Mothers as Teachers: The New Role of Mothers in the New Normal

Aims: To explore and understand the experiences of parents as facilitators of learning to their school-aged children during the ‘new normal. Study Design: Qualitative-Phenomenology. Place and Duration of Study: Digos City, Davao del Sur, Philippines, during the School Year 2021-2022. Methodology: The study used purposive sampling in choosing the participants. The target participants were parents who had school-age children. Fifteen parents who gave their consent to participate were included in the study. The information was obtained through validated semi-structured interview questionnaires. Results: Most of the participants were female, aged 36-40, college graduates, and either housewives or teaching jobs. Five themes emerged. Themes for the challenges were difficulty in balancing time and responsibilities, lack of knowledge of the lessons, difficulty in imposing discipline on their children, physical and health concerns, and slow internet connectivity. On the other hand, four themes emerged for the strategies used by parents as facilitators: proper time management, use of the Internet for research, use of intrinsic and extrinsic motivations, and close supervision of children’s performance. Conclusion: The COVID-19 pandemic did not spare anyone. Its emergence brings new challenges and responsibilities, particularly for parents with school-aged children. The parents’ concerns are family health and how they could help their children with their studies. These instances highlight the parents to adjust to the new and unexpected role in the new normal. Parents thought of solutions not only for their daily living but also for their children's education demands. The situations may be unpleasant and tiring, but parents, as they are, they show perseverance and patience. Parents' techniques may be better, but they are adequate for their problems. During these challenging times, the Department of Education (DepEd), the Local Government Units (LGU), and the Department of Social Work and Development (DSWD) may investigate the circumstances of parents with school-aged children and develop alternative programs which could address the educational needs of the parents.

Section: Participants Of the Studymentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Exploring the Experiences of Parents as Facilitators of Learning in the New Normal in the Philippines

Magonalig,

Gascon,

Campaña

2023

“…The researchers aimed to understand how the intervention positively impacted students' learning experiences. In reference to [8], the primary aim of the qualitative method is to decipher the meaning of the experiences upon the evaluation.…”

Section: Methodsmentioning

confidence: 99%

The Use of Bell Ringers in Improving Students’ Academic Performance

Paulin,

Bete,

Melia

2024

Aims: To determine the impact of the Bell Ringers in Science classroom. Study Design: Quantitative method through interviews. Place and Duration of Study: Monkayo College of Arts, Science, and Technology in the 2nd semester of School Year 2023-2024. Methodology: The participants of the study were purposely chosen. The researchers identified the least learned competencies which became the basis for developing the Bell Ringers during the midterm period. Bell Ringers were prepared ahead of time. After the implementation of the Bell Ringers, students’ feedback and suggestions were solicited through interviews. Data gathered were analyzed into themes. Results: Evidently, students exhibited heightened engagement, focus, and mental preparedness for lessons, resulting in improved knowledge retention. Furthermore, the incorporation of Bell Ringers facilitated effective classroom management for teachers, affording improved time utilization and fostering meaningful individual interactions with students. As a formative assessment tool, Bell Ringers not only bolstered students' familiarity with concepts but also nurtured concentration, self-discipline, interaction, productivity, and positive attitudes. The constructive effects of Bell Ringers were discernibly mirrored in the student's exam results. Conclusion: Integration of Bell Ringers into instructional practices is a universally beneficial approach spanning diverse subjects and grade levels. It presents a strategic means to captivate students, establishing a conducive learning atmosphere at the outset of each class and ultimately contributing to elevated academic performance.

“…A mean range of 1.00-1.79 has a descriptive level as very low and has the interpretation that the assessment was never performed. [32] found that students got bored in their homes and demand a face-to-face set-up so that they could interact with others. It implies that students' direct learning does not mean being alone but it involves bond with other learners.…”

Section: Research Instrumentmentioning

confidence: 99%

A Structural Relationship Model of Communicative Competence

Morales

Limpot

2023

Aim: To investigate the most appropriate model of students' competence to communicate using Structural Equation Modeling (SEM) as the basis for the instrument's design in analyzing the relationship of readiness to direct learning, strategy in language learning, learning environment, and communicative competence. Study Design: Quantitative Causal Analysis. Place and Duration of Study: Region XI, Philippines, during the second semester of 2022. Methodology: The stratified Random sampling technique was utilized using Raosoft Application to select the 1184 high school students. The instrument underwent pilot testing and obtained an average Cronbach alpha of .954. Consent forms were obtained from the respondents' parents. All respondents were oriented on the purpose of the study. Results: The findings showed that the level of readiness in direct learning, language learning strategies in the learning environment, and communicative ability were high. It was also found that there was a significant relationship between direct learning readiness, language learning strategies, and students' learning environment with communicative ability. Moreover, model 5 is the best fit. The findings support Reynolds and Walberg's Theory of Academic Achievement which states that the psychological characteristics and way of dealing with a student influence what he achieves when it comes to behavior, attitude, and cognitive matters, and Canale and Swain's Theory of Communicative Competence which states that communicative language in teaching requires an environment of trust and confidence where students interact without fear or threat of failure and the importance of the classroom environment in developing communicative competence. Conclusion: The results highlighted the influence of psychological characteristics on educational outcomes and underscored the importance of a trusting classroom environment for developing communicative abilities.