Chapter 4
Chapter 4
Chapter 4
Table 1 shows the profile of the parents in terms of age, highest educational
Table 1.
Age
5,000-10,000 40 39.60
11,000-15,000 23 22.77
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more than 15,000 38 37.62
Total 101 100%
Table 1, continued
Occupation
Unemployed 1 0.99
Farmer 14 13.86
Laborer 10 9.90
Businessman 20 19.80
Teacher 7 6.93
Table 1 reveals the profile of parents in terms of their age, highest educational
attainment, income , and occupation. In terms of age, 69 out of 101 of the respondents
(68.32%) have ages that ranges from 31-40 years old which constitutes the greater part
of the sample and only 2 parents have ages above 50 years old( 1.98%). This implies
For highest educational attainment, 32 out of 101 are high school level ( 31.68%)
and only 2 are college graduate ( 1.98%). This means all of the parents are educated
income from 5,000-10,000 in a month (39.60%) and 23 parents are earning 11,000-
15,000 ( 22.77%). This means parents can support their children in a meagre and
simple way. For occupation, 49 of the parents are working in private establishments
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which comprises 48.51%. This means parents worked despite of low salary for their
Table 2.
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Table 2 divulge the level of challenges of pupils and parents on Self learning
modules in terms of availability of resources. Two indicators have similar results in the
survey which are described as Often Challenge. I find it hard to answer and help my
child answer her or his module because we do not have books at home ( wt.
mean=3.4455, SD=0.6079) and we have too few resources available to help us answer
the module. These indicators would tell us that the respondents both the parents and
pupils have difficulties in answering activities in the module because they don’t have
books to refer to or any resources or reference where they can read which may be
similar to the activity presented in the module. On the contrary, the indicator, I find it
hard to answer and help my child answer her or his module because we do not have
gadgets or computer at home ( wt. mean=2.5050, SD=0.6874) was the least gauge on
the availability of resources described as rarely challenge. This means only few of the
families have this indicator reasonable because the modules can be answered by
parents have no choice since they do not have the devices to help them in their search
for other details that would be considered a help in understanding the concepts. Hence,
the level of challenges of the SLMs sense by the respondents on the availability of
(wt.mean=3.1956,SD=0.0307).
This results is supported by the study of Lever-Duffy & McDonald which says
that the availability of technology and resources is one of the problems encountered in
devices, applications, and technical support; the efficiency and speed of one’s Internet
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connection; and teachers’ and students’ insufficient skills in using these technologies
and applications (Lever-Duffy & McDonald, 2018). The most problematic and beneficial
parts of distance learning for parents, according to Sorensen's (2012) study, are
keeping their children on track while completing coursework and interactions with the
child's teachers. Furthermore, schools and instructors just lack the resources necessary
and other resources (Goodall, 2016). Economic resources (Hohlfeld et al., 2010); lack of
(Beckman et al., 2019); and having low digital self-efficacy are all challenges that may
Aspects of wellness were also crucial; when parents had to consider supplying their
children with technological devices, they also had to train youngsters who had never
used them before, while continuing to complete their work tasks to assure the continuity
Table 3 shows the level of challenges of pupils and parents on School Learning
Table 3.
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1.The instruction in the 2.6900 0.5064 Sometimes
module is easy. Challenge
2.Instructions in the module 2.0891 0.8497 Rarely
can be understood by the Challenge
pupils alone even without the
help of their parents.
3.The contents are 3.4158 0.6044 Often
appropriate for my child’s Challenge
age.
4.Content is direct and Often
simple. 3.4455 0.6079 Challenge
5.The module contains
complete learning skills my 3.4158 0.6208 Often
child needs Challenge
Table 3 reveals that the indicator content is direct and simple has the highest
contextually and locally. Teacher writers are very careful in presenting the lesson. They
use simple words that can be understood by the pupils and examples that pupils
Instructions in the module can be understood by the pupils alone even without the help
of their parents ( wt. mean=2.0891, SD=0.8497). Pupils in the lower grades needs
guidance from an elder sibling, their parents or friends. These pupils lack
comprehension yet. They do not know what to do. Some of them are non readers or
frustration readers and they cannot understand what they are reading . To sum up the
level of pupils and parents challenges on the SLMs in terms of understanding the
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The result is contradicted by some studies which says that teachers really have
hard time on designing educational content; teachers face obstacles when preparing
digital or printed educational material in ensuring that they will be sufficient for learners
achieve learning goals with high efficiency. Further, teachers face hardships in choosing
teaching strategies and methods that take into account students’ different learning
learning (Al-Mukhaini, 2017; Al-Rawadiyah et al., 2014; Al-Sajini & Khalil, 2017).
Table 4 shows the level of challenges of pupils and parents on the self learning
Table 4.
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1.80 – 2.59 – Rarely Challenge
1.00 – 1.79 – Never Challenge
Table 4 reveals that taken as a whole with a mean of 2.8903, respondents said
that they are sometimes challenge on the aspect of concentration and engagement.
Interaction refers to communication between the professor and the learner about
the learning contents, and it can be regarded as asking questions or asking for help with
learning. Cognitive task solving refers to a learner’s internal cognitive processes, such
about learning, and enjoyment of learning. A sense of belonging refers to the degree of
connection with friends and colleagues in the learning community. Finally, learning
passion refers to possessing an active mindset when a learner learns, and it may
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Problem 3: Test for significant difference between the parents’ demographic
profile and the level of challenges of pupils and parents feedback on self
learning module.
Table 5 shows the test for significant difference using One way ANOVA between
parents’ demographic profile and the level of challenges of pupils and parents feedback
Table 5.
Test for Significant Difference between Parents’ Age and the Level of challenges of
The ANOVA table in Table 5 shows that the p-value (0.000) for availability of
that there is sufficient evidence that not all the means are equal when alpha is set at
0.05. This means that there is a significant difference between the age of the parents
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and the level of challenges of pupils and parents feedback on SLMs. This is accounted
for in the findings that most of the respondents with ages from 31 – 40 years old are still
very active and resilient for their children’s sake. This implies that the age of parents
has direct relationship with how the parents see or experience SLMs. Therefore, the
higher the age of the parents are, the higher the level of challenges of pupils and
In contrast to other research, the results show that the older the parents are, the
more involved they are in their children's academics and the better they understand the
assignments and modules of their child, and the better the child's educational process
is. Even after adjusting for socioeconomic resources, recent sociological and
that maternal age has a monotonic, non-linear positive relationship with children's
probability of secondary school completion and years of schooling because the older
the mother age, the more she comprehends the books and modules of her child (Fall et
al., 2015). Similar findings have recently been discovered for high-income countries
(Myrskylä et al., 2017). Even when family background composition is taken into
account, Mare and Tzeng (1989) found that delayed fathering is good for boys'
outcomes could stem from older fathers and mothers being more "ready" and satisfied
with childbearing, which could translate into better parenting practices and the success
in the educational pursuit of the children (Fall et al., 2015). A macro-level process could
possibly explain these favorable benefits. Indeed, deferring parenting means having a
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kid in a later calendar year and cohort, when quality of life, health, and life expectancy—
Table 6 presents the test for significant difference between Parents’ Educational
Attainment and the Level of challenges of Pupils’ and Parents’ Feedback on Self
Learning Modules.
Table 6.
Test for Significant Difference between Parents’ Educational Attainment and the Level
The result shows that there is significant difference between parents’ educational
attainment and the level of challenges of pupils’ and parents’ feedback on self-learning
modules.
Leiderman, Roberts, and Fraleigh. They claim that parental education levels influence
parenting style, as well as the obstacles they have in helping their children understand
and complete tasks, which has an impact on their academic success. Families with
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higher educational levels are more likely to be permissive and less rigid in their
Jenkins (2015) and White (2015), has a strong link to students' academic achievement.
Capaldi (2015), utilized aggressive punishment tactics, which predisposed their children
to antisocial and deviant behaviors. In the lower classes, such youngsters did poorly
(DeBaryshe et al.).
Indeed, there is a strong link between parents' educational levels and their children's
educational outcomes, particularly in terms of how parents deal with and overcome
Table 7 shows the test for significant difference between Parents’ Income and
the Level of challenges of Pupils’ and Parents’ Feedback on Self Learning Modules.
Table 7.
Test for Significant Difference between Parents’ Income and the Level of challenges of
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g the Content
Within Groups 599 287.6 0.4801
Total 604 525.4
Concentration 5 333.6 66.7169 160.71 0.000 Significant
and
Engagement
Within Groups 599 248.7 0.4151
Total 604 582.3
Level of significance α= 0.05, N=101
The result shows that there is significant difference between parents’ income and the
Because it is connected with unobservable factors that are correlated with the
through income, parental income is potentially endogenous. Jiang Guohe and Wen
Guangfen (2015) investigated the relationship between urban-rural family capital and
junior high school students' academic achievement. It became out that the disparity
between urban and rural locations in terms of family capital (parental occupation, parent
education level, and family income) is expanding, resulting in the discrepancy (Jiang
Guohe and Yan Guangfen 2015). According to Liu Xiaofei and Lu Ke (2015), the higher
the family's socioeconomic index, the better the student's grades will be (Liu Xiaofei and
Lu Ke. 2015).
are expected to rise as income rises. A wealthy family can provide more, particularly in
the area of education. Parents in lower-income families are often rushing around for
work and expecting little from their children, and they may even choose survival over
their children's education. This also indicates that individuals who wish to better their
lives by studying hard are being naive, as the bar is rising and the wealth disparity is
expanding.
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Table 8 shows the test for significant difference between Parents’ Occupation
and the Level of challenges of Pupils’ and Parents’ Feedback on Self Learning Modules.
Table 8.
Test for Significant Difference between Parents’ Occupation and the Level of
Table 8 reveals the ANOVA table where the p-value ( 0.000) of all the indicators
indicates that there is sufficient evidence that not all the means are equal when alpha is
set at 0.05. This implies that there is a significant difference between the parents’
occupation and the level of challenges of pupils and parents’ feedback on SLMs. Based
on the results of the demographic profile of parents and the level of challenges of
feedback on the use of SLMs, the p-value ( 0.000) was less than the significance level
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set at α= 0.05, hence, the hypothesis that there is no significant difference between
Many studies back up this conclusion, claiming that a parent's occupation has a
significant impact on a child's schooling. It will influence how parents and children will
overcome the obstacles they face, particularly when it comes to distance learning.
Kassim, & Modupe, 2014: Odoh, Ugwuanyi, Odigbo & Chukwuani, 2017). However, a
success. In comparison to kids from parents with low and moderate occupation levels,
pupils from parents with high occupation levels scored poorly (Walter, 2018). Parents
with part-time work, mostly self-employed with no promise of a steady income, can't
afford to devote much time to their children (Usaini&Abubukar, 2015). When compared
to their friends whose parents had low educational and employment levels, those with
highly educated parents with high or low occupation levels had superior outcomes
(Gulada, Chillon, Ruiz& Pavon, 2011). Families with a high level of occupation are more
likely to acknowledge and support their children's homework and aspirations for a solid
profession (Almatalka, 2014). Parents who work more and have more education tend to
instill a greater level of education and performance in their children (Rabo, 2014)
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Table 9 shows the test for significant relationship by computing the Pearson
Moment of Correlation Coefficient between the level of challenges of pupils and parents’
feedback on the self learning modules or SLMs and the academic Achievement of
Table 9.
Test for Significant Relationship between the Level of Challenges of Pupils’ and
Parents’ Feedback on Self Learning Modules and the Academic Achievement of Pupils
in Edukasyon sa Pagpakatao
EsP is -0.071 and between concentration and engagement and achievement in EsP is
-0.053. Since all the p-values are bigger than the level of significance set at α=0.05,
there is no sufficient evidence that the correlations are zero which means that there is
Hence, the hypothesis that there is no significant relationship between the level of
challenges of pupils’ and parents feedback on SLMs and the academic achievement in
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This means that the academic achievement in Edukasyon sa Pagpakatao of the
pupils are not affected with the level of challenges of pupils’ and parents feedback on
SLMs. This implies that regardless of the challenges that the pupils and parents faced in
the use of SLMs in this pandemic, it does not affect academic achievement in
Edukasyon sa Pagpakatao of the pupils. This connotes that parents as well as pupils
are really doing their best to perform well in Edukasyon sa Pagpakatao despite the
inconveniences in the use of SLMs. This might also be related to the fact that the
content of the SLMs are simple and easily understood by the parents and pupils despite