FOREIGN LITERETURE

According to Zhang, & Jiang, 2020). https://files.eric.ed.gov/fulltext/EJ1259928.pdf

When parents and children work together on
learning activities, their bonding strengthens
because they are able to spend more time
together. In such situations, parents can
become a source of comfort for their children
by soothing their discomfort and stress. They
can also participate in dialogues with their
children to help them cope with their
nervousness. Parents should be taught how to
provide emotional support to their children
during times of uncertainty.
https://www.ejmste.com/download/the-effect-of-blended-
learning-in-mathematics-course-4688.pdf
https://www.ajqr.org/download/parents-experiences-with-
education-during-covid-19-school-closures-8471.pdf
https://www.ejmste.com/download/learning-mathematics-
home-during-covid-19-insights-from-two-inquiry-focussed-p
schools-10830.pdf
https://commons.hostos.cuny.edu/mtrj/wp-
content/uploads/sites/30/2020/10/v12n3-The-Effects-of-On
Mathematics-Learning.pdf
https://files.eric.ed.gov/fulltext/EJ1285336.pdf

Struggling students sometimes grow irritated

and discouraged in difficult courses such as
mathematics and physics. Traditional methods
of instruction take all students through the
curriculum at the same rate, regardless of
mastery. Individual children are frequently
overlooked by classroom teachers, who have
limited time to assist them, and pupils
frequently have no one at home to turn to for
help. The final consequence is student
dissatisfaction, which leads to incomplete
homework assignments and bad test scores.
Low academic self-efficacy and a loss of interest
and effort are common outcomes of such
repeated experiences (Bandura, 1977).

Parents' abilities, problems, and needs in

distant learning environments must be
thoroughly examined as clear stakeholders in
their children's academic progress. In light of
the broad and quick move to remote learning in
response to the COVID-19 epidemic, it's
important to look into parents' experiences and
demands in this setting. Apart from that,
throughout the last year pandemic, online
education has been identified as one of the
fastest-growing educational trends (Watson et
al., 2011).
 To our knowledge, this is the first study to
examine the effects of school closures on
parents. In this online learning environment, a
study of parents' experiences and problems
may generate helpful data and reveal trends
that may be used to drive the development of
programs and policies that address parental
needs. In light of these recognized demands,
the goal of this research is to uncover self-
identified challenges and struggles parents
have had while participating in their children's
remote learning during the COVID-19 school
transitions from traditional classroom learning
environments in the Spring of 2020. (Watson et
al., 2011).

According to Sorensen's (2012) The most

problematic and beneficial parts of online
learning for parents’ study, are keeping their
children on track while completing coursework
and interactions with the child's online
teachers. Furthermore, schools and instructors
just lack the resources necessary to promote
parental engagement, particularly through the
efficient use of technology.

In addition. Sullivan et al. (2020) .In the case of

mathematics education, there were fears that
learning mathematics outside of the classroom
could sabotage inquiry-based approaches to
learning mathematics in a variety of ways.
Sullivan et al. (2020) point out that detailed
explanations followed by repeated practice are
conducive to the use of video technology,
particularly instructional videos that may be
prepared ahead of time and shared via a
weblink. Inquiry-based approaches to learning
mathematics, on the other hand, necessitate
student-centered, mathematically rigorous
discussions centered on students' experiences
working on problems.

Russo, Bobis, Downton, Livy, and Sullivan

(2021) discovered that primary teachers who
had taken part in a professional development
program centered on inquiry-based ways to
learning mathematics were less willing to
enable fruitful struggle in remote learning
environments. The lack of a teacher-facilitated,
synchronous learning environment and
parents' negative attitudes regarding struggle
when studying mathematics were the two main
explanations offered for this reluctance.

Interactive activities such as teacher-student

contact, student-student interaction, student–
content interaction, and student–technology
interaction is all taken into account in online
learning. Students took part in a blended
learning course in which formative assessment
was employed to evaluate student learning
outcomes using a learning management system
and a variety of different learning activities
(Nguyen, 2017).

According to Salamat et al. (2018), "online

learning" refers to a situation in which students
and teachers engage via an online system.
Students are trained and instructed using an
online system, and their teachers may be in the
same building as them."

Practitioners and scholars from all over the

world have been attempting to figure out how
ERE has been implemented, in order to figure
out how to effectively engage kids in learning
when they are at home during this
tremendously challenging period. It is critical to
investigate how all stakeholders integrate
home learning.(Teachers, principals, and
parents) (Andrew et al., 2020)

However, there have been requests for more

research into a number of areas that appear to
have been absent during this first epidemic
period, including investigating the impact of
parents and home knowledge in student
learning (Richmond et al., 2020),
The amount of effort and energy that students
put out in their learning community, as
measured by a variety of behavioural,
cognitive, and affective indicators across time.
A variety of structural and internal variables,
such as the intricate interaction of
relationships, learning activities, and the
learning environment, shape it. The more
students are engaged and empowered within
their learning community, the more likely they
are to channel that energy back into their
learning, leading to a range of short- and long-
term outcomes, that can likewise further fuel
engagement.” (Bond et al., 2020)

Local literature https://journals.sagepub.com/doi/full/10.1177/2347631120

https://www.dpublication.com/wp-content/uploads/2020/1
Students, parents, and educators around the 427.pdf
world have felt the unanticipated rippling https://www.dpublication.com/wp-content/uploads/2020/1
impact of the COVID-19 epidemic as schools 427.pdf
have been closed to deal with the global
pandemic. While governments, frontline
workers, and health officials do their utmost to
contain the spread, educational systems strive
to provide high-quality education to all
students during these tough times. Many
students have experienced psychological and
emotional hardship at home/living
environment and have been unable to interact
successfully. The greatest online
homeschooling techniques have yet to be
discovered (Petrie, 2020).

According to (Bernardo, J) the most common

type of distance learning is modular learning.
This learning method is currently used by all
public schools in the Philippines because,
according to a survey conducted by the
Department of Education (DepEd), learning
through printed and digital modules is the most
preferred distance learning method among
parents with children enrolled this academic
year.

(Nardo, 2017). The usage of modules fosters

self-directed learning. One of the advantages of
employing modules for instruction is that pupils
develop greater self-study or learning skills.
Students actively participate in understanding
the concepts provided in the module. They gain
a sense of responsibility as they complete the
tasks in the module. The students’ progress on
their own with little or no help from others.
They are empowered as they discover how to
learn.

According to Salazar (2001), mathematics deals

with abstract concepts that are difficult to
teach and learn, which is why classroom
education should be developed with a variety
of instructional tools. The teacher will require
manipulative and concrete resources to
develop concepts and principles in a
meaningful way. In most cases, the teacher fills
a variety of tasks, and it is clear from these that
the teacher is the one in charge of creating the
best possible learning environment for
mathematics. Teachers should have a wide
range of instructional resources to support him
in the performance of his many roles in order
to cope with these varying roles.

according to Jaramillo (2002). As teachers, we

must always endeavor to establish a
stimulating learning environment and retain
students' high levels of interest. We should
employ a range of incentive approaches,
teaching methodologies, and resources to
accomplish this. The utilization of these items
contributes to a student's desire to study.
These instructional materials are also great for
brainstorming ideas, finding and utilizing
information for tasks, and identifying and
solving problems on your own or with a group.
Distance learning is a type of learning that
takes place between a teacher and students
who are geographically separated at the time
of teaching. Modular Distance Learning (MDL),
Online Distance Learning (ODL), and TV/Radio-
Based Instruction are the three types of this
modality. (2020, Quinones)

The most common type of distance learning is

modular learning. This learning method is
currently used by all public schools in the
Philippines because, according to a survey
conducted by the Department of Education
(DepEd), learning through printed and digital
modules is the most preferred distance
learning method among parents with children
enrolled this academic year (Bernardo, J).

Foreign Studies

Furthermore, according to Brown et al. (2020)

research on understanding student learning
experiences, there is very little news and
everyday dialogue about the issues faced by
students afflicted by Covid-19 on a daily basis.
The importance of achieving learning outcomes
at all levels of school has been recognized.
What are the consequences? Regarding
students' problems in fully participating in
individual and group projects
Using online resources to learn - students
interacting with other students and professors -
aided by during the school closure, there was a
lack of technology.

Owusu-Fordjour et al. 2020) found that the

propagation of the corona virus has a negative
impact on learning achievement among
Ghanaian children. The main factor was pupils'
poor learning performance in several schools
and universities of poor academic performance
lack of facilities and parental supervision,
according to the report, could have resulted in
more kids failing to complete their home
learning period. Similarly, most Indonesian
families from low-income backgrounds may be
unable to put in the effort necessary to obtain
the learning aids required to succeed, which
may be the source of most students' learning
difficulties at home. This is true in many parts
of Indonesian schools. In an ideal world, all
stakeholders would work together to close the
learning gap among Indonesian students.

The present move to emergency remote

instruction and online modality, according to
Carrillo and Flores (2020), leads to hints in
improving contemporary methods while
ensuring that these efforts are judged
beneficial. It is critical to pay close attention to
TPD is important, especially in times of
epidemic, because it allows teachers to
improve their educational skills, techniques,
whether they're given online or not.

(Basilaia & Kvavadze, 2020) When pupils are

not permitted to attend school, the alternative
is to switch from traditional to online
education. Home learning is an alternative to
standard online learning. Home-based learning
is important for young children's growth,
especially their early reading skills, but our
current educational system does not provide
opportunity to nurture this other than parents
helping their children with homework. During
the COVID-19 lockdown, institutions that have
invested in home-based learning are reaping
the benefits.

Although digital technologies have impacted

every aspect of human life, including
educational settings, few studies have been
undertaken in Zimbabwe to assess the
usefulness of apps to supplement lesson
delivery when face-to-face contact with
learners is not available. The impact of the
COVID-19 pandemic on Zimbabwe's education
system is likely to be enormous, as the country
has yet to recover from multiple Maphosa &
Dube / Contemporary Educational Technology,
2021, 13(3), ep301 5 / 13 crises, including
economic meltdown, drought, currency
instability, and Cyclone Idai (OCHA, 2020).

Public schools are under-resourced and lack the

essential protective equipment and resources
to protect students and staff, while private
school parents are anxious about their children
contracting the virus in the school
environment.
As a result, many students will not return to
school, and many parents will be compelled to
reconsider their educational alternatives and
learning environment (McDonald, 2020).

The pandemic has brought attention to the

country's wider digital divide, and further steps
will be needed to solve it in the future. Given
that home-based computing is becoming the
norm post-pandemic, there is a strong
justification for national digital access (Ng and
Lim 2020).

The MOE expects blended learning to become

the future educational environment as
Singapore progresses. After the Circuit Breaker,
Ong Ye Kung, then Minister of Education,
indicated that regular home-based learning
(HBL) will supplement classroom courses as
part of this blended learning model. Students
were expected to take care of their own
learning and engage in some areas outside of
the curriculum during such HBL hours (Davie
2020).

Family involvement in children's learning is one

of the most important strategies for socializing
children for academic and social success in
school, and parents are widely considered as
children's first teachers around the world
(Niklas, Cohrssen, & Tayler, 2016).

Local studies

Bongo and Casta (2017) observed that Filipino

teachers face emotional and occupational
stress as a result of their jobs, which has
ramifications for their personal and
professional growth. Teacher leadership
emphasizes teachers' ability to provide answers
to problems as well as those who exhibit
desired leadership attributes.

Teachers must devote time, effort, and

emphasis to the development of educational
delivery modes and resources.
In a new learning environment, teachers must
integrate instructional objectives with the
context of teaching (Rachmadtullah, et al.,
2020).

Nothing will ever be the same in terms of

education. For those who can afford the
equipment, connectivity, and knowledge
needed, schooling has always been delivered
through face-to-face delivery, sometimes in
conjunction with online learning. Rasmitadila
and colleagues (Rasmitadila et al., 2020)

Home-schooling is referred to by a variety of

terms, including home-based education, home
education, un-schooling, home-centred
learning, home instruction, de-schooling,
autonomous learning, and child-centered
learning (Donnelly, 2012).
According to Carrillo and Flores (2020), the
current shift to emergency remote
teaching and online modality leads to cues in
polishing contemporary practices while
making sure that these efforts are deemed
effective.

Bongo and Casta (2017) observed that Filipino

teachers face emotional and occupational
stress as a result of their jobs, which has
ramifications for their personal and
professional growth.
According to Mensah et al. (2020), Distance
learning is a style of education in which
learning takes place between teachers and
students who are physically separated during
the instruction and learning process.

Furthermore, according to Allen (2017),

distance learning, often known as distance
education, is a type of education in which
instruction and learning take place over a long
distance or in different physical locations.

Beirut (2020) offered six suggestions for helping

your children learn at home. The first advice is
to create a regular routine that allows
youngsters to learn. Parents can create a
schedule that includes time for online and
media-based studies and education while also
balancing other social and play activities that
their children demand.

In the absence of a classroom teacher,

members of the family and other community
stakeholders will serve as para-
teachers/learning facilitators to offer learners
with instructional help as needed. Teachers and
parents or guardians work together in the
classroom. They act as home facilitators and
para-teachers, assisting and guiding students in
responding to the modular lessons that are
 given to them during the modular learning
process (Manlangit et al. 2020).

Blended learning can be defined in a variety of

ways. To begin, it is defined as the use of web-
based technologies to achieve educational
goals, such as collaborative learning, online
education, video streaming, self-paced
learning, audio, and text. Second, it is a
combination of numerous pedagogical
techniques, such as behaviorism,
constructivism, and cognitivist, to create
learning that is optimal and best, whether or
not instructional technology is used. Third, it is
the application of any type of instructional
knowledge in conjunction with technology,
such as videotape, CD, and online trainings and
lectures.
Finally, Blended Learning combines
instructional technologies with real-world job
responsibilities to create a balanced education
(Dr. Margaret Driscoll, 2002).

TITLE: home-based learning in elementary mathematics during new normal education: basis
for intervention program
TEXT URL

Paragraph 2 local literature

https://www.academia.edu/23436448/Chapter_2_REVIEW_OF_RELATED_LITERATURE_AND_STUDIES

https://journals.sagepub.com/doi/full/10.1177/2347631120983481

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paragraph 3 foreign studies
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https://link.springer.com/article/10.1007/s10671-020-09285-3

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paragraph 4 local studies

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nks/61626a0e1eb5da761e70e411/Filipino-Teacher-Professional-Development-in-the-New-Normal.pdf

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file:///C:/Users/userpc/Downloads/IJRESM_V4_I7_93.pdf

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