Assessing the Experience-Sharing Parenting Method through Online Learning during Covid-19 Pandemic

Abstract

Empowering children to study at home with diverse parenting patterns during the Covid-19 pandemic is a challenging experience for parents of elementary school students. This study aims to determine changes in parenting patterns used by parents of elementary school students after undergoing online learning of parenting patterns with the method of sharing experiences. This study uses the concurrent embedded research method where both qualitative and quantitative data are being collected at the same time. The descriptive qualitative method is embedded within the quantitative method, with a pre-experimental one group pre-test and post-test design. Data collection techniques used questionnaires, observations, and interviews with Chi-Square non-parametric inferential statistical analysis techniques and descriptive qualitative. The research setting was online learning, which was carried out during the Covid-19 pandemic, where parents of elementary school students were more likely to accompany their children to study at home. The results showed that online learning with parenting experience-sharing methods can change the understanding of parenting patterns of students whose parents were initially more dominant in the permissive type, to become more dominant in the authoritative type. This study's findings imply that future research would benefit from examining the differential, nonlinear, and interactive components of authoritative parenting can affect school achievement.

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