support. CONCLUSION AND RECOMMENDATION These are dangerous times for humanity in general, and for young minds in particular. To alleviate the physical and mental health consequences, the government, non-governmental organizations (NGOs), academia, and parents must provide structure through regular routines, communication, and the formation of new partnerships. The literature is still evolving, but previous outbreaks and affected countries can provide some lessons (Decosimo, 2019). (Wang et al., 2020). Home

learning has emerged as an alternative to traditional schooling methods, which should be made effective to provide essential learning skills to children at home using the limited resources available. Online resources that are tailored to our curriculum's requirements can be used at home. The curricula should include carefully selected online courses that include physical and psychosocial components in addition to academic goals (Mason, 2018). There are still limitations, such as how parents from various educational backgrounds will follow the instructions; thus, online schooling to support home learning can be a go-to strategy in which teachers deliver education online. Centralized data dashboards, a type of adaptive interactive educational technology, can be used to measure, monitor, organize, and analyze data in order to keep students, teachers, and schools on track (Papamitsiou, 2014). Opportunities for improving teacher quality and lifelong professional development should be encouraged to be at the forefront of this transformative process. For academic institutions, this is an opportunity to assess the efficacy of various educational approaches and create their own dynamic technique of teaching and learning tailored to specific educational needs. To create a learning environment that benefits everyone, input from families should be sought. For teacher-parent relationship, make a partnership with your parents. A partnership implies that all parties work together — as equals — toward a common goal, with specific rights and responsibilities. Each party contributes his or her own unique set of skills and knowledge to the achievement of the goals. Maintain a positive attitude.

In most families, a phone call or note from a teacher means bad news about the child's behavior or performance. You can avoid this by occasionally making "bright calls." When a child pleases (or surprises!) you with positive behavior or progress, simply send a note or call the parent. These brief, positive messages will go a long way toward improving your relationship with the parent. You also increase your credibility with the parent for the times when you must communicate bad news. Encourage discussion. When you send a note home with the child, leave a space at the bottom for the parent's signature to show that she received it. However, leave a small space for the parent to make a comment. Don't let problems worsen. Communicate with parents during the early stages of a developing crisis. If you notice a significant change in the child's behavior, performance, or attitude, contact them to discuss it. Don't wait until there's a full-fledged crisis to consult with the home front. Do a good job of handling conflicts. Because of the critical nature of the parent/school relationship, these conflicts and disagreements are unavoidable. Wipe the slate clean after a conflict has been resolved. Allow it to go. Continue and try to rebuild the partnership and trust you once had with your parent. During a conflict, the professional must ensure that the child's best interests are prioritized. Remove the person from the situation. Don't let "adult agendas" or clashing egos influence your decisions. Never let a parent-teacher disagreement influence how you treat your child. Recognize that every teacher/parent relationship progresses through three stages. According to John Cheng Gorman, each home/school relationship has three stages: the beginning, the maintenance, and the ending. Each of these stages presents its own set of opportunities, strategies, responsibilities... and pitfalls. The teacher must establish her credibility as a competent and confident professional during the Beginning Stage. She must set the tone for ongoing collaboration and

define each member of the new partnership's specific goals, roles, and responsibilities. The teacher must use ongoing conferencing and communication to continue and strengthen the partnership during the Maintenance Stage. The Ending Stage concludes the partnership in a creative, effective, and well-planned transition to the next stage of the child's academic progression. As the family embarks on this new adventure, the teacher must encourage them. The final stage presents a particular challenge for special educators. Parents frequently develop a dependency on their child's teacher and are hesitant to end the relationship. You must inform the parent that you will be in close contact with the child's new teacher and that you will be involved in the transition. Assure her that the child is "in capable hands." Finally, maintain an equitable "balance of power." Power is shared equally and appropriately in any effective, functioning partnership. It is critical to remember that both parties have areas of unique knowledge and skill in the teacher/parent partnership. Parents have a thorough understanding of their child's long-term developmental history (physical, medical, and social), interests and affinities, and lifestyle. The teacher is familiar with teaching and assessment strategies, as well as school policies and procedures and the academic performance of the student. Share your knowledge and perspectives in a collaborative manner. Long-term, the aforementioned strategies will result in disruptive innovations in the education delivery system, necessitating further feasibility testing, quality control, and regulation. As a result, the government should establish regulating bodies to keep things in check. Similarly, in the event of an emergency, adjustments to the current educational budget should be made to accommodate such educational reforms. DISSEMINATION AND ADVOCACY PLANS

This research is intended to be disseminated in the district, division, regional and even national conferences and publish in reputable publications and websites.

Activities

Last week of November 2020 -March 2021

April – May 2021

June 2021

July-August 2021

SeptemberDecember 2021

Gathering of Data Gathering of RRL and Studies

Discussion, interpretation, and data analysis Finalization of Research Paper

Information Dissemination

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Ceka, A., & Murati, R. (2016). The Role of Parents in the Education of Children. Journal of Education and Practice, 7(5), 61-64. Chang, G. C., & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. Retrieved from World Education Blog: https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries addressing-the-covid-19-challenges-in-education-a-snapshot-of-policymeasures/ Dai, D., & Lin, G. (2020). Online home study plan for postponed 2020 spring semester during the COVID-19 epidemic: A case study of tangquan middle school in Nanjing, Jiangsu Province, China. Best Evidence in Chinese Education, 4(2), 543-547. Elflein, J. (2021). Coronavirus (COVID-19) disease pandemic- Statistics & Facts. Retrieved from https://www.statista.com/topics/5994/the-coronavirus-diseasecovid-19-outbreak/ Giannini, S., & Lewis, S. G. (2020). Three ways to plan for equity during the coronavirus school closures. Retrieved from https://gemreportunesco.wordpress.com/2020/03/25/three-ways-to-plan-forequity-during-the-coronavirus-school-closures/ Hasan, S. (2020). Schools close, children free - parents face a new conundrum. Retrieved from https://www.dawn.com/news/1540682/schools-close-childrenfree-parents face-new-conundrum Jinshan, H. (2020). Parents grapple with e-learning as Chinese schools stay shut. Retrieved from https://www.thestar.com.my/tech/tech news/2020/02/24/parents-grapplewith-e-learning-as-chinese-schools-stay-shut Lavoie R. (2021). The Teacher's Role in Home/School Communication: Everybody Wins. Retrieved from http://www.ldonline.org/article/28021/ Magsambol, B. (2020). FAST FACTS: DepEd's Distance Learning. Pasig, PH: Rappler Mapp, K. L., and Henderson, A.T. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002. Mathieu Brossard; Manuel Cardoso; Akito Kamei; Sakshi Mishra; Suguru Mizunoya; Nicolas Reuge (2020) entitled Parental Engagement in Children’s Learning. Publication date: 2020-09. Publication series: Innocenti Research Briefs. No. of pages: 6 Mehmish, Z. A., Ahmed, Q. A., Schlagenhauf, P., Doumbia, S., & Khan, A. (2020). No time for dilemma: Mass gatherings must be suspended. The Lancet. 395(10231),1191-1192. doi: https://doi.org/10.1016/S0140-6736(20)30754-6

Mitsuru, O., & Okutsu, A. (2020). Coronavirus forces Japan schools to grapple with online education. Retrieved from https://asia.nikkei.com/Business/Technology/ Coronavirus-forces-Japan-schools-to-grapple-with-online-education Razzaque, A. (2020). School's out. Retrieved from https://www.thenews.com.pk/ print/621813-school-s-out RNZ. (2020). Covid-19 coronavirus: Teachers respond to challenge of online learnig. Retrieved from https://www.nzherald.co.nz/nz/news/article.cfm? c_id=1&objectid =12319666 Saeed, A. (2020). The impact of COVID-19 on education in Pakistan. Retrieved from https://www.matrixmag.com/the-impact-of-covid-19-on-education-in-pakistan/ UNESCO. (2020). COVID-19 Educational disruption and response. Retrieved from https://en.unesco.org/themes/education-emergencies/coronavirus-schoolclosures UNESCO. (2020, February 19). How is China ensuring learning when classes are disrupted by coronavirus? Retrieved from https://en.unesco.org/news/howchina-ensuring learning-when-classes-are-disrupted-coronavirus. 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. Xia, J. (2020). Practical exploration of school-family cooperative education during the COVID-19 epidemic: A case study of Zhenjian experimental school in Jiangsu Province, China. Best Evidence of Chinese Education 2020, 4(2), 521-528. Xie, Z., & Yang, J. (2020). Autonomous learning of elementary students at home during the COVID-19 epidemic: A case study of the second elementary school in Daxie, Ningbo, Zhejiang Province, China. Best Evidence in Chinese Education, 4(2), 535-541. Yousafzai, A. (2020). Low-cost private schools may not be able to survive the COVID-19crisis. Retrieved from https://www.thenews.com.pk/print/637486low-cost-private-schools-may-not-be-able-to-survive-covid-19-crisis FINANCIAL REPORT Item/s Materials (ink, bond paper, envelops, folders) Information Dissemination Total

Amount Per Activity

Quantity

Amount 3,500.00 7,000.00 10,500.00

ANNEXES a. Declaration of Originality b. Instrument

DECLARATION OF ORIGINALITY, ANTI-PLAGIARISM, AND ABSENCE OF CONFLICT OF INTEREST 1. We, SARAH JANE G. CASTRONUEVO, FLORGELINE E. LOTO, and LESSIE R. SALVADOR, understand that plagiarism is an act of taking and using another's ideas and works and passing them off as one's own. This includes explicitly copying the whole work of another person or using some parts of their work without proper acknowledgment and referencing. 2. We hereby attest to the originality of this research proposal and have cited properly all the references used. I further commit that all deliverables and the final research study emanating from this proposal shall be of original content. I shall use appropriate citations in referencing other works from various sources. 3. We understand that a violation from this declaration and commitment shall be subject to consequences and shall be dealt with accordingly by the Department of Education. 4. Proponent: Signature: Date:

SARAH JANE G. CASTRONUEVO

Proponent:

FLORGELINE E. LOTO____________

Signature:

_______________________________

Date:

______________________________

Proponent: LESSIE R. SALVADOR____________ Signature: _______________________________ Date:

_______________________________

SURVEY INSTRUMENT (Home Faci Respondents)

General Directions: Please answer the questionnaire with utmost honesty. Rest assured that answers, data, and other information are confidential.

PART I – PROFILE OF THE HOME FACI

Name: _________________________________________________ (optional)

Sex: __________________ Male: _________ Female: __________

Age: _____________

Educational Attainment: _____________________ Secondary (High School) _____________________ Elementary _____________________ Bachelor’s Degree _____________________ Master’s Degree _____________________ Others

Part II. SURVEY QUESTIONS ON THE EXPERIENCES OF HOME FACI AS THE LEARNERS’ FACILITATOR IN THE NEW NORMAL EDUCATION Directions: Please rate the following questions/statements by checking the appropriate box. Give assessment on the experiences of home faci as the learners’ facilitator in the new normal education in terms of students’ performance, behavior, and motivation. Use the scale below:

SCALE 4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree ITEM A. LEARNING RESOURCES 1. The module provides timely and helpful information and guidance at the start of the lesson. 2. The aims and learning outcomes of the module were made clear to me. 3. The physical accommodation for the module was appropriate. 4. The learning activities on the module helped my child to learn. 5. The teaching on the module helped my child to learn. 6. The learning materials provided on the module are helpful. 7. The module was well organized. 8. I was provided with timely and helpful information and guidance on the assessment requirements and criteria. 9. The module helped to develop my child’s personal skills and qualities. .

SA (4)

A (3)

D (2)

SD (1)

10. Overall, I am satisfied with the quality of the module. A. TEACHER SUPPORT 1. The teacher is helpful while studying distance learning. 2. The teacher constantly communicates with the home facilitator. 3. The teacher provides clear explanations of important issues/principles of the lesson. 4. The teacher makes an effort to enhance student learning. 5. The teacher is responsive to students’ views and comments. 6. The teacher gives constructive criticism. 7. The teacher is warm and supportive. 8. The teacher creates a relaxed, non-threatening atmosphere. 9. The teacher provides feedback to students’ works. 10. Overall, the teacher provides support to home faci excellently. A1. HOME FACILITATOR 1. I am comfortable picking up all supplies necessary for my child’s/children’s distance learning. 2. I feel that the communication is smooth between students and teachers. 3. I feel that the communication is smooth between parents and teachers. 4. I am confident that my child will make adequate academic progress through remote learning with my guidance. 5. I assist my child with his/her schoolwork all the time. 6. I am comfortable with the medium used by the teacher to communicate with me. 7. The lessons are difficult to teach. 8. I find the activities difficult to accomplish. 9. There are barriers that hinder my

child’s effective learning from home. 10. I am enjoying my duty as a home facilitator. QUESTIONS 1. What is the most difficult thing you have encountered while serving as a home facilitator? ______________________________________________________________ ______________________________________________________________ ________________________________________________ 2. What do you think are the advantages or disadvantages of modular distance learning? ______________________________________________________________ ______________________________________________________________ ________________________________________________ STUDENTS’ BEHAVIOR AND PERFORMANCE 1. My child is consistently participating in distance learning during the closing of school buildings through paper packets. 2. My child experiences barriers that hinder his/her effective learning from home. 3. My child asks for sufficient advice and guidance in relation to his/her module. 4. My child is learning as much or more than he/she was in a traditional setting 5. My child accomplishes the tasks given with the guidance of home facilitator. 6. My child can work at his/her appropriate level 7. My child does not miss any given tasks. 8. My child communicates to his/her teacher constantly. 9. My child manages his/her time well while studying remotely. 10. My child’s performance is noticeably improving.

QUESTIONS 1. What suggestions or recommendations you want to share to improve the performance of your child?

2. What best experience you have gained as a home facilitator of learning?

Validated by:

RUSSEL P. BITCHAYDA

GEA-CARE Officer

Comments: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ______________________________________________________________________________