A non-government organization devoted to poverty reduction seeks opportunities to improve the learning experience among low-income students. This research program was designed to understand the critical role of parents in children’s education during the pandemic and beyond, and to provide them support in overcoming challenges as they assist their children to achieve their academic goals.
A mixed-method case study approach was used to observe and interview parents with intermediate-level children enrolled in public elementary schools. In-depth interviews were conducted with parents, their children, and their identified secondary support to obtain narratives about how learning occurred at home during the pandemic, and the adjustments made during face-to-face classes.
User Personas identified two different parent profiles based on their level of involvement in their child’s education, shaped by their personal experience as students and their current status in life
Jobs to be Done Framework explored the value of education and markers of success among low-income families
Learning Journey identified gaps in the education system that parents try to fill, and the education-related values and motivation strategies employed across the learning journey
Among Filipinos, a college diploma provides an individual with greater opportunities for upward mobility and protection against unfair treatment. It is considered a valuable legacy passed on by parents, a personal achievement that cannot be taken away, and an agent to develop the confidence to succeed in life.
The main marker of academic success is character development, demonstrated through the manifestation of values such as discipline, independence, diligence, ability to step out of one’s comfort zone, a positive outlook on education, achievement of academic goals, and dreams and aspirations for a brighter future.
The pandemic provided parents with a clearer perspective of their children’s capabilities and academic limitations. Parents who recognize and appreciate their children's strengths and talents help foster a positive mindset that encourages their children to capitalize on what they are good at and set realistic academic goals.
During the pandemic, parents took on the role of learning facilitators as they became more involved in their children’s education. Post-pandemic, they will continue to play an active role in their children’s learning as a provider of peripheral support.
During the pandemic, parents found it challenging to fulfill their role as learning facilitators because of: difficulty in understanding academic concepts, lack of training in teaching skills, lack of reliable sources of information to teach concepts and work on module activities, difficulty in balancing teaching and accomplishing daily routines, and the home environment that is not conducive to learning.
Parents received various forms of support to ease their burden: teaching assistance from family and community members, online resources and materials, consultations and training sessions with teachers, DepEd's "Bayanihan E-Skwela" program, and LGU-provided devices for the students.
Parents sought additional assistance in the following areas: financial support in the form of scholarships, LGU-led reading and literacy programs, access to government facilities such as libraries and computer labs, community tutors providing remedial classes, and a security program for their children when traveling to and from school.
