Asynchronous Distance Learning Parents’ Purview | IJRISS

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VII Issue II February 2023
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www.rsisinternational.org
Asynchronous Distance Learning: Parents’ Purview
Jaya Babe B. Butas, Ana Marie J. Matalines
English Department, Davao del Sur State College, Philippines
ABSTRACT
The goal of the study was to explore the scope of parental participation in junior high school education,
particularly in the asynchronous modality. Specifically, parents’ perspectives, challenges, and contributions to
children’s education were probed. Using social constructivism as a worldview, the study employed a
qualitative phenomenological research design. Research participants comprised ten parents of junior high
school students who were purposely selected based on the inclusion criteria as well as the appropriate
ethical protocols of consent, anonymity, and confidentiality. Key informant interviews were conducted in
the first quarter of 2022 in Barangay Colorado, Digos City. Three themes that describe the parents’ perceptions
of the new normal education system were identified through thematic analysis of the qualitative data,
including; saddening due to difficulty, requiring a positive attitude, and necessitating a positive change in
attitude and mentality. The challenges faced by parents can be thematically described as; becoming passive,
disinterest in studies, and constraints and limitations. Lastly, for the contributions given by the parents to their
children’s studies under asynchronous distance learning, the themes are; reinforcing extrinsic and intrinsic
motivation, giving support, and constructing a support system. It is hoped that these findings may be relevant
for DepEd’s implementation of the self-learning modules.
Keywords – Parental Involvement, Perspectives, Challenges, Contributions, Qualitative Research
INTRODUCTION
The COVID-19 pandemic disrupted many aspects of people’s lives, not the least of which was education.
The transition from in-person instruction to distance learning was required as a result of the global shutdown.
The Department of Education is certain that education should not be jeopardized due to the Coronavirus
epidemic. As a result, the government has chosen a distant plan to ensure the education of millions of Filipino
students. One of those distant plans is the implementation of the asynchronous learning modality, this modality
provides greater flexibility compared to synchronous learning methods, making children practice independent
learning and learning at their own pace (Fajar & Larasati, 2022).
Asynchronous settings provide content like audio/video lectures, handouts, publications, PowerPoint
presentations, and other learning materials instantly available to students. Unfortunately, underdeveloped
nations such as the Philippines have places where there is no stable or available internet connection, making
the move to full online instruction a considerable issue. Many instructors, students, and parents wereconcerned
about the abrupt move to distance education since a big section of the population has poorinternet
connectivity and a limited number of electronic devices (Pastor, 2020; Mirandilla,2016).
Online learning environments are classified into three types: Synchronous, Asynchronous, and Blended.
Synchronous learning environments provide real-time engagement, which can be collaborative and include e-
activities. This type of online learning is sometimes difficult to describe since there is no one-size-fits-all
methodology (Salmon, 2013), this includes instructor’s lectures with a facility of questions-answer sessions.
The asynchronous environments are not time-bound and students can work on e-activities at their own pace.
While a blended online learning environment combines synchronous and asynchronous e-activities. It’s called
blended because it combines simultaneity and non-simultaneity. After all, the instructional design for

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synchronous and asynchronous education might follow completely different patterns.
With the implementation of distance learning, students had to make a huge adjustment for the whole shift.
Their learning routine and environment totally changed. Numerous studies had found that technology use,
attitude, motivation, and self-efficacy all play an essential part in influencing students’ cognitive engagement
and academic achievement in asynchronous distance learning. One factor that affects students’ learning
process is their attitude towards educational technology (Ali, 2020). Students from hard-to-reach areas have
scarce to zero access to technology and internet connectivity to help them browse information on the internet
which causes their decreasing self-motivation.
On the other hand, apart from students, parents also need to make a huge transition in their daily routine to
deal with the demands of online learning while performing household responsibilities. Thus, from the
beginning parents are full-time partners of the school and instructors in monitoring and supporting students
who are learning.
Studies have shown that students are more motivated to do their homework, stay in school longer, and produce
higher learning results when parents are committed and involved in their child’s education. However, given
the demand of solely facilitating their children’s learning at home, parents are stressedwhen they encounter
many difficulties and problems in the process. Their involvement in assisting their children’s learning may
be impacted by these challenges and issues. Even while parents’ involvement intheir children’s education
changes as they become older, it’s vital to remember that children see theirparents as their first mentors
and the people they would always look up to. Thus, as young people begintheir educational journeys,
parents’ educational views may both inspire and encourage their children. Although parents are recognized
to have a significant part in their children’s education, research on theirroles in their children’s learning
amid a pandemic remains scarce. This research study aims to look at the larger scope of parental involvement
in asynchronous distance learning in the new normal condition.
Purpose of the Study
This research aimed to hear the voices of the parents of the students who are studying in an asynchronous
distance learning modality. To explore the parents’ scope of involvement in their children’s study in
asynchronous distance learning. Similar studies were done under the new normal education system addressing
the function of the teacher and the student’s engagement, and their relationship with each otherin the mode
of distance learning; Parental involvement in this matter and what falls within their scope, onthe other hand,
receives less emphasis.
Research Questions
The researcher’s overall goal is to explore parents’ scope of involvement in their children’s study in
asynchronous distance learning. Specifically, this research seeks to answer the questions:
1) What are the parents’ perspectives on the new normal education system?
2) What are the challenges of parents when their children shifted from face-to-face school learning to
asynchronous distance learning?
3) What contribution do parents give to their children’s studies under asynchronous distance learning?
Theoretical Lens
The Sociocultural Theory of Lev Vygotsky, which emphasizes the connection between people and their social
and physical contexts, providesthe foundation for this study. He asserts that a number of factors affect

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development and learning (Vygotsky, 1978). Parents serve as the major role models for children in their
immediate surroundings (Tekin, 2012). Children’s relationships and interactions with their family members
and the people in the community are important for their learning and holistic development because they
begin learning in their immediate environment. Through this relationship, children begin to explore and
learn about the outside world.
The idea of the Zone of Proximal Development is another well-known aspect of Vygotsky’s work. ZPD,
according to his definition, is “the difference between one’s current level of development as indicated by
autonomous problem-solving and one’s perspective level of development as indicated by problem-solving
under adult supervision or in cooperation with more competent peers” (Vygotsky, 1978). He believed that,
to a certain extent, children could study and perform well on their own. He did, however, develop a new
level that is concerned with a child’s abilities when dealing with an adult or a more mature peer (Vygotsky,
1978). Bicycle riding is one skill that may be learned by practicing with more experienced peers or an adult
because it is a skill that society uses, not just children. As a result, Vygotsky’s theory backs up the idea that
parental education participation has a significant impact on children’s educational attainment (Li & Qiu, 2018).
Accordingly, by highlighting interdependence and reliance on learning and development, parents can
significantly influence their children’s development and academic success.
Furthermore, various forms of parental participation may have a good or bad impact on a child’s capacity to
thrive in high school and college. Parents were influential in the lives of their children since they were the ones
who introduced them to the outside world, including academics. Parental engagement is considered the active
and meaningful involvement in children’s learning and life aspirations (Goodall & Montgomery, 2013).
According to Hentgens et al., (2017), detrimental treatment of children, such as physical abuse, shouting,
and other punishments, has a negative influence on their academic performance and outputs. However,
children who have committed parents are more highly possible to be motivated and successful in school.
Peer learning, practical projects, and experiences might be effective ways to quickly make school more
enjoyable and meaningful for these students.
Additionally, the supervision of students’ academic work may raise students’ anxieties about their image but
not their academic achievement. School accomplishment is influenced directly and positively by parents’
expectations and children’s performance, and indirectly and adversely by parents’ participation in tasks and
orientation to goals and objectives (Valle, 2018). School-based participation, family educational aspirations,
teenagers’ cumulative high school grades, and academic success all have important relationships (Benner,
2016). There is a substantial link between parental participation in schooling and student academic
achievement. As previously said, parents should take the lead in encouraging and supporting their children’s
accomplishments and ambitions.
Significance of the Study
With the huge transition in the educational system, implementing asynchronous distance learning from face-
to-face classes has been an alternative response to the risk of the COVID-19 pandemic which has depressed
many students, teachers, and parents. This study aims to offer relevant information about the matter that would
be significant to:
Department of Education. This research will inform the Department of Education about school and community
stakeholders’ concerns about the delivery of distance learning modalities and address them constructively.
School Administrators and Policymakers. This research will inform school administrators and policymakers

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about the challenges that teachers, students, and parents experience in the new educational system. And
consider what steps should be made to address these concerns.
Teachers. This study will assist instructors in developing strategies for working cooperatively with parents
as cooperating facilitators. And create alternatives to make the teaching-learning process more adaptable
and accessible to all.
Parents. The findings of this study will assist parents in learning about methods and potential solutions for
dealing with the problems of asynchronous learning systems that will benefit their children.
Students. This study will inform students about the necessity of parental involvement and support during
their school years under the new education system.
Future Researchers. This phenomenological study may be useful to future researchers whose studies may be
related to this. The concepts presented in this study may be useful to anyone doing their research.
Scope and Limitation of the Study
This study primarily focuses on ten (10) participants who are living in Barangay Colorado, Digos City.
These participants are parents of Junior High School students and are the ones facilitating their children’s
studies under the asynchronous distance learning modality. These participants are selected to provide the data
needed in this study, primarily to explore the scope of parental involvement in the education of their children
under the new educational system.
Definition of Terms
To improve understanding of the terminologies used in this work and for a greater explanation, the following
terms are operationally defined;
Asynchronous Learning. In contrast to synchronous learning, which occurs at the same time and place for
groups of learners and their teacher or one learner and their instructor, its basic tenet is that learning may occur
at different times and locations for each learner. In asynchronous learning, teachers often create a learning path
that students follow at their leisure.
Distance Learning. This is a method of learning in which co-taught lessons are conducted by students and
teachers who are separated by distance.
Parental Involvement. It is described as a parent’s dedication to the institution and active involvement in
their child’s life. Parental participation occurs when parents commit their time at home and school and when
teachers invite them to school meetings or events. Parents agree to give their child’s academic objectives top
priority and teachers offer a space for direction (Shldon & Jung, 2015).
REVIEW OF RELATED LITERATURE
The relevant literature, articles, and journals about the study’s variables are discussed in this chapter.
Parental Involvement in Child’s Study
Parental involvement in school has long been heralded as an important and positive variable in children’s
academic and socio-emotional development. Empirical studies have shown a favorable relationship between
parental participation in schooling and academic accomplishment (Pérez Sánchez et al., 2013; Tárraga et al.,
2017), as well as increasing children’s self-esteem and academic performance (Ross, 2016). Parent-school

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collaboration provides for a more comprehensive understanding of roles and relationships, as well as their
influence on children’s development. Moreover, children’s positive school attachment and favorable school
climates have also been linked to family participation (Cowan et al., 2012).
There are several ways that parental participation is favorable for children and teenagers. To have a beneficial
impact on their children’s education, parents may help their children with their schoolwork at home.
Children who have parents who read to them, help them with their homework, and tutor them using
materials supplied by instructors perform better at school than children who do not have parents who help
them. Students are found to have more confidence and excel in school when their parents assist them with their
school work, attend school activities, monitor their status, and support them with their capacity(Cepada &
Grepon, 2022). Additionally, parental support in material, emotional and financial are important factors in
sustaining students’ motivation to learn (Mahuro & Hungi, 2016). Furthermore, parental financial support
matters in uplifting children’s academic performance (Machebe et al., 2017).
Although parental involvement in children’s education is regarded to be crucial, there are many different types
of parental involvement. There are some aspects that schools have limited influence on. Parents today are
frequently concerned with life’s diversions and rising responsibilities. Challenges such as professional
obligations, personal problems, heavy parenting roles, and dealing with them all at once decrease some parents’
capacity to actively engage in their children’s education (Schueler et al., 2017). Additionally,Malone
(2017), asserted that many low-income families have parents with a lack of education and low self- efficacy;
these parents feel that they do not have anything to offer with their children’s education and they feel
embarrassed with their insufficient skill-set.
Parental involvement is positively associated with school achievement. Authoritative parenting style, parental
high and clear expectations and aspirations for their children’s school results, and communication between
parents and children about their school activities and plans for the future are variables that are associated with
high levels of academic achievement. Therefore, to enable parents to grow in their ability to help their children
get the best education possible, parental involvement has to be viewed as a process than a one-time event. This
implies that schools have to re-examine their policies regarding parental involvement and develop an
educational strategy that leads to multiplication and diversification of interpersonal interactions between
families and school members.
The New Normal Setting
Certainly, the present pandemic and fear of a second epidemic have had an impact on conventional schooling
practices, but the justification for building the new normal should go beyond the current pandemic and dive
deeper than illness dread. By re-imagining new educational models, all young Indonesians willhave access
to a more egalitarian education. Amid all the COVID-19 illnesses, the pandemic disruption has raised
awareness of fresh prospects for revitalizing our education system and bringing young Indonesiansinto the
future on a more equal playing field.
Despite many reservations, the Department of Education (DepEd) and the Commission on Higher Education
(CHED) have adopted and implemented the adaptable blended learning strategy to meet the challenge given
by the 2019 Coronavirus sickness (COVID-19) pandemic.
Enrollment for elementary and high school declines by seven million in the Philippine education system alone
(DepEd, 2020; Jorge, 2020). Although out of the 27.7 million students in public and private schools, this still
leaves 74.6 percent, the remaining 25.4 percent is still a massive drop in the ocean. Meanwhile, a70 percent
decline is anticipated in private higher education institutions (HEIs) and state universities and

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colleges (SUCs) from last year’s 3.2 million enrollees (CHED, 2020; Romero, 2020).
In connection to the requirements regarding the research for remote learning, teacher preparation and
instructional materials, and online curricula for the modular approach are among the top concerns of this virtual
opening of classes (Altbach & De Wit, 2020; HESB, 2020). This means that many private and public HEIs
and SUCs, and CHED as such, are not prepared to adopt the online learning framework (Toquero, 2020).
This pandemic has radically altered the education landscape and unveiled old and new problems such as the
digital divide (Altbach & De Wit, 2020; HESB, 2020), a concept coined by lack of suitable gadgets,
inaccessibility of the internet, “learning by setting up” for students, and other hybrid online possibilities.
Around 6.9 million underprivileged Filipino learners experience unstable mobile and internet connectivity
from the initial details, while 6.8 million do not mention a gadget at all (Mateo, 2020).
Asynchronous Distance Learning
Online learning or most commonly known as electronic learning is one of the most prevalent instructional
methods used especially in the current time when personal and close interaction between people is limited.
It has been demonstrated that using this online resource will enable as many students as possible to access
educational opportunities at any time and from anywhere. Online materials are increasingly viewed as a tool
to improve training, provide learners with more flexibility in how they access the instruction, and reduce the
total costs of providing the instruction (Taplin et al., 2013).
An asynchronous mode of learning and teaching is a flexible method used in education. Students can access
their learning materials such as audio/video lectures, handouts, PowerPoint presentations, assignments, and
activities readily available in asynchronous situations provided on an online platform. Asynchronous distance
learning allows students to work with their tasks individually without time pressure as they don’t need to
engage in their lessons at the same time as their teachers and classmates because of its flexiblenature
(Pang & Jen, 2018).
Students are found to develop self-directed meaningful learning in this kind of environment (Cho et al., 2017).
Furthermore, communicating asynchronously through online discussion allows students to express their
thoughts and ideas about a topic with greater confidence because they don’t feel under time pressure to respond
right away. This allows students to use their higher-order learning skills and develop divergent thinking as
they can think about a topic for a longer period of time (Brierton et al., 2016).
Despite the perceived advantages of Asynchronous distance learning, this type of instructional method can
be a challenge due to the reason that only carefully devised strategies can keep students engaged and interested
in this kind of learning environment to facilitate confidence, participation, problem-solving,analytical, and
higher-order thinking skills.
It is found that discussions on forums and blogs can keep learners active while going off topics can also be a
distraction. Additionally, Watts (2016), asserted that immediate feedback received from peers and teachers
enhances students’ engagement in online courses, which practically is lacking in asynchronous distance
learning.
Challenges Encountered by Students in Distance Learning
In developed countries, online learning is not foreign. Students are already familiar with all the aspects of
this learning method as it has been part of their curriculum for a long time. However, this is not the same
case for developing countries where online learning is not commonly used and numerous issues have

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accompanied the implementation of this learning mode.
The implementation of online learning served as a reminder of academic institutions’ lack of resources and
students’ social marginalization, as insufficient internet access and availability, as well as a lack of cutting-
edge technology, hampered organizational responsiveness and students’ ability to engage in digital learning
(Karademir, et al., 2020; Zhong, 2020).
Another important problem with distance learning is the absence of appropriate teacher interaction. Concerns
about the content of an online course are generally communicated to the appropriate courseteacher by
social media, which necessitates a response time (Zhong, 2020).
Distance learning will not appeal to students who learn more kinaesthetically. Traditional classroom
socialization is absent from online learning and students are only partially immersed in the digital learning
environment; thus, they are only able to connect with their peers through technology. Nambiar (2020),
stated that students find distance learning less interactive with little to no social interaction with peers and
teachers and this situation makes them feel bored and lazy.
Reimers et al., (2020), stated that the COVID-19 pandemic posed psychosocial and other educationalproblems,
affecting students’ learning aspirations as they lost interest and attention in achieving their educational
objectives.
The online trend in education has just recently been adopted on a large basis in Pakistan, however, when it
comes to teaching-learning and evaluations, this trend ran into some avoidable situations that have also been
discussed in prior research studies. The range and approaches available for educational assessment procedures
in the online context are constrained. Teachers and students have recently remarked that they are facing a
number of difficulties (Lin & Gao, 2020).
This study found that one huge and challenging aspect of online learning is that students are connecting to
an online class for the first time; as a result, they are finding it challenging to adjust to the change from a
traditional classroom environment to virtual and distant learning because the two are so dissimilar. Secondly,
most students in rural sections of the country are staying at home during the shutdown since those areas’
internet connections are slow. Due to the inconsistent internet access in this area, which slows down
information transmission, students use mobile internet.
In addition, internet connectivity in the country is unreasonably expensive. Thirdly, there are some technical
issues to take into account, such as a lack of computer expertise. Due to a lack of past knowledge, using digital
platforms to deliver instruction can be hard at times, and one thing is the limited amount of time to be connected
online. Fourth, it is challenging for teachers to handle each student’s questions and queries all at once.
The demand for web-based instructional methods has increased as a result of the affordability of the Internet
and the simplicity with which technology can be accessible. Across the country, online education is
increasingly entering school districts and institutions. This study analyzes whether online classes could help
high school students as well as the possible obstacles and disadvantages of online education. This study
highlights concerns regarding how to effectively support high school students taking an online course,
which has previously been stressed (Gilbert, 2015).
According to another study, over 70% of learners were engaged in e-learning throughout the lockdown time.
The majority of the students utilized an Android phone to participate in e-learning. Thus, students have been
dealing with a variety of issues at home, including sadness, anxiety, inadequate internet access, and an
unpleasant learning environment. During this epidemic, students from distant locations and underprivileged

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groups confront significant obstacles in their studies. This study proposes focused interventions to promote
a good learning environment for kids from underserved communities. Conclusively, to formulate strategies
to establish a resilient education system in the state that ensures the development of employability and
productivity skills for young minds are urgently needed.
The COVID-19 outbreak has had significant and detrimental effects on a large number of people worldwide.
The community-based mitigation strategies implemented during a severe pandemic like community quarantine
and school closure disrupt students’ academic attention and induce anxiety among others, due to the feeling of
lack of control and fear of the unknown.
The COVID-19 pandemic posed psychosocial and other educational problems, affecting students’ learning
aspirations as they lost interest and attention in achieving their educational objectives. This gloomy reality
among students is critical for the institution to address since students are dealing with a variety of challenges
that may have an impact on the nation’s social and educational recovery from the crisis. Students’ unpleasant
experiences might exacerbate social divides by causing them to lose interest in learning. Various research
studies have found that the pandemic has harmed students’ mental health (Kecojevic et al., 2020). Hence, the
present pandemic highlights the need for both successful preventative programs in schools that improve coping
mechanisms and mental health as well as for professionals to provide care for students with mental health
issues (Karing, 2021).
Students’ at-home learning is passive when compared to how well they do academically at school. It is
anticipated that they will spend more time idle, experience irregular sleeping patterns, and eat unhealthy foods.
Children may experience these negative effects from prolonged isolation, which will harm their academic
performance (Wang et al., 2020). In addition, Sprang and Silman (2013), have demonstrated that psychiatric
disorders which are disregarded under quarantine are more distressing than those that are not.The pandemic
had a substantial influence on the mental health of their children, according to the findings of research
involving 506 parents (Wang et al., 2020).
Feeling of boredom, laziness in attending school work and responsibilities, and becoming passive in learning
are indicators that students lack motivation (Stoeber, et al., 2011; Cazan, 2015). Hence, Nanquil (2021), stated
that one of the problems encountered by parents is the inability of the children to answer their learning
materials because they are unaware of the lessons, and the lack of support and motivation received. In addition,
students’ high level of dependency on adult supervision deteriorates their autonomy to perform school tasks
on their own (Mphale & Mhlauli, 2014).
Parental Involvement in Asynchronous Distance Learning
Numerous people have been afflicted in some way since the coronavirus illness first surfaced in 2019 (COVID
19). Lockdowns have had a significant impact on the lives of individuals of all ages and vocations across the
country. The upheaval has had an impact on education systems all across the world, affecting 1,576,021,818
students in 188 nations (UNESCO, 2020). The lockdowns have posed an unprecedented challenge to
governments in terms of ensuring that learning continues (Chang & Yano, 2020). Several countries have
adopted different measures to deal with the educational crisis.
Most countries have temporarily shut down educational institutions around the world to prevent the COVID-
19 virus from spreading. Schools are settings where students can interact socially and form connections. Hence,
many children and teenagers missed out on social contact, which is critical for learning and development when
schools closed (Union, 2020). This has both an immediate and long-term impact, especially on the most
vulnerable and impoverished populations.
Many nations utilize online communication applications (such as social media, radio, television, mobile

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phones, computer and network hardware, satellite systems, and the numerous services accessible to them, such
as video conferencing and distance learning) to ensure communication between instructors and students. As
suitable as these initiatives are for meeting the needs of the moment, they have created adifficult
schedule for parents who work from home while also being responsible for ensuring that their children’s
learning process continues uninterrupted during COVID-19.
According to Waters et al., (2014), in order to ensure that a specific academic program is completed,
parental participation is broadly described as all forms of assistance offered by parents, guidance counselors,
or other caregivers to children who are of school age. Parental involvement has big affluence on learners’
educational success. Parental engagement can take many forms, including providing for their children’s
psychological and academic needs, school-to-home interactions, school activities, attendance at extracurricular
events, as well as participation in children’s learning activities.
Previous studies indicated that online secondary education necessitates resources that can only be supplied
by parents, like internet-enabled tablets, cellphones, PCs, and internet data or airtime. In essence, without
significant parental commitment and involvement, online learning during these historic times of the COVID-
19 epidemic may be an illusion given the socioeconomic differences among adolescent learners in low- and
middle-income nations.
Working together on educational projects allows parents and students to spend more time together, which
deepens their relationship. By easing their children’s anxiety and discomfort in such circumstances, parents
can serve as a source of comfort for their children. To assist their children in overcoming their nervousness,
they might engage in conversations with them. Moreover, it has been advised that parents receive training
on how to support their children emotionally when things are uncertain (Wang et al., 2020).
The relationship between children and their parents may be strengthened by online learning programs with
parental support guidelines. Collins and Laursen (2019), asserted that students’ educational engagement is
improved through positive reinforcement. The role of giving rewards as motivation in teaching and learning
fuels the students’ interest to strive further despite the perceived challenges in the process (Majidova, 2020).
Furthermore, intrinsic motivation such as giving words of encouragement is an important educational
phenomenon, as this can positively increase the level of student engagement and uplift students’ courage
and self-confidence (Duggal et al., 2021).
Parents expressed their dissatisfaction with the schools’ abrupt closures and expressed concern over their
children’s routine. Parents think that students benefit from knowing the value of time, scheduling, and
completing tasks on time because of the regular schedule maintained in schools most days of the week as
organized routines all help students develop their future work habits. Accordingly, Bijeesh (2017), claimed
that learning at home increases the chance of getting distracted and losing track of school activities. Thus,
children’s access to play in the environment results in limited focus (Finney & Atkinson, 2020).
A few parents believe that school plays an important part in disciplining their children. It was clear that this
new style of learning was unfamiliar not just to the students, but also to the teachers, who were forced to
abandon textbooks and blackboards in favor of computers. Our education system has been founded on a
very certain pattern for decades, and a sudden change like this has revealed how unprepared the institution is
for different modes of learning. This means that our children’s education is jeopardized, and their parents
are understandably anxious. Thus, physical classes are no longer available, which means there is no possibility
for peer learning (Bhamani et al., 2020).
Given that the recent surge of educational changes has been rapid rather than gradual, it is reasonable that at
times they can be unsettling. The difficulties that online learning has brought about for both parents and
their children trigger their rising concern. Computers and internet connectivity must be accessible during

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particular hours in order for online learning to take place. Consequently, due to the possibility of lessons
overlapping, especially when a household has more than one school-aged child, a child may not learn if
there are any technical issues with the criterion. Parents have also cited the fact that they are required to deal
with further homework now than ever before, including explaining and describing worksheets and other
assignments.
Online, children may be hesitant to ask questions to their teachers resulting in all questions being directed at
parents, some of whom have their work to accomplish at home (Bhamani et al., 2020). Hence, parents are
having a generally negative attitude about distance learning because of their lack of time and knowledge to
support their children in distance learning, additionally, they have difficulties in balancing responsibilities,
learner motivation, accessibility, and learning outcomes (Agaton & Cueto, 2021). In the study of Parczewska
(2020), it is found that parents highly doubt their effectiveness standing as a teacher because of their inadequate
knowledge and familiarity with their children’s subject matter.
According to a study done in a region in Mindanao, parents must take on new roles in their children’s
distant learning as a result of the current situation’s effects on human affairs. As a result, there are numerous
changes brought about by parents participating in their children’s remote learning. Due to these changes,
parental participation must now involve a greater degree of effort, necessitating a period of adaptation and
adjustment (Cahapay, 2021).
Some parents are hands-on in their involvement in the learning of their children. Other parents, on the other
hand, play as a “guide” whenever their children needed help. As a result, parents’ participation in their
children’s distance learning during the COVID-19 crisis is an experience that comes with a lot of changes that
will affect their family life. Nevertheless, despite the difficulties, parents respond to the call of new parenting
problems brought on by the global crisis in a creative way (Cahapay, 2021).
METHODOLOGY
The components of this study include the research design, sample, instruments, intervention (if the study is
experimental), method for data collection, and strategy for data analysis.
Research Design
A qualitative phenomenological research design was used for this study. According to a number of prominent
qualitative researchers (Creswell 2002; Pope & Mays 1995; Denzin & Lincoln 1994), the goal of qualitative
research is to completely comprehend and interpret social phenomena in their context. The researchers want
to gather more detailed information and develop a deeper comprehension of the issues, circumstances, or
events (Aurora & Stoner, 2009). This design was used to explore the extent of parental participation in
asynchronous distance learning for children. Specifically, this design was used to know parents’ perspectives
on the new normal education system, the challenges that parents experienced, and the contribution of parents
to their children’s education in asynchronous distance learning.
Research Locale
The study was conducted in Barangay Colorado, Digos City, Davao del Sur. Digos City is a 2nd class
component city and the capital of the province of Davao del Sur, Philippines. It comprises a total of 287.1
square kilometers of land area (Japan International Cooperation Agency, 2018). It has a total population of
169,393, which is 26.78 percent of the total population of the province of Davao del Sur. It has the largest
population among the 10 administrative divisions of the province (Philippine Statistics Authority, 2017).

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Role of the Researcher
The researcher’s job in this study is to get access to the participants’ thoughts and feelings as an outsider, hence
the researcher was not of any influence on the personal perspective of the participants. The researcher made
sure that all participant responses were stored and retrieved with the strictest privacy throughout the data
collection process. The researcher spent a significant amount of time and effort getting access to informants
and participants and building relationships with them. Furthermore, written informed consent was given before
the interview. Participants received the following information: a) the goal of the study; b) any possible risks
of participation; c) benefits to themselves or others; d) confidentiality protections; e) contact details for the
researcher to ask questions about the study; and f) the conditions of participation, including the right to decline
or withdraw at any time without penalty. It was emphasized tothe participants that their participation was
entirely voluntary.
Informants and Participants of the Study
In order to support the depth of the case-oriented analysis, this research study was participated by ten (10)
participants. These qualitative samples are purposive, and the participants are selected by their capacity to
provide richly-textured information.
A progressive guideline in choosing participants in phenomenology recommends that researchers may focus
on fewer than ten cases (Moser & Korstjens 2018). This study involved 10 Parents of Junior High School
students from grade 7 to grade 10, residing in Colorado, Digos City. This study utilized purposive sampling to
determine the participants. Purposive sampling will be utilized to select the participants who were fit tobe
included in the study. The following are the qualifications to be considered as a participant; (1) The respondents
should be parents of Junior High School students; (2) The respondents should be parents of Junior High School
students who were enrolled for the school year 2020-2021 during the implementation of distance learning
modality; (3) The respondents should be parents whose children are currently studying in asynchronous
distance learning modality.
Data Collection
The collection of data was done through structured and semi-structured interviews. Letters of consent were
given to the participants. The interview questions were adapted from McAdams Interview Guide Protocol
and were modified by the researcher and further validated by an expert. Interview Guide Protocol (IGP) was
followed, using the using a four-step approach that entails: 1) Assuring that the interview questions are in
line with the research themes, 2) Developing an inquiry-based discourse, 3) Getting feedback about interview
protocols, and 4) Piloting the interview procedure are all steps in the interview process. The IGP method aids
in efforts to increase the validity of interviews used in qualitative research, which enhances the caliber of
information gleaned from such interviews. The chosen parents have undergone in-depth interviews both in-
person and via digital message in which their responses were recorded to ensure accuracy given that the
researcher was permitted by the participant. Hence, some parents preferred to give their responses through a
digital message because of valid reasons, such as inadequate time for interviews, and work obligations.
Data Analysis
The method proposed by Colizzi (1978) is the method used for this paper, and it is commonly used in other
disciplines such as the health sciences. Colizzi’s (1978) unique seven-step approach provides a systematic
analysis, with each step bringing you closer to the performance. The procedure is as follows:

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The researcher first became familiar with the information by reading all of the participant accounts several
times. Recognizing important statements is the second step. The researcher differentiated in this part any
assertions in the reports that are specifically connected to the topic under study. In the third stage, formulating
meanings, the researcher defined meanings particular to the phenomena that result from thorough analysis of
the significant statements.
The clustering of themes is the fourth phase. The researcher grouped the established meanings into themes that
are shared by all accounts in this step. Presuppositions were bracketed once more, particularly to avoid any
possible impact of established theory. The researcher’s detailed account of the phenomena, which incorporates
all of the themes generated in step 4 and is the fourth step, is created in the fifth step. The researcher distills
the thorough explanation into a succinct, compact statement that only includes the elements deemed crucial
to the phenomenon’s essential structure in the sixth step. The researcher then sent the fundamental structure
statement to all informants (or, in larger studies, a sub sample) to determine if it accurately reflected their
experience. This was done to verify the fundamental structure. He or she might go back and alter earlier study
steps in light of this feedback.
Trustworthiness and Credibility
The reliability of the real value of the result, as well as the transparency of the study’s methodology, determine
the utility and integrity of qualitative research findings (Cope, 2014). The phenomenological approach is a
method for identifying and describing basic life experiences without offering a superficial explanation
(Armstrong, 2016).
The replies of the participants were thoroughly reviewed and assessed for biases. The researcher examined the
participants’ statements to determine if they reflect their perspectives and experiences. Before and after the
interview, participants got a briefing and a debriefing. The researcher allowed the participants to assess what
they said during the KII to guarantee credibility. They were able to read their remarks and determine whether
or not what they meant was accurately expressed. In addition, the researcher was aware of the differences in
the participants’ responses. The researcher paid attention to how the participants acted and spoke. The
Interview Guide Protocol was used in the interview.
The researcher created a diagram that allowed any observer to follow the step-by-step course of the research,
via the decisions made and a process specified to ensure the verifiability of the results of the qualitative
research study. An audit trail is what we call this. An extensive strategy to show that theconclusions
are based on the participants’ accounts involves documenting how the researcher gathered and publicly
analyzed the data is known as an audit trail. The audit trail or confirmability audit verifies the researcher’s
interpretations (Rodgers & Cowles, 2002). This document shows that analysis, reduction, and synthesis were
performed on the raw data that were recorded (Carcary, 2009).
Ethical Considerations
Ethical considerations can be defined as one of the most significant sections of the analysis. The study will
be doomed to failure if this part is missing. It is necessary to include the informant’s voluntary participation in
the study. In addition, if they wish, informants are entitled at any stage to withdraw from the report.
Informed consent. It was prearranged by the researcher for the informants to sign and ensure their approval.
According to the principle of informed consent, participants must be given sufficient information and
participation is guaranteed by the researcher so they may comprehend the implications of participating and
decide whether to do so freely and without being under any duress.

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Privacy and anonymity. This was given utmost importance during the data gathering procedure; therefore,
the true identity of the informants was hidden in the transcript of documents through a code to encourage
secrecy. In addition, the researcher adapted to the participants’ needs, such as the time of the interview and the
process to be used. The researcher also allowed the participants to use their native language to provide more
data for them to deliver. As a protocol, the researcher was conscious of issues important to disclosure.
Confidentiality. The participants were assured that their responses and personal information will
stay confidential and not be disclosed to the public unless it is agreed upon.
RESULTS AND DISCUSSION
The outcomes and discussion of the three (3) objectives are presented in this chapter. The first is the parents’
perspectives on the new normal education system, the second is the challenges of parents when their
children shifted from face-to-face school learning to asynchronous distance learning, and the third is, the
contribution that parents give to their children’s studies under asynchronous distance learning. To tackle the
task, a thematic analysis was employed to compile all of the responses from the participants. A thorough
process of data familiarization, data coding, theme development, and modification was used to identify each
pattern.
Parents’ Perspectives on the New Normal Education System
A thematic analysis was employed to know with certainty the parents’ perspectives on the new
normal education system. Codes were identified, categorized, and thematically analyzed from the interview
transcripts of ten (10) parents residing in Barangay Colorado, Digos City. Three major themes were identified,
namely: Saddening due to the difficulty, Requiring a Positive Attitude, and Necessitating aPositive
Change Attitude and Mentality.
The first theme is identified as Saddening Due to Difficulty, this refers to the emotion felt by parents that have
been brought by the change of the education system in the new normal. Two sub themes were clustered from
the codes of the participants’ transcripts under this theme.
The first sub theme states the Difficulty in Managing Time. The response of participant 1 shows that he/she
has difficulty managing his/her time at work, doing housework, and teaching his/her child.
“Na sad jud ko kay dili jud lalim matunga ang oras para tudluan nako akong anak. Mo trabaho pako para sa
pang adlaw² tapos pag abot sa balay mag asikaso pako niya naa pajud ang mga bata para tudluan.
Lisod jud siya sa amoa isip isa ka ginikanan.” KI1Q1
(I was really sad because it was really difficult to divide my time teaching my child. I need to work every
day, and when I go home, I need to prepare food and do some chores and aside from that I still need to
teach my child. It’s really difficult for us parents.) KI1Q1
Aligned with the study of Schueler (2017), parents today are frequently concerned with life’s diversions and
rising responsibilities. Challenges such as professional obligations, personal problems, heavy parentingroles,
and dealing with them all at once decrease some parents’ capacity to actively engage in their children’s
education.
Additionally, Malone (2017), asserted that many low-income families have parents with a lack of education
and low self-efficacy; these parents feel that they do not have anything to offer with their children’s education
and they feel embarrassed with their insufficient skill-set.

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At length, due to their inability to support their children, lack of time and knowledge, and challenges
juggling obligations, learner motivation, accessibility, and learning results, parents have a typically
unfavorable attitude toward distant learning (Agaton & Cueto, 2021).
Parents are contemplating if they can commit enough time to facilitate their children’s education now that they
are learning at home. They have other growing duties that take up a lot of their time. Given this situation,
parents may prioritize the most important aspects of their lives and strive to cut back on other activities so that
they can devote more time to their children and properly fulfill their role as their children’s stand-in teachers
in asynchronous distance learning.
The second sub theme is Difficulty in Adjusting to the New Learning Environment. Participants 2, 3, 6, 7, and
9, have stated in their responses that their children have a hard time learning at home compared to at school.
“Naguol jud intawn kay, para jud sa akoa lahi ra gyud ng face-to-face nga klase kaysa karun nga online, kay
sa akoa jud nga na-obserbahan mas daghan ug mas maka-kat-on jud ang mga bata kung face-to-face ang
klase.” KI2Q1
(I was really sad, for me, it’s different when children are in face-to-face classes compared to the online classes
because, for me, I’ve observed that children learn better in face-to-face classes.) KI2Q1
“Kung dili na mamahimong posible ang Face-to-Face nga pagtuon sa mga bata, kaming mga ginikanan
medyo maguol mi kay padayon nga looy ang mga bata tungod kay wala silay klarong makat-unan, lahi ra jud
kung face-to-face na ilang klase kay mas dali sila makasabot kay aduna namay teachers nga magpasabot
nila ug magtudlo nila.” KI9Q1
(If face-to-face learning of children will no longer be possible, we parents are a bit sad because it will continue
to be a disadvantage for the children because they do not learn, face-to-face class is very different cause it’s
easier for them to understand cause teachers are there to explain and to teach.) KI9Q1
According to Zhong (2020), another important problem with online learning is the absence of appropriate
teacher-student interaction. Digital techniques are typically used to transmit concerns about an online course’s
material to the proper course instructor which requires a response time. As a result, students who prefer tactile
learning will not find virtual classrooms interesting.
Furthermore, traditional classroom socialization is not possible in online learning. Students are only partially
involved in the digital learning environment and only use technology to connect with their peers. Due to
important factors including technical issues, a lack of organization, disruptions, challenges withdoubt
clarification, and a lack of passion and motivation to learn lessons every day reduce the effectivenessof
distance learning (Nambiar, 2020).
The mentioned difficulty in adjusting to the new learning environment was unveiled as a specific challenge
recognized by parents that caused them to perceive that the new normal education system is saddening. The
data has revealed that parents are concerned about seeing their children having a hard time adjusting to the
new learning environment. Thus, by identifying this underlying concern, parents may create a routine that will
assist their children to assimilate their new learning environment, as routines help children establish familiarity.
Requiring a Positive Attitude
The second theme is Requiring a Positive Attitude. This refers to the positive mindset and attitude that

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parents perceived as important things to be given to their children who are adjusting to the new normal
education system. Three (3) sub themes were drawn from the clustering of codes from the participants’
transcripts under the second theme.
The first sub theme is Understanding and Having More Patience. Participant 1 stated that he/she has learned
to give his/her patience and understanding to his/her children because he/she knows that they are experiencing
a difficult situation.
“Ang pagsabot sa ilaha ug mas taas nga pasensya, mao jud akong nakat-unan kay dli jud lalim ang ilahang
mga naagian karun. Lisod jud ng mag eskwela ta nya walay mo discuss sa atong mga lesson, kanang nag
eskwela ra ta nga murag walay padulngan. Lisod mag tuon nga walay mutudlo sa imoha, wlay magpasabot
walay laing motabang.” KI1Q1
(Understanding and having more patience, that’s what I’ve learned because their experiences are not easy
now. It’s hard for them to study without someone to discuss their lesson, it’s like they’re studying without
clear direction. It’s hard to study without someone to teach you, someone to explain the lesson to you, and no
one to help you.) KI1Q1
This is consistent with the study of Reimers et al. (2020), which found that the COVID-19 outbreak caused
psychosocial problems and other educational issues, which had an impact on students’ learning aspirations
because they lost interest in and focus on completing their academic goals. Since students are facing a
variety of difficulties that could affect the country’s social and educational recovery from crises, the institution
must confront this depressing reality among students. Students’ unpleasant experiences might exacerbate
social divides by causing them to lose interest in learning.
According to numerous studies, the epidemic has harmed students’ mental health (Kecojevic et al., 2020).
Home problems that students have been struggling with recently include melancholy, anxiety, poor internet
access, and a bad learning environment. By easing their children’s anxiety and discomfort in such
circumstances, parents can serve as a source of comfort for their children.
Moreover, in order to help their children deal with their anxiety, parents can also engage in conversations with
their children. It has been advised that parents receive training on how to support their children emotionally
when things are uncertain (Wang et al., 2020).
Parents believe that they must provide a deeper level of understanding and patience in caring for and attending
to their children’s needs. They are well aware of their children’s double hardship. This allows parents to create
an environment at home that makes children feel safe, respected, and understood, thiswould help children
cope effectively with the sudden change in their routine and environment.
The second sub theme is Being Responsible. Participant 4 has stated that students and parents must work
together responsibly for children to succeed in school.
Akong nakat-unan nga importane gyud nga ang mga ginikanan lakip na ang kabataan na kinahanglang
mamahimo jung responsable aron maka lampos sa pag tungha.” KI4Q1
(I have learned that it is very important that parents including children have to be responsible to succeed in
school.) KI4Q1
Parental involvement in school has long been heralded as an important and positive variable in children’s
academic and socio-emotional development. Empirical studies have shown a favorable relationship between
parental participation in schooling and academic accomplishment (Pérez Sánchez et al., 2013; Tárraga et al.,
2017), as well as increasing children’s self-esteem and academic performance (Ross, 2016).

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Together with their children, parents must be responsible. When youngsters observe their parents completing
their responsibilities admirably, they can imitate them. Parents are the most influential role models for their
children; thus, their actions matter and have an impact on how they perceive things. Additionally, parents can
participate in their children’s school activities while also including them in household responsibilities and
instilling in them the importance of completing tasks.
The third sub theme is Hard Work and Being Resourceful. Participants 6 and 9 have stated that they’ve learned
the importance of hard work and being resourceful for both parents and children in the neweducation system
to attain success.
“Daghan ang kalisdanan nga ilang nasinati, kinahanglan gyud na magkugi ug dapat resourceful.” KI6Q1
(They have experienced a lot of hardships; they really have to work hard and be resourceful.) KI6Q1
“Ang nakatunan namo sa sa tanang kalisdanan nga nabatian sa among mga anak isip resulta sa sa bagong
pag paagi sa pagtuon karon mao ang pagtabang sa mga anak sa pagsabot bisan pa man sa kabusy sa mga
ginikanan.” KI9Q1
(What we’ve learned from all the difficulties our children experience as a result of today’s new way of learning
is to help children understand their lessons no matter how busy the parents are.) KI9Q1
According to Waters et al., (2014), in order to ensure that a specific academic program is completed,
parental engagement is required which is broadly defined as all sorts of support provided to children who
are of school age by parents, and guidance counselors, or other caregivers.
Parental involvement has big affluence on learners’ educational success. Additionally, parents have mentioned
that they have to deal with more homework now, including explaining worksheets and other assignments
(Bunijevac & ?uriši?, 2017). Parents and children who are learning at home must be resourceful and look for
educational materials both locally and online. Hence, resourcefulness enables people to face challenges
creatively and find solutions which is a determining factor to success (Nanquil, 2021).
Hard work pays off. This is one of the most crucial lessons that youngsters should learn. Knowing this will
help them understand that nothing comes easy and that hard work is required to achieve their goals.
Additionally, being resourceful is a skill that young people need to cultivate. Learning how to solve their
own problems and make independent decisions will enable them to work independently and become self-
reliant. Parents can instill these ideals in their children by conversing with them and maintaining a strong
relationship with them.
Necessitating a Positive Change in Attitude and Mentality
The third theme is Necessitating Positive Change in Attitude and Mentality. This refers to the positive outlook
of parents on the new education system in the new normal. Three (3) sub themes were drawn from the
clustering of the coded transcripts.
The first sub theme is Giving Time and Support, Participants 2, 3, and 4 realized that parents must give plenty
of time and support to their children, especially in the current situation.

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“Isip usa ka ginikanan, kung gusto gyud nimo nga tabangan imong anak anak nga makatkat-on ikaw mismo
nga inahan maningkamot sad kay kung dili ta maningkamot unsa nalang makita sa atong mga anak sa atoa.
Dapat kung pwde gahinan gyud nato ug panahon atong mga anak, labaw na karun nga nagka-anam nasad
ug ka modernize ang atong palibot.” KI2Q1
(New normal education has a huge impact on my view of everything. For example, as a parent if you want
to help your child learn, you as a parent must also strive because if not, what will our children see in us?
We should spend time with our children, especially now that our environment is becoming more and more
modernized.) KI2Q1
“Tungod sa new normal nga education, dako kaayong epekto sa atong matag adlaw nga kinabuhi, sa una nga
face-to-face pa ang klase kinahanglan nato mobangon ug sayo sa buntag, usahay mag guol ta kaywalay
ta’y ikahatag nga pamilite or balon sa atong mga anak. Karun nga bag o na atong pamaagi sa p ag eskwela,
kinahanglan nasad nato nga mas atimanon pa gyud nato atong mga anak, kay naa ra sila pirmi sa atong
panimalay.” KI3Q1
(The new normal education has hugely impacted our daily lives, in a face-to-face class, we have to get up
early in the morning, and sometimes we get worried that we won’t be able to give our children their allowance
for their fares and food. Now, that that there is a new way of learning, we need to take bettercare of our
children because they just stay at home.) KI3Q1
This links to the study of Mapp and Kuttner (2018), that parental guidance is crucial in completing self-
learning modules. Their guidance would enable students to positively understand their lessons. Also, in the
study of Luaña (2021), it shows that parents instruct their children in answering modules in a variety of
ways, such as explaining things, providing examples, correcting incorrect answers, ‘Googling’ the answer, and
directly providing the right answers.
Parental involvement in completing school tasks is highly encouraged; nonetheless, it is becoming more
apparent at present that children cannot receive direct and personal teaching from their teachers. The current
educational scenario highlights the importance of parents participating actively in their children’s education.
The second sub theme is Extending Patience and Understanding. Participants 1 and 8 have stated that as
parents, the current situation has allowed them to understand their children better and lengthen their patience.
“Dagdag trabaho man gud siya so sa dili malikayan nga mag init ang ulo nako sa pagtudlo sa mga bata
kay daghan kaayo kog gina huna huna, maong usahay di jd malikayan na makasab-an sila tungod kay di
maminaw. Tungod ani na paagi naningkamot ko na mo taas akong pasensya para sa mga bata para
magtudlo.” KI1Q1
(It’s extra work so it’s inevitable to lose patience in teaching the children because I am thinking of a lot of
things that’s why sometimes it’s inevitable that I get to scold them when they won’t listen. Because of this, I
try to have a lot of patience in teaching the children.) KI1Q1
“Nabag-o ang lifestyle. Mas nasabtan nako akong mga anak.” KI8Q1
(Our lifestyle has changed. I now understand my children better.) KI8Q1
This is aligned with the study of Collins and Laursen (2019), students’ educational engagement is improved

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through positive reinforcement.
As students, parents, and teachers undergo the adjustment to the new situation, the discussion has shown
that there is also a necessity to change the attitude and mentality to adapt constructively to the change. Parents
are now more than ever needed by their children to stand by them and give their time, patience, and
understanding. Parents are role models for their children, and they draw strength from them. If parents can
deflect negative thoughts and instead foster positive thinking, they may teach their children that their
situation is not as awful as they think it is, and that there is always a solution to any problem.
The Challenges of Parents when their Children Shifted from Face-to-Face School Learning to Asynchronous
Distance Learning
To ascertain the challenges of parents when their children shifted from face-to-face learning to asynchronous
distance learning, a thematic analysis was done. From the interview transcripts of ten (10) parents residing in
Barangay Colorado, Digos City codes were identified, categorized, and thematically analyzed. Three (3) major
themes were identified namely; Becoming Passive, Disinterest in Studies, and Constraints and Limitations.
Figure number 2 presented the three themes formulated under this research objective.
Becoming Passive
The first theme is Becoming passive. It refers to the lack of drive of students to learn in asynchronous distance
learning. One sub theme was found from the clustering of the different codes based on theparticipants’
transcripts.
This one sub theme is Losing Interest. Students lose their drive to learn in asynchronous distance learning.
Participants 1, 2, 3, 4, and 7 have stated that enticing students drive to learn is really difficult for them as
parents.
“Lisod jud siya kay nahimo nakog inahan ug magtutudlo niya sa mga module niya. Naa pay gahi kayog ulo
tudluan pati ako maglabad ang ulo ig magtudlo sa akong anak. Gina tun-an pd nakog apil ang lesson sakong
anak kay para matudlo nakog tarong sa iyaha.” KI1Q2
(It’s really difficult because I became a mother and a teacher that teaches my child with his modules. My child
is also stubborn to teach so I would lose patience with him. I am also studying the lesson of my child for me
to be able to teach my child properly.) KI1Q2

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“Isa sa mga kalisdanan ang pag engganyo sa mga bata nga mag buhat sa ilang mga buluhaton o module.
Lisod usab ang pag giya kanila labi na nga lisod ang ubang subject.” KI4Q2
(One of the difficulties is enticing children to work on their assignments or modules. It is also difficult to guide
them, especially since other subjects are really difficult.) KI4Q2
Parallel to the study of Nambiar (2020), students find distance learning less interactive with little to no
social interaction with peers and teachers. Thus, this situation makes them feel bored and lazy.
Because their environment and routines have changed dramatically, students are losing their enthusiasm for
learning, and it is expected that they would adopt a negative attitude or demonstrate that they can just ignore
their tasks. Parents are concerned about this fact; nevertheless, they should not be discouraged; instead, they
can design game activities in addition to schoolwork, so that children will like doing both and simply
experience the ease of play.
Disinterest in Studies
The second theme is Disinterest in Studies. This refers to the factors that fuel the students to feel disinterest
in their studies. Two sub themes were drawn out for this theme from the codes clustered from participants’
transcripts.
The first sub theme is Getting Distracted. Different distractions are present at home that divide the students’
focus and attention from learning. According to Participants 1, 5, 7, 8, 9, and 10, their children’s focus on
studies is disrupted by the distractions present in their homes.
“Daghan ug distractions like mag dula ug cellphone lisod kwaon ang iyang atensyon labaw na dili pd ko
pirmi maka pukos sa iyaha ug tudlo.” KI1Q1
(Lots of distractions like playing phone games make it hard for me to get my child’s attention, especially since
I can’t always focus on teaching him.) KI1Q1
“Dako jud ng epekto sa konsentrasyon sa mga bata kining distance learning learning nga pageskwela nila
kay tungod naay mga panahon nga dili sila ganahan mag-answer labi na kung naay mga kadula.” KI9Q2
(This distance learning has a huge effect on children’s concentration because there are times that they don’t
want to answer, especially when they have their playmates.) KI9Q2
This is consistent with the study of Bijeesh (2017), that learning at home increases the chance of getting
distracted and losing track of school activities. Finney & Atkinson (2020), also claimed that children’s
access to play in the environment that they are in results in limited focus.
Distractions occur when you are working on something that requires your whole focus. Now that they are in
the comfort of their own homes and are exposed to their friends, playmates, gadgets, and mobile apps, children
are more prone to become distracted and derailed from what they should be doing. Play is an excellent stress
reliever and essential for a child’s holistic development, so it may still be a part of their daily routine only if
parents keep a clear line between play and study.
The second sub theme is the Inability to Answer their Modules. This sub theme expresses that students are
having a difficult time answering their modules. Participants 2, 3, 4, and 10 stated that the children are finding
their modules difficult to answer and it drives them to lose interest in completing it.
“Isip usa ka ginikanan, isa sa mga problema nga akong nabatian sa diha nga nagsugod na ang asynchronous
distance learning o online learning kay nag guol ko kung unsaon nako pagtabang akong mga

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anak, ilabina nga hantod elemenatary ra pud intawn akong nahuman sa pag eskwela.” KI2Q2
(As a parent, one of the problems I have encountered when the asynchronous distance learning or online
learning started is that I was worried about how am I going to help my children, especially since I’ve only
finished elementary school.) KI2Q2
“Usahay mawad-an jud siya ug gana nga muanswer sa iyang homework o mubuhat sa mga activities kay
wala lagi daw gihapon siya kasabot. Kung pugson sad nako siya muhilak man siya, mabahin sad iyang
konsetrasyon kay gusto magTV nalang or magdula kauban ang ubang bata. “KI10Q2
(Sometimes he loses his drive is answer his homework or do his activities because he doesn’t understand them.
When I force him, he would cry, another thing is that his concentration would be divided because he’drather
watch TV or play with other children.) KI10Q2
This is similar to the study of Nanquil (2021), claiming that one of the difficulties parents have is their
children’s incapacity to respond to their learning materials since they are uninformed of the lessons and they
receive less encouragement and motivation.
This problem really requires attention and a solution. Parents are seeing and hearing their children complain
about the difficulty of their learning modules and their incapacity to fully understand their lessons. While
parents who do not have adequate knowledge about the subject matter also cannot offer their help. Parents
could make research on the internet about the subject matter, or extend their queries to the teacher directly.
In addition, teachers and policymakers may review their modules and assess their suitability for students’
levels, as well as study their effectiveness.
Constraints and Limitations
The third theme is Constraints and Limitations. This refers to the specific constraints and limitations of the
parents in helping their children in asynchronous distance learning. Three (3) sub themes were found from
the clustering of different codes from the participants’ transcripts under this theme.
The first sub theme is Lack of Knowledge. This refers to the parents’ inadequate knowledge about their
children’s lessons which limits their capacity to help their children. Participants 1, 4, and 10 have stated that
there are times they couldn’t help their children in their lessons due to their lack of knowledge about the lesson
topic.
“Malisod ang pag tudlo kanila hilabi na kung wla sab koy ideya sa mga topics nga anaa sa module.” KI4Q2
(It is difficult to teach them especially if I also have no idea of the topics covered in the module.) KI4Q2
“Usa ka kalisdanan kay naay mga buluhaton nga maglisod jud akong anak ug sabot, unya kung pangayuon
niya ang akong tabang naa say panahon nga dili nako masabtanan ang lesson so wala sad koy matabang
niya.” KI10Q2
(One of the greatest struggles are the activities that my child finds difficult to understand, and when he’d
ask for my help, there are times that I also cannot understand his lessons.) KI10Q2
This is aligned with the study of Parczewska (2020), stating that parents highly doubt their effectiveness
standing as a teacher because of their inadequate knowledge and familiarity with their children’s subject
matter. In addition to this, the study of Malone (2017), revealed that many low-income families have parents
with a lack of education and low self-efficacy; these parents feel that they do not have anything to offer with
their children’s education and they feel embarrassed with their insufficient skill-set.

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It is a reality that not all parents possess the knowledge and skills necessary to help their children as they
master various subjects. Other parents are perplexed as to how they may help their children if they lack the
necessary skills. In this circumstance, parents can browse several books or the internet to find the information
that they require.
The second sub theme is Time Constraints. This refers to the challenge of parents in meeting their
house obligations and assisting their children in their lessons. Participants 2, 3, 7, and 9 stated that they are
unable to help their children in answering their modules because they are busy with other obligations like work
and doing house chores.
“Daghan jud nga mga kalisdanan ang akong naagian, kanang maglisod ko unsaon pagpasabot sa ilaha kung
unsay pasabot ana ilahang lesson, naa sa’y panahon nga dili na nako maatiman sila kay tungod sa kabusy,
naglibog nako kung unsa akong unahon ang trabahuon sa balay ba, ang trabaho nako or ang pagtabang sa
ilahang mga module.” KI2Q2
(I went through a lot of difficulties, I had a hard time explaining to them what their lesson was, there was a
time when I couldn’t take care of them anymore because I was busy, I was confused about what to do first,
the house chores or to help them with their modules.) KI2Q2
“Pait kaayo kay unsaon nalang pagsabay sa buluhaton sa balay ug pag-tudlo sa anak.” KI7Q2
(It’s too hard cause how would it be possible to keep up with housework and teaching a child at the same
time.) KI7Q2
This is aligned with the study of Schueler (2017), parents today are frequently concerned with life’sdiversions
and rising responsibilities. Challenges such as professional obligations, personal problems, heavy parenting
roles, and dealing with them all at once decrease some parents’ capacity to actively engage in their children’s
education.
Parents who can connect to time constraints may have to work harder to meet the expectations of asynchronous
distance learning. Their children are in desperate need of their devotion and involvement right now. Regardless
of how busy they are with their jobs and domestic chores; parents must always make timeto check their
children’s academic progress and be available when children ask for their assistance.
The third sub theme is Hard to Motivate Students. This speaks about the problem of parents in
motivating their children to learn in asynchronous distance learning. Participants 5 and 8 have mentioned
that they struggle in motivating their children to study their lessons and answer the given activities.
“Naglisod kog motivate sa ilaha nga magtuon. Unya-unyaon ra ang mga aktibidades nga anaa sa mga
modules.” KI5Q2
(I have a hard time motivating them to study. They would just neglect the activities in their modules.) KI5Q2
“Maglisod ko ug motivate sa akong mga anak na sabton jud.” KI8Q2
(I struggle in motivating my children to understand their lessons well.) KI8Q2
This is constant with the study of Cazan (2015), asserting that feeling Students who lack motivation often
exhibit boredom, laziness with regard to their responsibilities and schoolwork, and a passive attitude toward
their studies.

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Being motivated is difficult to do if a person is faced with a difficult and overwhelming situation. Students’
decreasing motivation to perform their school tasks is a manifestation that they are going through a hard
time. Parents can aid this by using various motivational strategies to rekindle and relive their children’s
enthusiasm for learning.
The Contribution that Parents Give to their Children’s Studies under Asynchronous Distance Learning
To ascertain the contribution that parents give to their children’s studies under asynchronous distance
learning, a thematic analysis was employed. From the interview transcripts of ten (10) parents residing in
Barangay Colorado, Digos City, codes were identified, categorized, and thematically analyzed. Three (3) major
themes were identified namely; Extrinsic and Intrinsic Motivation, Giving Support, and Constructinga
Support System. Figure number 3 shows a clearer presentation of the three themes in relation to this objective.
Reinforcing Extrinsic and Intrinsic Motivation
The first theme is Reinforcing Extrinsic and Intrinsic Motivation. This refers to the ways that parents do to
motivate their children to continue their studies under asynchronous distance learning. Two sub themes were
found from the clustering of different codes based on the participants’ transcripts.
The first sub theme is Giving Rewards. Participants 1, 4, 5, 8, and 10 stated that they give their children rewards
such as food and leisure to keep them motivated.
“Gina dasig nako siya sa pamaagi na naa koy premyo like ilaag nako siya pag dominggo ba na gusto niya
para maningkamot siyag toun pud.” KI1Q3
(I encourage my child in a way that I have a prize like I would promise to take him out for leisure every Sunday
for him to strive to study.) KI1Q3

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“Usahay ginaingnan nako siya nga palitan nako siya sa iyang gusto pag mahuman niya iyang buluhaton.”
P10Q3
(Sometimes I tell him that I would buy him what he wants when he finishes his work.) KI10Q3
This is constant with the study of Majidova (2022), the role of giving rewards (extrinsic) as motivation in
teaching and learning fuels the students’ interest to strive further despite the perceived challenges in the
process.
Giving children tangible prizes will help them feel accomplished. Children enjoy challenges that allow them
to demonstrate their competitiveness, which will encourage them to put in extra work and be eager to reach
their goals. Parents can use a variety of strategies to motivate and rekindle their children’s excitement.
The second sub theme is Giving Words of Encouragement. Participants 2, 3,6, 7, and 9 mentioned in their
responses that they motivate their children by constantly talking to them and making them understand why
they need to study hard.
“Gina istorya gyud nako akong mga anak, ginapasabot nako sa ilaha kung unsa ka importante nga
makahuman ug eskwela. Kung unsa man ang problema nga naagian nila karun sa ilahang pag eskwela, gina-
motivate nako sila.” KI3Q3
(I talk to my children; I explain to them how important it is to finish school. Whatever problems they are going
through now in their studies, I motivate them.) KI3Q3
“Ginadasig namo among mga anak pinaagi sa pagsulti nila nga ‘Nak, paningkamot jud mo sa pagsabot ug
pag answer sa modules Ninyo aron duna moy makat-unan bisan paman sa kalisod.” KI9Q3
(We encourage them by telling them ‘My child, you have to strive hard to understand and answer your modules
for you to learn despite the difficulties.) KI9Q3
Intrinsic motivation contributes to high-quality learning and innovation. In relation to this, Dunggal et al.,
(2021), stated that intrinsic motivation such as giving words of encouragement is an important educational
phenomenon, this can positively increase the level of student engagement and uplift students’ courage and
self-confidence.
In education, research has demonstrated that intrinsic motivation reinforcement has a positive influence on
students. Immediate facilitators and family members can encourage their children to freely express their
feelings, and parents must provide their children with a sense of security and assurance. In conclusion,
encouraging techniques like this can make students stay positive rather than disheartened.
Giving Support
The second theme is Giving Support. This refers to the kinds of support that parents give to their children
studying under asynchronous distance learning.
Two sub themes were found from the clustering of different codes from the participants’ transcripts.
The first sub theme is Extending Help. Participants 2, 5, 7, and 10 have stated that they extend their assistance
to their children in doing their school activities and homework and explaining their lessons to them.
“Para sa akoa ang dakong tabang nga akong na-contribute sa ilang pag eskwela kay ang pag guide sa ilaha,
pagtabang kung unsaon nila, pag pasabot sa ilaha kung unsay pasabot ana ilahang mga lesson.”

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KI2Q3
(For me, the biggest help I have contributed to their schooling is guiding them, helping them how to do their
school work, and explaining to them what their lessons mean.) KI2Q3
“Una, ako ang nagapalit ug mga materyales. Ikaduha, kung naay project nga kinahanglan ug gupit-gupit sa
papel, ako nalang ang mag-gupit para makatabang ko niya.” KI5Q3
(First, I buy materials. Second, if there is a project that needs to be cut out of paper, I cut it myself in order
to help them.) KI5Q3
This is constant with the study of Howard et al., (2021), one method parents may make a good difference in
their children’s education is by helping them with their schoolwork at home. Children who have parents
who read to them, give assistance in doing homework, and use tools provided by teachers to coach them
perform better academically than those children who don’t.
Furthermore, Cepada & Grepon (2022), asserted that students are found to have more confidence and excel
in school when their parents assist them with their school work, attend school activities, monitor their status,
and support them with their capacity.
When children are able to see that their parents support them in all of their life goals and that they receive
adequate attention and support, they will be more motivated to work harder. When they have their strongest
supporters, they will believe that everything is possible. Thereby, parents must constantly provide this to
their children unconditionally.
The second sub theme is Providing Financial and Material Assistance to their children. Participants 3, 4, 6,
8, and 9 have mentioned that they provide for their children’s material and financial needs for them to complete
their school activities, projects, and homework.
“Ang paghatag sa iyang mga panginahanglan sa iyang pag-eskwela labi na sa pinansyal.” KI6Q3
(My key contribution is providing for his schooling needs, especially in financial.) KI 6 Q3
“Sa pagbuhat sa mga homeworks, project ug uban pang mga activities, ang pinakadakong tabang namo sa
among mga anak is palitan ug andamon ang mga kinahanglanong gamit nga gikinahanglan sa bata.”
KI9Q3
(In doing homework, projects, and other activities, our biggest help to our children is to buy and prepare
the necessary items that our child needs.) KI9Q3
In the study of Machebe et al., (2017), it is found that parental financial support matters in uplifting
children’s academic performance Thus, parental support in material, emotional and financial are important
factors in sustaining students’ motivation to learn (Mahuro & Hungi, 2016).
Financial and material aid from parents is extremely beneficial to their children. Children will learn that no
matter what happens in their lives, there will always be people willing to help them and that they do not
have to carry all of their worries alone. Students who recognize their critical need for parental support and
concern can communicate this to their parents openly and express their great desire to strengthen their ties with
them.
Constructing a Support System

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The third theme is Constructing a Support System. This refers to the importance of students having a
support system in their studies in the current situation. Two sub themes were found from the clustering of
codes from the participants’ transcripts.
The first sub theme is Support in the Absence of Teachers. Participants 1, 5, 8, and 9 stated that their
children need their support and guidance more, now that teachers are not there to help them anymore.
“Importante jd kaayo na mo tabang tang mga ginikanan kron sa pagskwela sa mga bata kay walay maestra
nga mo tudlo sa ilaha kundi kita lang. Lisod silag sabot sa lesson maong kinahanglan jud naay guidance sa
mga ginikanan para maka kat on jud sila ug dili ma behind ilang nahibal an sa pag abot sa panahon na
magbalik na sa skwelahan.” KI1Q3
(It’s very important that we parents would help our children now in their studies because teachers are no
longer able to teach them but us only. They have a hard time understanding the lesson so they need
guidance from their parents for them to learn, and not fall behind in their studies when the time comes that
they have to go back to school.) KI1Q3
“Importante kaayo na involve jud ang ginikanan sa pag-eskwela sa ilang anak kay una, wala ang presensya
sa magtutudlo. Ako mismo ang mibarog isip usa ka magtutudlo.” KI5Q3
(It is very important that parents become involved in their children’s education now, because firstly, the
teacher’s presence is not possible in the current situation. I stand as a teacher.) KI5Q3
Consistent with a study of Zhong (2020), the absence of sufficient instructor interaction is another significant
issue with online learning. Additionally, children may be reluctant to ask questions on-screen or the internet
may be too slow to allow them to do so, therefore all inquiries are aimed at the parents, some of whom have
chores to complete at home. (Bhamani et al., 2020).
Now that students can no longer easily speak with their teachers, parents must be able to bridge the
communication gap. Parents must actively participate in their children’s education if they want them to learn
at home. Assisting them, explaining their lessons, and answering their queries are all part of this. Parents must
be able to match this need because their children are increasingly reliant on them.
The second sub theme is Support in Challenging Situations. Participants 7, 3, 2, and 4 mentioned that they
realize the importance of parental care, guidance, and support to be given to their children as they are going
through a difficult and challenging situation now.
“Ang pagpakabana sa mga ginikanan sa pag eskwela sa ilahang mga anak kay importante jud kaayo, kay
kung nakita sa atong mga anak nga ginatabangan nato sila, marealize na nila nga wala sila gipasagdan luyo
sa sitwasyon karun.” KI2Q3
(The concern of parents in educating their children is so important because when our children see that we
are helping them, they will realize that they are not neglected in the current situation.) KI2Q3
“Sa sitwasyon nato karun, importante kaayo ang atong pagpakabana or kanang pag-guide nato atong mga
anak samtang sila nagtuon kay dili pud na lalim ilahang giagian.” KI3Q3
(In our current situation, we must give participation and guide our children as they study because they are
going through a challenging situation.) KI3Q3
According to Kecojevic et al., (2020), at home, students are dealing with a variety of problems, such as

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melancholy, anxiety, poor internet access, and a bad learning environment. Students’ unpleasant experiences
might exacerbate social divides by causing them to lose interest in learning. Various research has found that
the epidemic has harmed students’ mental health.
People require a support system, even more, when confronted with a challenging and uncommon
scenario. Adapting to new conditions may be stressful for anybody, particularly children who are still learning
to swim in a sea of unknowns. Securing them and soothing their fear, talking to them, andempowering their
attitude will go a long way toward allowing them to embrace hope and continue their journey despite the bad
circumstances.
SUMMARY, IMPLICATIONS, RECOMMENDATIONS
A summary of the full study is provided in this chapter. The findings are supported by the study’s goals.
Recommendations are based on the issue this study looked into.
Summary
This study aims to determine the parents’ scope of involvement in their children’s study in asynchronous
distance learning as a new learning modality. This study used a qualitative phenomenological approach, to
characterize the phenomenon with accuracy. Structured and semi-structured interviews were used to gather
data.
To ensure the credibility of the data, In-depth Interview (IDP) and Key Informant Interview (KII) was utilized.
Results showed that the parents’ perspectives on the new normal education are revealed in three (3) major
themes namely; Saddening Due to Difficulty, Requiring a Positive Attitude, and Necessitating a Positive
Change in Attitude and Mentality. While the issues or challenges of parents when their children shifted from
face-to-face learning to asynchronous distance learning revealed three major themes namely; Becoming
Passive, Disinterest in Studies, and Constraints and Limitations. Whereas the contribution that parents give to
their children’s studies under asynchronous distance learning exposed three (3) major themes namely;
Reinforcing Extrinsic and Intrinsic Motivation, Giving Support, and Constructing a Support system.
Implications
This section discusses the study’s implications for parents’ perspectives, challenges, and contributions to
asynchronous distance learning implementation. This research provided a way to better understand the parents’
roles and the scope of parental involvement in children’s education particularly in asynchronous distance
learning. In this study, it was discovered that parents are having significant issues managing their children’s
academics at home and are concerned about their ability to perform their duties effectively. This

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just emphasizes the importance of schools, instructors, and other stakeholders working together to enhance
and implement distance learning modalities successfully and ensure their quality and efficacy.
The results of this study could be used to provide more channels and strategies for guiding parents to becoming
successful facilitators at home. Also, create communication aids so that these parents may properly
communicate their concerns to the school and teachers and receive a prompt response.
Recommendations
Based on the themes, educational officials from the Department of Education (DepEd), school leaders,
instructors, and parents may find this beneficial in establishing relationships amongst stakeholders in the
implementation of distance learning modalities, Parents’ involvement and concern, school administration’s
support, planning actions for improvement and aid formulation will all help to resolve and reduce the
fundamental issues of distance learning modalities, notably asynchronous distance learning.
Department of Education. The Department of education can develop programs and collaborate with the
government to provide the necessary instruments for asynchronous distance learning, such as tablets,
cellphones, and other devices. Thus, provide teachers training on digital and remote learning skills.
School Administrators and Policymakers. The School Administrators and Policymakers may establish explicit
guidelines and instructions for evaluating learners’ self-learning modules. And provide ongoing guidance and
improvement strategies in facilitating distance learning for teachers and for parents as teachers.
Teachers. Teachers may make ways to maintain open and active communication with the parents in order to
provide adequate guidance on how they could be effective facilitators in their children’s studies and respond
to their concerns at all times.
Parents. Parents may contribute to their children’s education not only financially, and materially, but
holistically. They may offer unending support, motivation, care, love, and time to their children as they face
challenging and depressing situations.
Students. The students may establish open and honest communication with their parents on what their needs
are in asynchronous distance learning.
Future Researchers. Future researchers can perform a study to identify the aspects that parents are most
likely to overlook when supporting their children’s academics in asynchronous distance learning and the
associated causes.
ACKNOWLEDGMENT
As the researcher of the study, she would like to express her deepest gratitude to the following personalities
who have made the accomplishment of this study possible.
To Dr. Augie E. Fuentes, College President, who has permitted her to perform the study. Her
agreement paves the door for the study’s goal to be realized.To Ana Marie J. Matalines, Ph.D., her thesis
adviser, for her valuable suggestions, encouragement, and motivation. Her level of expertise is something
that the researcher will strive to achieve.
To Miss Cindy B. Rosil, Ed.D., chairwoman; Miss Sheena Grace B. Enfesta, MPsych, member; Mr.
Nel R. Panaligan, MSIT, member, for their thoughtful advice on how to increase the quality of her research.
Their expert suggestions helped the researcher recognize the flaws in her research and focus her

Asynchronous Distance Learning Parents’ Purview | IJRISS

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